Abstract
This chapter provides a comprehensive guide for educators, therapists, and researchers interested in implementing art therapy to support the emotional development of children with special educational needs (SEN). It explores the transformative power of art therapy in addressing the emotional well-being of these children, emphasizing its role in unlocking emotions, enhancing communication, and fostering self-esteem. Readers will gain insights into art therapy's principles, historical context, and therapeutic techniques, along with practical strategies for integration into educational settings. This holistic approach aims to contribute to the emotional well-being of children with special educational needs, fostering an environment that nurtures their unique emotional landscapes. Ethical considerations and potential challenges are also addressed. Ultimately, this chapter serves as a practical resource for supporting the emotional well-being of children with SEN through art therapy, offering actionable insights and recommendations for educators, therapists, and researchers.
TopIntroduction
In the context of the technological transformation of society, educators are confronted with the imperative of creating optimal conditions for the upbringing and education of each child, especially as children with special educational needs (SEN) navigate a distinct set of challenges that can impact their emotional development. The emotional development and the well-being of an individual function as a complex regulatory system, and issues in this area can impede the interaction with the others and with the world, which can cause serious challenges in learning and personal development (Marroquín et al., 2017; Nyklíček et al., 2011). This chapter aims to investigate the emotional well-being for children with SEN, focusing on the impact of art therapy as a holistic and innovative approach in supporting the emotional development of children (Jull, 2008). By intertwining creativity and emotional expression, art therapy emerges as a powerful tool to address the unique emotional needs of children with various educational needs. Art therapy approach provides flexible forms of psychotherapeutic work.
In this heavily dominated technological world, the mental and physical well-being of children stands out as a paramount global concern. Various approaches to addressing this concern predominantly focus on the study of family dynamics, social environments, the quality of medical care, the child's relationships with close adults, and susceptibility to diseases and external factors. While these external factors are extensively explored, the internal factors influencing the mental health of children remain comparatively understudied. The emotional sphere stands out as one such internal factor, serving as a potent regulator of a child's psyche and, consequently, their overall health (Frolova et al., 2023). In the present global conditions, society lacks stability, which has given rise to the phenomenon of emotional alienation (Burkitt, 2019). The challenges have a particularly negative impact on children with SEN, where specific disabilities can leave an indelible mark on their development (Gaspar et al., 2016). Most often, these challenges manifest as an unstable mood, irritability, anger, extremely obsequious behaviour, or socially unacceptable states, such as aggression, fears, and phobias (Lynn et al., 2013; MacKlem, 2008).
A precise and in-depth diagnosis of these emotional disorders, along with effective intervention programs and prognosis for the development of children with SEN, are crucial for the child's well-being, their life trajectory, and the overall well-being of the family and society. The profound impact of emotional challenges is reflected not only in the immediate well-being of the child but also in their long-term emotional resilience and ability to navigate the complexities of the world (Cefai, 2015; Masten & Barnes, 2018; Vitalaki et al., 2018).
Recognizing the unique needs of children with SEN is crucial in this context. Tailoring interventions to address their specific emotional challenges requires a comprehensive and individualized approach. It involves not only understanding the immediate symptoms but also delving into the underlying factors that contribute to emotional issues Providing adequate support, both within educational frameworks and at home, becomes instrumental in fostering emotional well-being and resilience in these children (Cefai, 2015; Vitalaki et al., 2018).
Moreover, creating an inclusive environment that promotes understanding and empathy plays a vital role in mitigating the impact of emotional challenges. Educators, caregivers, and society at large need to collaborate to establish support systems that address the diverse emotional needs of children with SEN, enabling them to thrive emotionally and academically (Reddig & VanLone, 2024).
This collective effort is not only an investment in the well-being of these children but also a commitment to building a more compassionate and inclusive society. A harmonious educational atmosphere, taking into account the psychophysical characteristics and personal needs of the child, optimizes his development and contributes to the adequate determination and implementation of ways of social adaptation and inclusive education.
Key Terms in this Chapter
Psychological and Pedagogical Support for a Family With a Child With SEN: An activity aimed at updating the family’s resources, ensuring the effectiveness of its functioning, especially during periods of crises associated with the upbringing and development of a child with SEV, which allows creating rich and safe environment appropriate to the child’s age, to form and implement upbringing strategies that are adequate to the child’s needs, based on constructive parental attitudes and positions in relation to him.
