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Art Terapia Tulburarilor Emotionale Ale Adolescentului PDF
Art Terapia Tulburarilor Emotionale Ale Adolescentului PDF
STUDIU CLINIC
Procesul art-terapeutic presupune din partea artistului aplicarea unor mijloace artistice în vederea facilitării exprimării non-ver-
bale a emoţiilor. Pornind de la această premisă, 50 de copii şi adolescenţi, grup heterogen din punct de vedere al sexului, vârstei şi
provenienţei sociale, au beneficiat în cadrul CSM Copii Cluj de avantajele artterapiei. S-a putut stabili astfel un diagnostic clinic
de o mai mare acurateţe şi s-a intervenit terapeutic multiaxial prin psihofarmacologie, psihoterapie, art-terapie şi asistenţă socială.
Prin art-terapie s-au facilitat: • Relaţionarea interpersonală • Comunicarea non-verbală • Deprinderile • Catharsis-ul
În concluzie, art-terapia alături de celelalte intervenţii (medicaţie specifică, psihoterapie, asistenţă socială), contribuie la
ameliorarea până la dispariţie a simptomatologiei şi are influenţe pozitive asupra imaginii de sine a copiilor şi adolescenţilor.
Cuvinte-cheie: art-terapie, tulburări emoţionale, imaginea de sine.
abstract
The art therapy process involves the application of certain artistical means by the artist, in order to facilitate the non-verbal
deliverance of emotions. In this respect, a number of 50 children and teenagers (an eterogeneous group in matters of sex, age and
social background) have profited by the benefits of Art therapy at CSM Copii şi Adolescenţi Cluj-Napoca (The Centre for Child
and Adolescent Mental Health Cluj-Napoca). A more accurate clinical diagnosis has thus been established, as therapeutic inter-
ventions were undertaken in the multidirectional ways of psychopharmacology, psychotherapy, art therapy and social assistance.
The therapy improved the following aspects: • The interpersonal relationships • The non-verbal communication • The personal
skills • The Catharsis.
Consequently, art therapy, alongside some other interventions (particular medication, classical psychotherapy, social assistance),
contributes to the amelioration (and sometimes even to the disappearance) of the symptomatology and engenders several posi-
tive results regarding the self-portrayal of children and teenagers.
Key words: art therapy, emotional disorders, self-portrayal.
1
rtterapeut, terapeut terapie ocupațională, artist plastic, Doctor în Arte
A 1
rttherapist, occupational therapist, artist, Doctor in Fine Arts, Cluj-Napoca
A
Plastice, Cluj-Napoca 2
MD, PhD, Pediatric Psychiatry, Pediatric Neurology, Cluj-Napoca
2
Medic primar Psihiatrie Pediatrică, Medic specialist Neurologie Pediatrică, 3
Social worker, Cluj-Napoca
Doctor în Medicină, Cluj-Napoca 4
PhD in Philosophy, UBB Cluj-Napoca
3
Asistent social, Cluj-Napoca
4
Doctorand în Filosofie, UBB Cluj-Napoca
Adresa de corespondeță:
Adresa de corespondeță: 1
Mental Health Center
1
Centrul de Sănătate Mintală 57 Gheorghe Bilascu street, Cluj-Napoca
str. Gheorghe Bilașcu nr. 57, Cluj-Napoca
Tel.: 0264 599 001
Revista de Neurologie şi Psihiatrie a Copilului şi Adolescentului din România – 2012 – vol. 15 – nr. 3 121
Elena Chirilă • Artterapia în tulburările emoţionale ale copilului şi adolescentului studiu clinic
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studiu clinic Elena Chirilă • Artterapia în tulburările emoţionale ale copilului şi adolescentului
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Elena Chirilă • Artterapia în tulburările emoţionale ale copilului şi adolescentului studiu clinic
1. M.A. sex M, 6 ani Dg. Mutism electiv ––lucrează separat şi cu logopedul, participă la ter-
La începutul şedinţelor de art-terapie beneficiarul nu apii de grup fiind integrat în echipe de 2-3 persoane,
comunica cu nici unul din membrii echipei. Comunicarea merge la grădiniţa de masă, unde comunică şi verbal.
a început prin modelaj. Se creează prin modelaj figurine Cu ajutorul art-terapiei prin succesele repetate am
cu ajutorul cărora art-terapeutul relaţionează cu benefi- atins obiectivele care au ameliorat comportamentul.
