Art Therapy as a Means of Psycho-Correction and Correction-Educational Support to Persons with Limited Health Opportunities View PDF

The high frequency of development of pathology in humans at any age [1,2] creates a high pathological burden of the population [3,4]. This applies to all systems and organs [5,6] and very often becomes the cause of disability [7,8] and early death [9,10]. Given the severity of this problem, experimentalists [11] and clinicians [12,13] also work on its solution. Due to the versatility of the approaches, it is possible to look at different types of pathology from different sides [14] and to search for effective treatment options [15,16]. Of particular importance in recent years in this regard are non-drug treatment options [17-19]. Longterm observations have shown their effectiveness [20,21] with respect to somatic pathology [22,23] and psycho-emotional disorders.

Today, we can see that in Russia various psychotherapeutic methods and the technologies have been developed, including those based on the use of art [25,26]. Many of them are used in the work on the correction of psychophysical development disorders actively, with different degrees of efficiency [27,28].

Most authors [29,30,31] indicate that a significant number of children and adolescents have the defect in autism spectrum disorder (hereinafter–ASD). ASD is a combination of disorders in the cognitive and emotional-volitional systems that have a significant impact on mental development. Most often, under the influence of these factors, states are formed according to the severity of the underdevelopment of intellect, similar to the retarded mental development (hereinafter RMD) [32,33]. Therefore, it requires the organization of a system of special psychological and pedagogical assistance and support, especially taking into consideration the inclusive focus of modern education in the Russian Federation [34,35].

A significant part of the research on the organization and provision of psychological and pedagogical assistance and correction is made by the works describing the activities of teachers and psychologists with such category of children and adolescents of preschool age [36,37]. The works include studying children of school age, younger school age and less [38,39]. The same statement applies to the use of corrective possibilities for art therapy in the school and after-school activities of children with ASDand having RMD [40,41].

All of the above is a motivation for organizing and conducting an experimental study described in this article [42].

The purpose of the studyisdevelopment and conduction of a procedure for assessing the effectiveness of an art therapy technology Variabili for further study of the corrective effect on the violations of the cognitive and emotional-volitional systems of young schoolchildren with health limitations, including those with ASD and having RMD.

The conducted research was approved by the Local Ethic Committee of the Russian State Social University in May, 17th 2016 (Record ?5). The study was conducted on the basis of the State Budgetary Educational Institution of Moscow School No. 1206. The students of the first, second and third grades took part in this investigation. A total of 28 junior schoolchildren were examined with a diagnosis ofASD with a retarded mental development (cerebra organic genesis according to K. Lebedinskaya). Subsequently, all those children took part in 10 lessons of experimental training in the art-therapy technology Variabili. In a series of experiments of a pilot investigation of Variable technology, we try to reveal the potency assignment in the correction of violations of cognitive and emotional-volitional systems of schoolchildren with health limitations.

In the course of research to assess the development level of a cognitive system, various standardized methods were used, namely10 words by A. Luria and graphic dictation by D. Elkonin. Finally, to study the development of the emotional-volitional system the methodology of De Grefe’s self-evaluation was used.

To study the effectiveness of the art therapy, we chose the Variable technology created by German art therapy authors EkkahartBuschon and Nina Geling-Buschon. The technology includes painting, wooden sculptures, music therapy, breathing exercises. The main idea isa maximum variability of the result and an absence of wrong options. There are two basic directions: painting and working with wood. For relaxation, elements of music therapy and breathing exercises are used. The technology is used in working with children and adolescents in a difficult life situation and with various developmental disabilities. The art method Variabili has been tested with children from kindergartens, schools and boarding schools both in Russia and in Germany. The method has no age or social group limitations. It can be not just a problem of teens, ordinary and talented children, but also children with developmental disorders [43,44].

The first stage of the Variable technology is connected with wooden sculptures. Here different species of wood are often used. Participants are invited to create a sculpture with the help of wooden fragments according to the principle of a mosaic moving in space. Wooden fragments can be turned in different directions and combined with each other. It is assumed that the collected sculpture can again be disassembled into fragments and collected again, getting something new, the obstacles to creativity are removed, and there is room for imagination [45].

The second stage of the work is related to breathing exercises that help to achieve the state of relaxation, feel your mental state and to remove the psychological clamps. Here we achieve the state of relaxation.