Defensive Aggression: Expressed both normatively (as an appropriate response to external influence) and excessively when aggression arises in response to various actions. Excessive aggression may be linked to difficulties in decoding the communicative actions of others.
Normative-Instrumental Aggression: A type of child aggressiveness where aggression is primarily used as a means of communication with peers. An aggressive child may behave provocatively, be restless, pugnacious, enterprising, avoid accepting blame, and demand obedience from those around him. Hostile actions are a means of achieving a goal, resulting in positive emotions upon achieving the desired outcome rather than during the aggressive actions.
Targeted Aggressive Hostility: A type of child aggressiveness where the goal is to harm others. Children displaying this aggression may cause suffering and insult to peers without a noticeable purpose for themselves or others. Direct physical aggression is commonly used, marked by ruthlessness and indifference, with no feelings of regret.
Special Educational Needs: Diverse requirements of individuals with learning differences or disabilities that necessitate additional support or tailored educational strategies ( Keil et al., 2006 ). “The term ‘special educational need’ refers to the gap between a child’s level of behavior or achievement and what is required of him” ( Wedell, 2003 ).
Psychological Assistance: Professional support and assistance provided to a person, family or social group in solving their psychological problems, social adaptation, self-development, self-realization, rehabilitation, overcoming a difficult psychological situation.
Depression: An emotional state marked by a negative psychological background and a general passivity of action.
Story Telling Therapy: Reading or writing stories with allegorical stimuli. Engagement with literature, including writing, reading, or discussing literary works.
Drama Therapy: Children enact various situations without a central character, addressing developmental problems.
Emotional Dullness: A flatness of feelings, particularly the loss of delicate, humane emotions while maintaining simple forms of emotional response.
Passive-Aggressive Behavior: Characterized by whims, stubbornness, a desire to control others, and avoidance of discipline.
Music Therapy: Influence on the child through the perception of music.
Anxiety Syndrome: Random concerns, nervous efforts, and restlessness. Children experiencing anxiety may appear indecisive, constrained, and stressed.
Play Therapy: Role-playing games to work through issues related to personality development.
Euphoria: A positive emotional state unrelated to external factors. Children experiencing euphoria may exhibit impulsive behavior, a desire for dominance, and hastiness.
Dysphoria: A mood disorder characterized by the dominance of angry-sad or gloomy-angry feelings, accompanied by irritability and aggressiveness. Children with dysphoria might be described as dark, cruel, harsh, and intractable.
Directed Film Therapy: Guiding a child's viewing of specific audiovisual content.
Clay Therapy: Using clay to elicit new emotions and experiences.
Fear: An emotional state triggered by the perception of an impending threat. A child exposed to fear may seem shy, fearful, and closed.
Wax Therapy: Addressing anger, aggression, fears, anxiety, and isolation through wax sculptures and symbols.
Mascot (Puppets) Therapy: Psychological work based on the creation of masks and enacting several situations with puppets.
Dance Therapy: Expressing emotions through dance and body movement; includes Dance Movement Therapy (DMT).
Infantile Aggressiveness: Manifests in frequent quarrels with peers, disobedience, making demands on parents, and a desire to offend those around them.
Psychological Counseling: Professional assistance in finding a solution toa a specific problematic situation. Psychological counseling aims to improve mental health of individuals who find themselves in difficult life situations or wanting to improve their quality of life.
Art Therapy: A direction in psychotherapy, based on the use of art and creativity for therapy. It is a form of expressive therapy utilizes artistic methods and creative processes to improve individuals' mental, emotional, and physical well-being. Art therapy involves the use of various art forms, such as painting, drawing, sculpting, and other creative activities, to help individuals explore and express their emotions, manage stress, resolve conflicts, and enhance self-awareness. In the narrow sense of the word, art therapy usually means visual arts therapy aimed at influencing the psycho-emotional state of the patient.
Emotional Development: A lifelong process that begins in early childhood and continues throughout adulthood, that refers to the growth and maturation of an individual's emotional skills, capacities, and understanding over time. Emotional development encompasses the progressive acquisition of emotional intelligence, self-awareness, and the ability to manage and express emotions effectively.
Apathy: An indifferent attitude towards events, often coupled with a sudden drop in initiative. An apathetic child may be described as inactive, indifferent, and apathetic.
Hyperactivity: A combination of general motor restlessness, impulsiveness of actions, emotional lability, and concentration issues. A hyper-energetic child may be restless, struggle with decision-making, task completion, and experience rapid mood changes.
Colour Therapy: Exposure to colour waves for psychological impact.