ciarul, se joacă pe un teren de luptă creat împreună în 2. FPC, sex M, 5 ani
care desfăăară diferite activităţi. Copilul este stimulat să Diagnostic:
descrie verbal ce se întâmplă în lumea imaginată, mate- 1. Tulburări emoţionale cu debut în copilărie
rializtă în imagini bi sau tridimensională împreună cu 2. Mediu familial conflictual
artistul art-terapeut. Prin motivaţie, dorinţa de a realiza Copilul este asistat în dezvoltarea sa în ceea ce pri-
acele lumi imaginare, copilul a ajuns la dorinţa de a arăta veşte conceptele despre sine, mediu şi modul de funcţionare
de ce performanţe este în stare atât în comunicarea non al acestuia.
verbală cât şi în cea verbală. Exerciţiile de art-terapie se încep pe roata de di-
Rezultate: mensiuni mici, unde exerciţiile de încălzire şi concen-
––descoperirea propriilor abilităţi prin artă şi trare sunt stimulate de culorile concentrice (asemenea
coştientizarea propriilor emoţii şi trăiri deschid noi mandalelor), apoi se trece la interpretarea petelor de
căi de comunicare cu ajutorul limbajului nonverbal, culoare şi spaţializare, prin stimularea concomitentă a
iar bucuria de a crea, succesele apreciate de părinţi şi simţului tactil şi vizual.
de cei din jur, atenuează efectele mediului conflictual Prin art-terapie se încurajează formarea strategiilor
în care trăieşte- rivalitate în fratrie de rezolvare a problemelor şi luarea decizilor în vederea
––imaginea de sine restructurată şi stima de sine diversificărilor formale; se descoperă abilităţi noi, necu-
pozitivă ajută la rezolvarea tulburărilor emoţionale noscute până atunci, ceea ce duce la structurarea imaginii
datorate mediului social de sine pozitive
2. FPC, sex M, 5 ani
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Elena Chirilă • Artterapia în tulburările emoţionale ale copilului şi adolescentului studiu clinic
mândru de realizări, îşi scrie numele pe lucrări vizibil crederea în autoexprimare, prin perceperea propriilor
(foto), să se ştie că sunt ale lui şi doreşte să-şi aducă abilităţi, reprezintă un factor important în procesul de
fraţii la CSM, unde se simte în siguranţă. adaptare socială.
4. AD, sex F, 6 ani ––Spaţiul potenţial reprezintă o zonă intermediară
Diagnostic: între fantezie şi realitate, între subiectivitate şi obi-
1.Tulburări anxioase ectivitate, prin utilizarea obiectului, obiectul fiind
2. ADHD înţeles ca produsul activităţii (de exemplu o foaie de
3. Tulburare specifică a vorbirii articulate hârtie umlpută cu linii), obiect care reprezintă obiectul
Desenul şi pictura sunt considerate forme de comuni- treanziţional, care satisface prin fantezie, dar reflectă
care, cu implicare in dezvoltarea conştientizării senzori- în acelaşi timp şi detaşarea de sine;
ale a mediului, la această categorie de vârstă cronologică ––în cazul copiilor cu ADHD, cum este şi în acest
( 4-7 ani); copilul relaţionează din ce în ce mai mult cu caz, folosim această metodă pentru a stimula copii
mediul, şi mai puţin cu propriile mişcări ale corpului. să se concentreze asupra
Imaginile evidenţiază acest lucru . activităţii.
Printr-un mediul facilitator care oferă şi siguranţă 5.K R, sex M, 7 ani
pentru exprimarea stărilor emoţionale, dar şi a modali- Diagnostic:
tăţilor de a regla stările conflictuale, generatoare de anxi- 1. Tulburare reactivă de
etate şi frustrare, copilul este stimulat să lucreze jucându- ataşament a copilăriei
se, identificând şi creând un spaţiu potenţial. 2. Tulburare specifică a
Rezultate: vorbirii articulate
––Câştigarea autorităţii asupra mediului scade 3. Carenţe de mediu
anxietatea, facilitează trăirea sentimentului reuşitei 4. Adaptabilitate scă-
prin implicarea într-un proces de creaţie, comunicare, zută
şi exprimare. Provocarea cu ajutorul mediului duce la Execută pictură pe dife-
dezvoltarea stimei de sine; stima de sine ridicată şi în- rite dimensiuni şi cu diferi-
4. AD, sex F, 6 ani te tehnici, modelaj pe roata
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studiu clinic Elena Chirilă • Artterapia în tulburările emoţionale ale copilului şi adolescentului
olarului, colaje pe coli de hârtie colorată, exerciţii de fa- nală către domenii unde este nevoie de asemenea abilităţi
miliarizare cu diferite forme si culori în camera de joacă ( (arte decorative, artizanat, etc.);
unde se asociază cu tehnica jocului de rol). Prin art-terapie se oferă pacientului o privire asupra
Rezultate: emoţiilor, gândurilor şi sentimentelor.
