| Abstract [eng] |
The thesis reviews the social and emotional development of 8–12-year-old children, the importance of self-regulation, and the formation of interpersonal relationships in a children’s group. The theoretical part discusses social roles, conflicts, group dynamics, and the significance of the social environment of a children’s day care center. It also examines how art therapy may create conditions for children to express emotions, develop self-regulation, and build interpersonal relationships within a group. Aim of the study: To reveal the dynamics of interpersonal relationships among the participants in the art therapy group process at a children’s day center, while considering the significance of self-regulation. Participants: Three boys aged 8–12 attending a children’s day care center and experiencing behavioral and attention-related difficulties. Research objectives: 1. To review scientific literature on the social development, self-regulation, group dynamics, interpersonal relationships of children in the studied age group, and the characteristics of the social environment of children’s day care centers. 2. To review scientific literature and previous research on the possibilities of applying art therapy with children, regarding interpersonal relationships within a group. 3. To analyze children’s creative process, behavior, self-regulation characteristics, group dynamics, interpersonal interactions, and creative works during art therapy. 4. To reveal the dynamics of interpersonal relationships in the children’s group during the art therapy process, based on qualitative thematic analysis and artwork analysis. Research methods: A qualitative research method was applied. The research data were collected through observation, using the researcher’s notes, and through a semi-structured interview with a social worker. The data were analyzed using thematic analysis conducted with MAXQDA software, and artwork analysis based on the FEATS and ETC models. Empirical research results and conclusions: Children’s engagement in the art therapy process varied and depended on individual characteristics, emotional state, group composition, and the overall atmosphere. The thematic analysis revealed changing dynamics of interpersonal relationships, including cooperation, relationship building, teasing, rejection, competition, and boundary testing. The artwork analysis, based on the FEATS and ETC models, made it possible to identify individual characteristics of the children as well as the expression of relationships in individual and group artworks. The art therapy process created conditions for children to express emotions, reflect on their experiences, and learn more appropriate ways of self-regulation and communication. |