The third stage of the work is carried out in a combination of painting and music. Participants are invited to listen to five versions of music that express different energy states: chaos, sun, moon, love and the universe. While listening to the music, participants are drawing interlaced lines with closed eyes. After that, the result is applied to the paint.

Statistical processing of the data obtained during the investigation consisted in determining the reliability of the differences for coupled samples (Wilcoxon t-test).

Based on the results of the diagnosis of first-graders pupils with health limitations using the 10 words method after the first repetition, minor changes occurred. After the second repetition, the level of memorization of words before exposure exceeds the ‘after’ indicators. After the third repetition the indicators ‘after’ significantly exceeded the indicators before exposure. After the delayed repetition, the indicators ‘after’ decreased slightly, and the ‘before’ indicators increased but did not exceed the ‘after’ indicators (Figure 1).

According to the results of diagnostics using the 10 words method of health limitations with of the second grade at the first repetition we can see that the ‘after’ memorization level exceeded the ‘before’ memorization level. At the second repetition, the indicators ‘before’ and ‘after’ increased, while ‘after’ exceeded the indicators ‘before’. At the third repetition, the number of words increased, ‘after’ exceeded ‘before’. After the fourth repetition, the indicators decreased, while ‘after’ exceeded ‘before’. After the fifth repetition, the indicators reached almost the same level as they were after the third repetition, while ‘after’ again exceeded ‘before’. With delayed repetition, both indicators increased significantly, while ‘after’ exceeded ‘before’ (Figure 2).

According to the results of diagnostics using the 10 words method of health limitations with of the third grade at the first repetition we can see the ‘after’ memory level exceeded the ‘before’ memorization level. At the second repetition, the indicators ‘before’ and ‘after’ increased, while they were on the same level. After the third repetition, ‘after’ exceeded ‘before’, while ‘before’ remained at the same level as at the first repetition (Figure 3).

After the fourth repetition, ‘before’ again remained unchanged, and ‘after’ it increased. After the fifth repetition, ‘before’ decreased, while ‘after’ increased ‘before’. With the delayed repetition, the indicator ‘before’ increased, and the indicator ‘after’ decreased, but everything still exceeds ‘before’, but insignificantly (Table 1).

Table 1. Results of the study of schoolchildren according to De Greife method before and after diagnostics, an average data.

At the 1stgrade, when studying schoolchildren according to DeGreife method, the average values at the stages ‘before’ and ‘after’ the impact:

Parameter ‘I’: the value of ‘before’ slightly exceeds the value ‘after’. Parameter ‘Friend’: the value ‘before’ exposures‘after’. Parameter ‘Teacher’: the value ‘before’ exceeds the value ‘after’.

At the 2nd grade, when studying schoolchildren according to DeGreife method, the average values at the pre- and post-impact stagesm are:

Parameter ‘I’: the value ‘before’ slightly exceeds the value ‘after’. Parameter ‘Friend’: the value ‘before’ exposures‘after’. Parameter ‘Teacher’: the value ‘before’ is slightly higher than the value ‘after’.

At the 3rd grade, when studying schoolchildren according to DeGreife method, the average values at the stages ‘before’ and ‘after’ the impact:

Parameter ‘I’: the value ‘before’ exceeds the value ‘after’. Parameter ‘Friend’: the value ‘before’ exposures the value ‘after’. Parameter ‘Teacher’: the value ‘before’is slightly higher than the value ‘after’.

Data on the method graphic dictation are presented in the Table 2.

At performance of graphic dictation=the average depends on two parameters-resolutionand self-expression.

When graphical dictation 1 is performed, the evaluation for resolutionat the pre- and post-impact stages is the same. The evaluation for self-expression ‘after’ is slightly higher than ‘before’. When the graphical dictation is 2 takes place, the average score for the postimpactstage is slightly higher than the pre-impact. The assessment for self-expression ‘after’impact is slightly higher than the estimation before impact.

When the graphical dictation is 3 takes place, the average score for resolutionat the ‘after’stage exceeds the estimate ‘before’ the impact. The evaluation for self-expression ‘after’impact exceeds the estimate ‘before’impact.

When performing the graphical dictation 4 is performed, the indicators at the stage ‘after’ the impact increased, as compared to the previous dictations. The average score for resolutionand for selfexpression ‘after’ exposure is significantly higher than the estimate ‘before’impact.