––Spargerea blocajelor emoţionale; Rezultate:
––înlăturarea frustrărilor acumulate; ––Dezvoltarea inteligenţei emoţionale;
––stimularea creativităţii crearea de stări afective ––Stimularea tuturor canalelor senzoriale;
tonice; ––Dezvoltarea capaciţăţii de a se exprima mai re-
–– inducerea unei stări de linişte şi acceptare de sine; pede şi mai uşor;
––reducerea tensiunii şi anxietăţii; ––Modelarea personalităţii prin valori estetice şi
––capacitatea de a învinge obstacolele de natură orientarea spre încorporarea frumosului în viaţă şi ac-
psihică ( barierele “nu pot, nu sunt în stare”, invin- tivitate;
gerea “amînării”. ––Dezvoltarea percepţiilor şi reprezentărilor vi-
6. M. P., sex F, 14 ani zuale, a imaginaţiei creatoare;
Diagnostic:
––Facilitarea comunicării interpersonale, creşterea
1. Tulburări de
sociabilităţii, creşterea adaptării în societate;
învăţare
2. Intelect liminar ––Rezolvarea eficientă a conflictelor;
3.Tulburări de ––Crearea de stări afective comice;
adaptare şcolară ––Inducerea unei stări de linişte, acceptare de sine;
Se identifică ––Reducerea tensiunii şi anxietăţii;
“punctele tari“ale in- ––Capacitatea de a învinge obstacole de natură
dividului; în cazul psihică (nu pot , nu sunt în stare, învingerea “amânării
acesta există o încli- Se foloseşte ca metodă art-terapia, prin calitatea ar-
naţie pentru expri- telor vizuale, care permite practicantului să se exprime
marea vizual-plas- prin mijloace specifice artelor.
tică, se dezvoltă unele 7. M.M., sex f , 13 ani
abilităţi de execuţie şi Diagnostic:
exprimare cu ajutorul 1. Ticuri cronice complexe
limbajului vizual, 2. Fobie socială
eventual se urmăreşte 3. Balbism tonico clonic
o orientare profesio- 4. P. cu anxietate constituţională
Revista de Neurologie şi Psihiatrie a Copilului şi Adolescentului din România – 2012 – vol. 15 – nr. 3 127
Elena Chirilă • Artterapia în tulburările emoţionale ale copilului şi adolescentului studiu clinic
128 Revista de Neurologie şi Psihiatrie a Copilului şi Adolescentului din România – 2012 – vol. 15 – nr. 3
clinical study Elena Chirilă • The Use of Art Therapy in the Emotional Disorders of the Child
lui de a face faţă problemelor existenţiale, de a-şi în- acumulate şi a sentimentelor negative, perfecţionarea
deplini rolul social prin contactul cu factorul uman şi unor abilităţi deja formate (colaj, pictură, modelaj etc)
de mediu. Antrenarea empatiei în relaţiile interperso- şi dezvoltarea competenţei sociale, se numără printre
nale, dezvoltarea unor strategii intrapersonale şi inter- beneficiile educaţiei/art-terapiei creative, practicată
personale de rezolvare a problemelor şi a conflictelor, de noi cu metode ce au la bază domeniul ceramicii
spargerea blocajelor emoţionale, optimizarea capaci- cu artele conexate acestei (sculptura, pictura, grafica),
tăţilor de autocunoştere şi dezvoltarea capacităţilor ceea ce sintetic exprimat este o educaţie/art-terapie
cognitive (memorie, atenţie, limbaj, gândire etc), eli- multimodală centrată pe ceramică.
