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首页> 外文会议>International Technology, Education and Development Conference >(1555) ART THERAPY GROUPS IN THE SCHOOL SETTING: EFFECTS IN THE REDUCTION OF AGGRESSIVENESS FOR PRESCHOOL TO UPPER ELEMENTARY CHILDREN
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(1555) ART THERAPY GROUPS IN THE SCHOOL SETTING: EFFECTS IN THE REDUCTION OF AGGRESSIVENESS FOR PRESCHOOL TO UPPER ELEMENTARY CHILDREN

机译：（1555）学校环境中的艺术疗法组：在课程到上部儿童的侵袭性减少的影响

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Art therapy is a multidisciplinary profession that combines art, psychotherapy and group therapy. We define as art therapy in the school setting: those interventions and treatments that are performed by professionally registered art therapists, within the physical space of the school, working collaboratively with other professionals in the support team such as tutors, special education specialist or counsellors. Some organizations and researchers of art therapy: [1], [2], [3] and [4], indicate that art therapy conducted in schools can be beneficial to enhance the capabilities of interaction amongst students, contributing to educational intervention and pedagogical rehabilitation. As a differentiated intervention in the school context, art therapy is also especially beneficial for children when behaviour problems are manifested within the school milieu, or other behavioural manifestations such as, aggressive; insecurity or lack of self-confidence exist [1]. While art therapy may be provided individual therapy sessions, it has also been developed to work with different types of groups, for which art therapists have adapted group therapy theories to working with art techniques and their expressive possibilities. As defined in the BASC questionnaire [5], aggressiveness is a tendency to act in a hostile manner (whether verbally or physically) threatening others. Aggressiveness in children can be a symptom underlying many different conditions: such as conduct disorders, impulsivity, psychosis, and others. It may also steam from frustration -as in the case of children who experience academic difficulties- or even from lack of coping strategies to face personal life or relationship based stressors. This work examines the effects on aggressiveness of art therapy groups in a school in Spain, for seven children from ages 6 to 11 years old. Parents of children participating in the research, completed the BASC questionnaire shortly before and after the art therapy intervention. The conclusions on the process of each child in the art therapy group, are explained individually as recorded in the sessions’ notes and data registry sheets. This is followed by a statistical analysis of mean difference - by t test for paired samples - of responses to the aggressiveness scales of the questionnaire BASC. According to the parents, aggressiveness decreases significantly after treatment (t = 2.687, p = 0.036) from 55.29 points to 47 points (difference = 8.29). There is also a high correlation (greater than 0.7) between parent responses before and after treatment. By this analysis, we have found a statistically significant improvement -in parents? questionnaires- on the scale of aggressiveness. If we could have benefitted from a larger sample, the degree of significant differences found might be even greater. From the data collected in this study, we conclude that art therapy groups in the school setting can have a positive effect in reducing children?s aggressiveness. Further studies may explore which would be the specific art techniques more suitable for this type of population, together with differences of treatment impact according to age of students and completed number of art therapy sessions.
机译：艺术疗法是一项多学科专业，结合艺术，心理治疗和群体治疗。我们在学校环境中定义为艺术疗法：这些干预措施和治疗，由专业注册的艺术治疗师在学校的物理空间内，与支持团队中的其他专业人员一起工作，如辅导员，特殊教育专家或辅导员。一些组织和艺术疗法的研究人员：[1]，[2]，[3]和[4]，表明在学校进行的艺术治疗可以有利于提高学生之间互动的能力，为教育干预和教育康复有贡献。作为学校背景下的差异化干预，当行为问题表现在学校内部的行为问题或其他行为表现（如侵略性）中，艺术治疗也对儿童特别有益。不安全或缺乏自信存在[1]。虽然可以提供个体治疗疗法的艺术治疗，但是它也开发了与不同类型的组一起使用，虽然艺术治疗师具有适应艺术技术的组治疗理论及其表达可能性。如BASC问卷[5]所定义，侵略性是一种以敌对方式行事的趋势（无论是口头或物理上）威胁他人。儿童的侵袭性可能是许多不同条件的症状：如进行障碍，冲动，精神病等。对于在学术困难的儿童的情况下，它也可能从沮丧中蒸汽 - 甚至缺乏应对策略面对个人生活或基于关系的压力源。这项工作探讨了西班牙一所学校艺术治疗群体侵略性的影响，七岁以上6至11岁的儿童。参与研究的儿童父母，在艺术治疗干预之前和之后不久完成了Basc问卷。关于本艺术治疗组中每个孩子的过程的结论，可以单独解释，如会话中记录和数据登记册。随后是对配对样本的平均差异的平均差异的统计分析 - 对调查问卷BASC的侵袭性级别的响应。根据父母，治疗后的侵略性显着降低（T = 2.687，P = 0.036），从55.29点到47分（差异= 8.29）。在治疗之前和之后的父反应之间也存在高相关（大于0.7）。通过这种分析，我们发现了一个统计上重要的改进 - 父母？问卷 - 关于侵略性的规模。如果我们可以从更大的样本中受益，那么发现的显着差异可能更大。从本研究收集的数据来，我们得出结论，学校环境中的艺术治疗组可以对减少儿童的侵略性产生积极影响。进一步的研究可以探索哪种技术更适合于这种类型的人群，以及根据学生年龄和完成的艺术治疗课程的治疗影响的差异。

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