The results of the study of the 2nd grade students according to the Graphic dictation method ‘before’ and ‘after’ the impact. At performance of graphic dictation=the average depends on two parameters-resolution and self-expression.

When graphical dictation 1 takes place, the evaluation for resolution at the pre- and post-impact stages is the same. The evaluation for self-expression ‘after’ is slightly higher than ‘before’. When the graphical dictation 2 takes place, the average score for the post-impactstage is slightly higher than the pre-impact estimate. The assessment for self-expression‘after’impact is slightly higher than the estimate ‘before’impact.

When the graphical dictation 3 is performed, the average score for resolutionat the ‘after’ stage exceeds the estimate ‘before’ the impact. The evaluation for self-expression‘after’exceeds the estimate ‘before’.

When performing the graphic dictation 4, the indicators at the stage ‘after’ the impact increased, as compared to the previous dictations. The average score for resolution and for self-expression‘after’impact is significantly higher than the estimate ‘before’

The results of the study of the 3rd grade students according to the ‘Graphic dictation’method before and after the impact. At performance of graphic dictation=the average depends on two parameters-resolution and self-expression.

When graphical dictation 1 takes place, the evaluation for resolution at the pre- and post-impact stages is the same. The evaluation for selfexpression ‘after’ is slightly higher than ‘before’.When the graphical dictation 2 takes place, the average score for the post-impact stage is slightly higher than the pre-impact estimate. The assessment for selfexpression‘after’impact is slightly higher than the estimate ‘before’.

When the graphical dictation 3 is performed, the average score for resolution at the ‘after’ stage exceeds the estimate ‘before’ the impact. The evaluation for self-expression ‘after’ exceeds the estimate ‘before’.

When performing the graphic dictation 4, the indicators at the stage ‘after’ the impact increased, as compared to the previous dictations. The average score for resolution and for self-expression ‘after’ impact is significantly higher than the estimate ‘before’.

After the initial processing of the obtained data, we conducted a study of the results of the study using mathematical statistics methods

Table 2. Results of the study of schoolchildren according to the Graphic dictation method ‘before’ and ‘after’ the impact, average score.

Table 3. The results of t-test of symbolic ranks for related samples Wilcoxon about method "the Graphic dictation" by DB Elkonin.

to assess the reliability of the revealed differences by means of the t-criterion of sign rankings for the related Wilcoxon samples.

Significant differences were revealed only by the Graphic dictation method by DElkonin and by De Grefe method.

Data on the method ‘Graphic dictation’ in Table 3.

At the 1^stgrade, graphic dictation at the third stage, the level of resolution according to the ‘Assessment ofself-performance’ indicator showed a significant level of importance of the differences (0.038, at p ≤ 0.05). At the fourth stage, the level of implementation for the ‘Assessment of resolution’ indicator showed a significant level of importance of the differences (0.014, at p ≤ 0.05). The level of resolution for the indicator ‘Assessment of self-performance’ showed a significant level of importance of differences (0.011, with p ≤ 0.05).

At the 2^ndgrade, graphical dictation in the fourth stage of the resolution level for the indicator ‘Assessment of resolution’ showed a significant level of importance of the differences (0.026, at p ≤ 0.05). At the fourth stage, the level of resolution for the ‘Assessment ofselfexpression’ indicator showed a significant level of importance of the differences (0.041, at p ≤ 0.05) by the criterion of Wilcoxon’s grades.

At the 3^rd grade, graphical dictation in the fourth stage of the resolution level for the indicator ‘Assessment of resolution’ showed a significant level of importance of the differences (0.046, at p ≤ 0.05). The level of implementation for the indicator ‘Assessment ofselfexpression’ showed a significant level of importance of the differences (0.025, at p ≤ 0.05).

Data on the method ‘De Grefe method’ in Table 4.

The pupils of the 2nd class showed changes in the self-evaluation indicators for the parameter ‘Friend’ at the level of significant differences after the experimental work of p=0.027, while p ≤ 0.05 %. The pupils of grade 3 showed changes in self-evaluation indicators in the parameter ‘Friend’ at the level of significant differences after the experimental work, p=0.028, at p ≤ 0.05%.