berarea de tensiuni, anxietate, înlăturarea frustrărilor
*
* *
Introduction Through the graphic gesture, the child expresses va-
rious issues related to his feelings, like the search of
The approach of the emotional disorders in child- his identity, the generated anxieties, the family and
hood and adolescence through a multidirectional professional environment, the situations of neglect
therapy involves a long experience and a thorough and abuse. Accordingly, the following reactions can
circumstance of the neurobiological aspects, of the be identified: aggressiveness, frustration, tendency to
neuroclinical pictures, of the means of verbal and dominate, lower self-esteem, brotherhood rivalry, lack
nonverbal communication, as well as of the family of hope, sadness, compensation mechanisms and self
and social group of the child. defense, other significant psychotraumatic aspects,
In respect of mood disorders, especially regar- solutions for traumatic situations.
ding the risk of suicide, the researches in the field of Consequently, the art therapy method proves itself
the neuromediators are well known - serotonin, no- useful in the achievement of a therapy through:
radrenalin, dopamine, the hypothalamic-pituitary
––stress relief of the child and his family
axis. In the case of the serotonin, a hypoactivity can
––repeated positive conditionings
be inferred, while in the case of the hypothalamic-
––the possibility of a nonverbal manifestation of
pituitary axis, it’s a hyperactivity that can be conclu-
ded upon. The recent neuroimaging researches are the traumatic situations by the annihilation of the
also important. sense of shame and criticism from others.
From the anamnestic perspective, the following ––interpersonal relationships and communication
aspects are very important: with other members of the group.
––the relevant family background (mental disor- ––the development of attitudes and motivations
ders, substance abuse, disharmonies of personality – ––the increase of self esteem and the finding of ap-
concerning the genitors). propriate mechanisms in order to solve the traumatic
––the clinical picture, often identified indirectly situations.
through observation and nonverbal communication, ––the adequacy of behavior at the requests of the
suggests: mood disorders, instability, irritability, im- group and understanding the needs of others.
pulsivity, aggressiveness, concentration disorders, ste-
reotypes and oddities, anxiety of separation, tics. Material and method
The anamnesis offers valuable information regar-
The study included 50 children and teenagers aged
ding family life, academic performance and the iden-
5 to 18 years of both sexes, different social backgro-
tity disorders that undermine the self esteem and ge-
unds in terms of housing, culture and education.
nerate distress.
The results pointed out the functional pro-
Motivation of the choice blems of micro-clustered families, as well as the
of the theme issues concerning the adaptability to the collec-
tivities frequented by the respective children and
Art therapy represents a valuable method in the young patients. The diagnoses were established
diagnosis of the emotional disorders of the child. by the collaboration of a multidisciplinary team
Journal of Romanian Child and Adolescent Neurology and Psychiatry – 2012 – 15th vol. – no. 3 129
Elena Chirilă • The Use of Art Therapy in the Emotional Disorders of the Child clinical study
which assessed each child, led by the specialist phy- artistic education, in order to form psychomotor skills
sician. The basic diagnosis was: emotional disor- and with the final purpose of facilitating nonverbal
ders with onset in childhood; the complemen- expression. Thus, the artistic crafts are being reinven-
tary diagnoses were, as it follows: ted as therapeutic methods.
1. language disorders, in 7 children, a rate of 18 % The plastic artist particularly skilled in nonverbal
2. tics, in 3 children, a rate of 6% expression has, by virtue of understanding the direc-
3. anxiety disorders in 8 children, a rate of 16% tions of formal expressivity that fine arts embrace in
4. elimination disorders in 6 children, a rate of 12% their evolving dynamic, a unique and fundamentally
5. ADHD in 13 children, a rate of 26% essential function regarding: the laying out of a space
6. mild mental retardation in 11 children, a for therapy (both individual and group therapy), the
rate of 22% assurance of an appropriate environment for thera-
The patients were examined and subjected to the- peutic interventions through the use of open spaces
rapy both individually and in groups of four, accor- in order to vent the psychic tensions, the framing of
ding to the following guidelines: a more involved and continuous psychomotor acti-
––the child’s behavior vity (for example pottery, in our case) which plays an
––the ability to interact with the therapist and with important part in psychomotor alleviation – a fun-
the other patients damental phenomenon in relaxation techniques, the
––the coordination, the fine and coarse motricity adjustment of plain elements in the context by trans-
–– the ability to comprehend the therapist’s demands forming them into art and handicraft objects, all of
