In the master's thesis, we focused on the responses of children with attention deficit hyperactivity disorder (ADHD) and emotional-behavioral disorders (EBD) when faced with certain unforeseen situations during art creation.
In the theoretical part, we presented attention deficit hyperactivity disorder and emotional-behavioral disorders. These are special needs that significantly impact the execution of various activities in the educational process. Students with such special needs require specific adjustments that allow the teacher to provide appropriate conditions for their successful progress, while also ensuring suitable working conditions for all other students in the class. To predict the responses of children with ADHD and EBD, we aimed to understand whether certain unforeseen changes in the creative process during art education pose a potential obstacle to the implementation of the pedagogical process. This understanding helps in planning optimal conditions for the execution of art activities. Given that art has shown potential in researching therapeutic methods, art therapy was developed based on its foundations. Therefore, in the theoretical part, we present its characteristics and specifics concerning its primary purposes and explore potential strategies for incorporating certain strategies into the school subject of art when dealing with children with ADHD and EBD.
In the empirical part, we conducted a study involving students from two fourth-grade primary school classes. Additionally, we conducted an interview with an art therapy expert, who provided her opinion on the advantages and possible limitations of art therapy. The data necessary for the research in the empirical part were obtained through observation, surveys, and interviews. We found that students with attention deficit hyperactivity disorder and students with emotional-behavioral disorders reacted more intensely when disruption was introduced during the art process. Due to the unexpected change, they experienced noticeable frustration; some even refused to continue with the art creation, while others required significant encouragement and guidance from the teacher to complete their art project. Through the interview, we gained insights into the work of the therapist, who asserts that art therapy, or in our case, visual art therapy, positively affects the mental health of all individuals, including children with special needs. Suppose the therapist selects appropriate activities and techniques tailored to the needs and issues of the individual. In that case, the child can recognize their emotions and feelings through therapy, learn strategies for managing their emotions and behavior, and develop positive self-esteem, attention, and social skills.
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