ASDis characterized by impairments of cognitive and emotionalvolitional systems, often combined with retarded mental development and requiring a special complex impact. In the course of the study, a procedure for evaluating the effectiveness of Variabiliart therapy technology was developed and tested. The investigation of corrective work was made on children of primary school age with ASD and a retarded mental development (cerebra organic genesis according to K. Lebedinskaya). In the course of the study it was proved that the use of the technology has such called a corrective effect on the development of cognitive functions (graph-motor skills, which is obvious) and improves the formation of self-esteem. Such methods have a positive effect on

Table 4. Results of the study of schoolchildren according to De Greife method before and after diagnostics, an average data.

the development of the emotional-volitional sphere. Evaluation of the effectiveness of the application of the art therapy technology under study on wider samples of the age and spectrum of an illness will allow making more substantiated and accurate conclusions about the effectiveness of the technology and allow working out a methodology for its application.

1. Medvedev IN (2016) Platelet functional activity in clinically healthy elderly. Adv gerontol 29: 633-638.
2. Medvdev IN, Skoryatina IA, Zavalishina SY (2016) Ability to aggregate the basic blood elements in patients with arterial hypertension and dyslipidemia who received non-drug treatment and rosuvastatin. Cardiovasc Ther Prev 15: 4-10.
3. Bikbulatova AA (2014) Determining the thickness of materials in therapeutic and preventive heat-saving garments. Proceedings of higher education institutes. Textile industry technology 1: 119-123.
4. Bikbulatova AA, Andreeva EG (2017) Dynamics of platelet activity in 5-6-year old children with scoliosis against the background of daily medicinal-prophylactic clothes’ wearing for half a year. Biomed Pharmacol J 10.
5. Bikbulatova AA (2017) Dynamics of locomotor apparatus’ indices of preschoolers with scoliosis of i-ii degree against the background of medicinal physical training. Biomed Pharmacol J 10.
6. Shmeleva SV, Yunusov FA, Morozov YUS, Seselkin AI, Zavalishina SYU (2018) Modern approaches to prevention and correction of the attorney syndrome at sportsmen. Prensa Med Argent 104.
7. Morozova EV, Shmeleva SV, Rysakova OG, Bakulina ED, Zavalishina SY (2018) Psychological Rehabilitation of Disabled People Due to Diseases of the Musculoskeletal System and Connective Tissue. Prensa Med Argent 104.
8. Zavalishina SY (2017) Physiological dynamics of spontaneous erythrocytes’ aggregation of rats at last ontogenesis. Annu Res Rev Biol 13.
9. Medvedev IN (2016) Dynamics of violations of intravascular platelet activity in rats during the formation of metabolic syndrome using fructose models. Problems of nutrition 85: 42-46.
10. Medvedev IN, Zavalishina SY (2016) Platelet activity in patients with third degree arterial hypertension and metabolic syndrome. Kardiologiia 56: 40-48.
11. Zavalishina SYu, Medvedev IN (2016) Features aggregation erythrocytes and platelets in old rats experiencing regular exercise on a treadmill. Adv Gerontol 29: 437-441.
12. Skoryatina IA, Zavalishina SYu, Makurina ON, Mal GS, Gamolina OV (2017) Some aspects of Treatment of Patients having Dislipidemia on the Background of Hypertension. Prensa Med Argent 103.
13. Zavalishina SY (2017) Restoration of Physiological Activity of Platelets in New-Born Calves With Iron Deficiency. Biomed Pharmacol J 10: 711-716.
14. Skoryatina IA, Zavalishina SYu (2017) Impact of Experimental Development of Arterial Hypertension and Dyslipidemia on Intravascular Activity of Rats’ Platelets. Annu Res Rev Biol 14(5) : 1-9.
15. Skoryatina IA, Zavalishina SYu (2017) A Study of the Early Disturbances in Vascular Hemostasis in Experimentally Induced Metabolic Syndrome. Annu Res Rev Biol 15(6) : 1-9.
16. Skoryatina IA, Medvedev IN, Zavalishina SY (2017) Antiplatelet control of vessels over the main blood cells in hypertensives with dyslipidemia in complex therapy. Cardiovasc Ther Prev 16: 8-14.
17. Zavalishina SY, Medvedev IN (2017) Comparison of opportunities from two therapeutical complexes for correction of vascular hemostasis in hypertensives with metabolic syndrome. Cardiovasc Ther Prev 16: 15-21.