––the precision of the graphic gesture them with the final purpose of highlighting various
––the mimic and the pantomime inner tensions and to insure the alleviating catharsis
––the spatial structuring of the rehabilitation of self esteem and, implicitly, of
––the emotional intelligence the socio-affective dimension. We need to emphasi-
––the visual thinking ze here the contribution of the art therapist, by way
––the discovery of special artistic abilities and the of the psychomotor training aforementioned, to the
professional orientation measurement through visualization of trauma, abuse
The art therapeutic process is based on the artist’s and their causes and to the relief and disinhibition in
creativity which, alongside that of the patient, merges the posttraumatic situations. Through the use of non-
into a creative flux adapted to the latter’s necessities. verbal language to identify the practical self-knowing
Throughout the process, the art therapist (and artist aptitudes, art therapy facilitates school and professi-
as well) makes use of specific means that belong to onal orientation, the development of several perso-
nality features, like manual skills, perceptive abilities,
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clinical study Elena Chirilă • The Use of Art Therapy in the Emotional Disorders of the Child
Journal of Romanian Child and Adolescent Neurology and Psychiatry – 2012 – 15th vol. – no. 3 131
Elena Chirilă • The Use of Art Therapy in the Emotional Disorders of the Child clinical study
multaneous stimulation of the tactile and of the sight. 3. B.G. sex M, 8 years – comes from an orphanage
In art therapy, the development of problem sol- Diagnosis:
ving strategies and the decision making with an eye 1. Medium transient depression
to formal diversification are encouraged; new skills, 2. Mild Mental retardation
unknown up until then, are always discovered, rende- 3. Specific disorder of articulated speech
ring a positive structuring of the self image. 4. Low adaptability
Results: We began the therapeutic stimulation with simple ac-
–– The discovery of one’s skills through art pro- tivities, tasks way below the skill and intelligence level
duction and the consciousness of one’s emotions and of the chronological age, to insure the primary objective
feelings pave the way for an effective communication, of disinhibition. Throughout the process, the patient star-
especially a non-verbal one. Moreover, the joy of creat- ted to develop his first simplistic and impersonal works,
ing and the success related to it, properly appreciated to explore new artistic spheres and to stimulate himself
by the parents and by all people in the child’s vicinity, in his creativity, stating his courage to explore. (He may
have, in this case, mitigated the conflictive environ- have been poorly stimulated during childhood or put to
ment Consequently, once the self image and the self take care of his brothers as the eldest child, maybe even
esteem having been improved, the emotional disorders affectively abused once in awhile).
due to the family environment can be surpassed. Results:
The overcoming of the emotional blockings, the
disinhibition and the forming of the communicati-
on and interaction abilities. The optimization of self-
knowing and self-acceptance capabilities through the
gradual increase of the difficulty levels and, implicitly,
a growing satisfaction following his successes. The de-
velopment of cognitive skills (memory, attention, lan-
guage, thinking) accomplished by virtue of analogy
between the real objects and the artistic products. The
disappearance of the frustrations and of all the negative
feelings due to the parent’s disinterest (particularly the
mother’s, who doesn’t visit her children, not even at ho-
lidays) was achieved through the gain of authority over
the environment and through the improvement of the
pre-existent skills. The restructuring of the self image
and the positive self esteem led to the development of
social competences. The anxiety to please has vanished,
while the patient is now proud of his accomplishments,
since he now signs his works so that everyone knows
they are his own and, moreover, he wishes to bring his
brothers to CSM, where he feels safe.
4. A.D., sex F, 6 years
Diagnosis:
1. Anxious disorders
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clinical study Elena Chirilă • The Use of Art Therapy in the Emotional Disorders of the Child
Journal of Romanian Child and Adolescent Neurology and Psychiatry – 2012 – 15th vol. – no. 3 133
Elena Chirilă • The Use of Art Therapy in the Emotional Disorders of the Child clinical study
perpetually using the object – the object being de- and of tonic affective atmosphere, the inculcation of
fined as the product of artistic activity (for example a peaceful state of mind and of self acceptance, the
even a piece of paper with drawn on it), as a transi- reduction of tension and of anxiety, the capacity to
tional object that satisfies through fantasy and, at the overcome psychic obstacles (like “I can’t do this or
same time, reflects a self-detachment. In the cases of that”, I’m not able to..”), the giving up of postponing.
