USING OF ART THERAPY TECHNOLOGIES IN THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.35619/praprv.v1i19.321Keywords:
high school students, emotional intelligence, emotional experience, art-therapy, symbolic self-exspression, reflection upon the problematic dichotomyAbstract
The article states that the method of art therapy contains the potential to actualize the strategy of creative activity and is based on expressive arts that provide support for the individual.
The functional asymmetry of the cortex of the large hemispheres is singled out, on the basis of which the functional connection between them in the art therapy process is revealed.
The paper shows the developmental potential of art therapy as a specific influence of its artistic and symbolic means on the emotional and cognitive spheres of the individual’s psyche, the essence of which lies in the self-cognition of the subject through the creative artistic expression of his/her own dispositional and axiological self-discovery and existential self-determination.
The use of art therapy technologies in the development of the emotional intelligence of high school students is considered.
Four “spaces” of the participant’s personality in the group process (Johari Window Model) are outlined.
The analysis of the work of the participants of the group training process is presented, making it possible to state that the main result of the training is that its participants managed to develop their emotional intelligence in the process of functionally linking art-therapeutic self-expression of their problematic dichotomies thanks to the use of artistic and symbolic images and forms and axiological understanding of their emotional content directed at achieving the desired.
It was found that the use of various forms and types of art therapy for the development of emotional intelligence helps the personality of a high school student to understand the content of his/her inner emotional world, its connection with his/her own emotional reactions and emotional awareness of the manifestations of the emotional component of others.
The average values of the dynamics of the groups’ indicators before, after, and two months after the formative impact are mentioned.
