Children with Autism Spectrum Disorder (ASD) often experience difficulties in identifying their emotions and the emotional states of others, additionally, they also often'/> Using Visual Arts to Encourage Children with Autism Spectrum Disorder to Communicate Their Feelings and Emotions
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Using Visual Arts to Encourage Children with Autism Spectrum Disorder to Communicate Their Feelings and Emotions

机译:使用视觉艺术鼓励自闭症谱系障碍儿童传达他们的情感和情绪

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style="text-align:justify;"> Children with Autism Spectrum Disorder (ASD) often experience difficulties in identifying their emotions and the emotional states of others, additionally, they also often experience challenges in verbal communication. Together, these characteristics can lead to compromised social and emotional well being and mental health issues. However, children with ASD often have relative strengths in visual processing, and such strengths have been integral to the success of visual supports and video-based interventions for a range of socially significant skills for children with ASD. This preference for visual processing may also rep-resent opportunities for children with ASD in identifying and expressing their emotions. There is a limited but promising body of literature that suggests visual Art therapy can be beneficial for individuals with ASD and provide opportuni-ties for them to develop flexibility, self-esteem, and social communicative behaviour [1]. This presentation reports a study exploring the potential of Art making to assist children with ASD to better communicate their feelings and emotions. Providing an outlet for self-expression may reduce the challenges people with Autism face and in doing so, improve the quality of life for them as well as their families. A qualitative descriptive case study was chosen for this study within the theoretical framework of Art as therapy. Two boys, aged seven and ten years, participated in five and six visual Art as therapy sessions (re-spectively). The sessions developed participants’ skills in Art making and ex-pressing emotion as rapport was built over the study period. A variety of rich data were collected during the study which included: questionnaires, interviews, video-recordings, observation notes and participant Art works. This presentation showcases the Art works of the participating boys, featuring a variety of mediums to communicate their thoughts, feelings, and emotions. A description of the visual Art as therapy experiences and the impacts upon students’ communication, social interaction, and self-esteem are discussed.
机译:style =“ text-align:justify;”>自闭症谱系障碍(ASD)的儿童在识别自己的情绪和他人的情绪状态时经常遇到困难,此外,他们在口头交流中也经常遇到挑战。这些特征加在一起可能导致社会和情感健康以及心理健康问题受到损害。然而,患有自闭症的儿童通常在视觉处理方面具有相对优势,而这些优势已成为成功获得视觉支持和基于视频的干预措施的成功不可或缺的工具,这些技巧对自闭症儿童具有一系列社会重要意义。这种对视觉处理的偏爱也可能为ASD儿童提供识别和表达情绪的机会。有限但有前途的文献表明,视觉艺术疗法可能对患有自闭症的人有益,并为他们提供发展灵活性,自尊和社交交往行为的机会[1]。本演讲报告了一项研究,探讨艺术制作的潜力,以帮助ASD儿童更好地交流他们的情感和情感。提供自我表达的渠道可以减少患有自闭症的人所面临的挑战,并以此改善他们及其家人的生活质量。在艺术作为治疗的理论框架内,选择了定性描述性案例研究。两个男孩,年龄分别为7岁和10岁,分别参加了5次和6次视觉艺术治疗。在学习期间建立了融洽的关系,这些课程发展了参与者的艺术制作和表达情感的技能。在研究过程中收集了各种丰富的数据,包括:问卷,访谈,录像,观察笔记和参加者的艺术品。本演讲展示了参加活动的男孩的艺术作品,采用多种媒介传达他们的思想,感觉和情感。讨论了将视觉艺术描述为治疗经历以及对学生交流,社交互动和自尊的影响。

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