ADHD patients like this one, the method aims to
stimulate the focusing on a particular activity. 6. M. P., sex F, 14 years
Diagnosis:
5.K R, sex M, 7 years 1. Learning di-
Diagnosis: sorders
1. Reactive disorders of childhood attachment 2. Liminar in-
2. Specific disorder of articulated speech tellect
3. Environment deficiencies 3. School adap-
4. Low adaptability tation disorders
The patient executed several paintings of different di- The “strong
mensions and using various techniques: modeling on the points” of the pati-
potter’s wheel, collage on colored paper, exercises of acqu- ents were identified.
aintance with forms and colors in the play room (associa- In this case we are
ted with the technique of role playing). dealing with a par-
Results: ticular inclination
––The overcome of emotional blockage, the disap- to visual and plastic
pearance of frustrations, the stimulation of creativity expression, that ena-
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clinical study Elena Chirilă • The Use of Art Therapy in the Emotional Disorders of the Child
bled us to further develop- the execution skills and the tension and anxiety, the capacity to overcome psychic
visual language. We also aimed an eventual professional obstacles (like “I can’t do this or that”, I’m not able
orientation of the patient towards areas that exploit such to..”), the giving up of postponing.
skills (decorative arts, craftsmanship etc). By way of art
therapy, the patient consequently formed a perspective of General Results
his own emotions, thoughts and feelings.
Results: Many therapists consider art therapy, form an
The development of emotional intelligence, the analytical point of view, a projection of thoughts and
stimulation of all sensorial channels, the development feelings, the artistic product being itself the projec-
of an easy free-floating expression, the outlining of tion as well. They also emphasize the importance of
the patient’s personality in accordance to the aesthetic the conversation and debate on the artistic product,
values and the incorporation of the concept “beauti- during or after its accomplishment.
ful” in everyday life, the development of visual percep- In the cases of low self esteem patients, the fun-
tion and representation, the facilitation of interperso- damental characters that insure a successful thera-
nal communication, sociability and social adaptation, py (both individually and group therapy) are, as it
the efficient solving of conflicts, the staging of comic follows: the stimulation of hope, the universality, the
affective states, the inculcation of a peaceful, self-ac- exchange of information, the altruism, the regular
ceptance atmosphere, the decrease of tension and an- restatement of the acquired knowledge, the develop-
xiety, the capacity to overcome psychic obstacles (like ment of socializing techniques, the mimetic behavior,
“I can’t do this or that”, I’m not able to..”), the giving the interpersonal learning, the group’s cohesion, the
up of postponing. feedback learning process within the group.
7. M.M., sex F, 13 years The groups can be sustained by the gradual deve-
Diagnosis: lopment of their members’ skills and resources.
1. Complex chronic tics In the sphere of the educational creative art the-
2. Social phobia rapy, the therapeutic process favors the building up of
3. Clonic and tonic balbism three axis of communications:
4. Constitutional anxiety 1) therapist-patient
5. Low adaptability 2) patient-artifact
6. The stimulation of the sensorial channels by 3) therapist-artifact
way of color and modelling The creative process and the interaction increases
Results: self esteem, courage, taking of risks; the experimental
The development of easy free-floating expression, aspect favors the learning of new skills, enriching the
the triggering of the complex processes of assimila- patient’s life according with the therapeutic purpo-
tion and affective fixation of the aesthetic values, the ses. New ideas, conceptions and ways of expression
staging of comic affective states, the inculcation of a emerge.
peaceful, self-acceptance atmosphere, the decrease of In conclusion, when the patient’s engagement is
Journal of Romanian Child and Adolescent Neurology and Psychiatry – 2012 – 15th vol. – no. 3 135
Elena Chirilă • The Use of Art Therapy in the Emotional Disorders of the Child clinical study
voluntary, the creative art therapy proves very effici- sculpture painting or graphic arts used by us: enact-
ent in developing the adaptation abilities by which a ment of empathy, development of interpersonal and
thorough authority over the environment and, impli- intrapersonal problem and conflict solving strategies,
citly, a general feeling of ableness is gained. Thus, the overcome of emotional blockages, optimization of self
individual becomes more prone to voluntarily facing knowledge capabilities and of cognitive ones (memo-
his existential problems and to assume a social role ry, attention, language, thinking etc), tension and an-
appropriate for him in the interaction with the envi- xiety release, removal of frustrations and of negative
ronment and with the others. Finally, it’s worth noting states of mind, the improvement of pre-existent skills
and revising some of the manifold advantages of cre- (in painting, collage, modeling etc), development of
ative art therapy, particularly in connection with the social competence.
craft of ceramics and its associated techniques from
BIBLIOGRAFIE / Bibliography
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