| Abstract [eng] |
R. Tutkutė Mikalauskienė – Possibilities of Using Art Therapy for the Development of Self Regulation Skills in Primary School Children with Behavioural and Emotional Difficulties. The study involved primary school children with behavioral and emotional difficulties. A total of 18 children were selected and divided into two groups (one with 10 children and the other with 8). Their levels of behavioral and emotional difficulties, as well as self-regulation skills, were measured before and after art therapy. Research aim – To assess the changes in behavioral and emotional difficulties and self-regulation skills in primary school children with such difficulties through the application of art therapy. Research objectives: 1. To review, in the theoretical context, the issue of behavioral and emotional difficulties in children, the characteristics of development and self-regulation in primary school-aged children, and the potential of art therapy as an intervention for children with behavioral and emotional difficulties. 2. To assess the behavioral and emotional difficulties of primary school children before and after art therapy, and to analyze the changes. 3. To assess the self-regulation skills of primary school children with behavioral and emotional difficulties before and after art therapy, and to analyze the changes. 4. Using a case study, to describe and analyze a selected participant to identify strengths in self regulation skills developed through the art therapy process in a primary school child with behavioral and emotional difficulties. Methods: - Literature review - Pre-experiment (pre-post study with one group) - Observation - Case study - Drawing analysis Conclusions of the empirical study: 1. Analysis of the "Strengths and Difficulties Questionnaire (SDQ-Lit)" data showed a statistically significant decrease in hyperactivity (p=0.006), behavioral problems (p=0.002), and overall difficulties (p=0.019), by joint parents and teachers assessment. Parents also reported a significant decrease in emotional symptoms (p=0.030), while teachers noted a statistically significant increase in peer problems (p=0.006). It can be stated that the first hypothesis was confirmed – art therapy reduces behavioral and emotional difficulties in primary school children. 2. Analysis of the "Strengths and Difficulties Questionnaire (SDQ-Lit)" data revealed a statistically significant decrease in self-regulation difficulties (p=0.001) according to joint parents and teachers assessment. Analysis of the "Self-Regulation Skills Questionnaire" data, based on 95% means difference confidence intervals (CI), showed a significant decrease in lack of patience (parents' CI: 0.12; 0.68, joint CI: 0.03; 0.44) and cooperation difficulties (parents' CI: 0.11; 0.82, joint CI: 0.02; 0.49) according to parents and joint parents and teachers assessment, as well as overall self-regulation difficulties according to parents assessment (CI: 0.15; 0.49). It can be stated that the second hypothesis was confirmed – art therapy improves the self-regulation skills of primary school children with behavioral and emotional difficulties. 3. The case study revealed that, over the course of the sessions, there was an increase in detail in human drawings, indicating developing self-awareness. Artwork became more complex and included symbolic representations reflecting personal experiences and understanding, with a broader range of themes. Active emotional expression and creative engagement fostered the recognition and articulation of emotions and needs, reflective skills, social skills, self-control, patience, and obedience. In conclusion, addressing the core qualitative research question, it can be stated that the art therapy process enhanced the child’s self-awareness, self-esteem, emotional understanding and expression, and creativity — all of which were key strengths contributing to the development of self-regulation skills. |