18. Medvedev IN, Skorjatina IA, Zavalishina SYu (2016) Vascular control over blood cells aggregation in patients with arterial hypertension with dyslipidemia. Cardiovasc Ther Prev 15: 4-9.
19. Sizov ??, Zavalishina SJ (2015) Russian Criminal Legislation in Prevention of Sexually Transmitted Diseases in the Territory of the Russian Federation. Biol Med 7.
20. Glagoleva TI, Zavalishina SY (2017) Aggregation of Basic Regular Blood Elements in Calves during the Milk-feeding Phase. Annu Res Rev Biol 17: 1-7.
21. Glagoleva TI, Zavalishina SY (2017) Physiological Peculiarities of Vessels’ Disaggregating Control over New-Born Calves’ Erythrocytes. Annu Res Rev Biol 19: 1-9.
22. Makhov AS, Medvedev IN, Rysakova OG (2017) Functional features of hemostasis and physical fitness of skilled snowboarders with hearing impairment. Teoriya i Praktika Fizicheskoy Kultury 12: 27.
23. Medvedev IN (2017) The Impact of Durable and Regular Training in Handto-hand Fighting Section on Aggregative Platelet Activity of Persons at the First Mature Age. Annu Res Rev Biol 15: 1-6.
24. Medvedev IN (2017) Microrheology of erythrocytes in arterial hypertension and dyslipidemia with a complex hypolipidemic treatment. Russ J Cardiol 4: 13-17.
25. Baenskaya ? (2008) Violations of the affective development of the child in the formation of the syndrome of early childhood autism. Defectol 4: 11-19.
26. Baer W (2013) Creative therapy-therapy with creativity. Moscow, Russia.
27. Evtushenko I (2013) Methodological foundations of musical education of mentally retarded schoolchildren. Fundamental research 13: 2963-2966.
28. Kozyreva V (2010) Adaptive educational environment as a condition for the formation of communicative skills in children with multiple disorders. Izvestia of the Southern Federal University 7: 229-235.
29. Belyakova ? (2017) Psychological features of fears and anxiety of children with early childhood autism coll. Vitebsk 441-442.
30. Greenspan S (2013) Wider on you with autism. Moscow, Russia.
31. Zyabkina E, Shevtsova N, Shkryabko I (2017) Features of thinking of children with early childhood autism. Development of modern education: from theory to practice. Cheboksary 95-97.
32. Yalpaeva N, Suleymanov K (2017) Research of psychological and pedagogical features of preschool children with early childhood autism. Integrative tendencies in medicine and education 2: 131-135.
33. Francheska ? (2006) Psylological problems of autism [Introduction to the Psychological Theory of Autism]. Moscow, TerevinfPabl 216.
34. Nikolskaya ? (2014) Features of mental development of children with autism. AICP 1: 18.
35. Nikolskaya O, Baenskaya E (2010) Libling Autistic child: Ways of help. Moscow, Russia.
36. Kozyreva V, Orlova O (2014) Psychological and pedagogical support of children with early childhood autism in the conditions of a children’s inclusive education center. Articles: Inter branch approaches in the organization of education and training of persons with disabilities. Moscow 93-105.
37. Lebed-Velikanova E (2017) Features of communication of children with early childhood autism. Health For All 2: 22-25.
38. Morozova S (2007) Autism: corrective work in severe and complicated forms. Moscow, Russia.
39. Rusakova V (2017) Formation of the subject dictionary in children with early childhood autism. New science: psihologo-pedagogicheskiy podhod 3: 124-126.
40. Sanson P (2006) Psycho-pedagogy and autism: experience working with children and adults. Moscow, Russia.
41. Tokarev O (2017) The essence of art kinesiological training as a promising area of work with children with early childhood autism. Modern scientific research and development 545-547.
42. Lebedinsky V, Nikolskaya O, Baensky E, Libling M (1990) Emotional disorders in childhood and their correction. Moscow: University 197.
43. Gonta E (2013) Organization of correctional and developing work with preschool children with early childhood autism, in the conditions of a specialized group of kindergarten. “Special Education”. Materials of the IX International Scientific Conference. St. Petersburg: Leningrad State University. A Pushkin 88-91.
44. Kislyakov P, Silaeva O, Feofanov V (2017) Psychological indices of social safety of children with disabilities. Articles: ?he European proceedings of social & behavioral sciences International Conference. National Research Tomsk Polytechnic University. Nicosia 407-413.
45. Makhov AS, Medvedev IN (2018) Motor rehabilitation of children with cerebral palsy. Teoriya i Praktika Fizicheskoy Kultury 6: 8.