Art Therapies
This article presents Art Therapies considering possible lines of action in the educational field. Art therapies implicitly carry a different way of conceiving health and illness, as they start from a holistic, more positive, and integral conception of the human being, in line with the World Health Organization’s definition, in which illness is not so much the absence of health but the difficulty or inability to access one’s own potential within the specific context in which the person lives, associated with a deprivation of physical, mental, and social well-being. In many countries around the world, such as the United States and the United Kingdom, art therapies already have significant development as scientific and professional disciplines, supported by their corresponding university training.
The school needs to change to respond to the challenges posed by society. Current pedagogy confirms the need to design multidimensional educational models that contribute to the parallel development of all human potentials. An education that simultaneously addresses affective, procedural, and interpersonal dimensions, yielding qualitatively superior results. Helping to develop a self-actualized person, as Maslow said: a healthy person, should be the primary objective of the school.
Education should integrate art therapies understood for the development and emotional regulation, which is the basis of the human being, as support and help for mental health.
Creativity, expression, and art are a valid resource for prevention and therapeutic intervention in and out of school.
Objectives of Art Therapies within the school:
– Provide an active space for listening and dialogue, free of judgment.
– Reduce anxiety and help children feel more comfortable in the school environment.
– Work on basic cognitive processes such as memory, attention.
– Help the child organize their descriptions and narratives.
– Help children express themselves much better, sometimes, than if they did so verbally.
– Express feelings difficult to talk about.
– Increase self-esteem and confidence.
– Develop healthy adaptive skills.
– Identify feelings and blocks of emotional expression and growth.
– Offer new avenues of communication.
– Enhance creative capacity.
– Respect and promote free expression.
– Facilitate self-knowledge and reflection.
– Strengthen and reaffirm identity and self-esteem.
An important aspect to consider within the educational field is the contribution of art therapy to personal growth and personality development.
Educating means contributing to personal growth and personality development. According to Romero (2002), freed from the constraints of other eras, personality psychology increasingly attends to the emotional dimension of the human being, and to processes related to the self, which seem to play a crucial role in personality integration and behavior regulation. Taking into account, above all, that art therapy is a discipline that enables human help using artistic means, images, the creative process, and the person’s responses to those created products. Through the creative process, reflection occurs on the individual’s development, personal conflicts, and interests.
I want the possibilities of art therapy as an element favoring the integral development of the student to be taken into account, to promote its use in school. Its practice will facilitate the work of teachers, the school climate, and above all, the student’s development.
Society in general will benefit, as it is the one that ultimately benefits from the type of people who develop within it, but above all because the school and teachers will find in art therapy a help to create that humanist school where culture is recreated and healthy, conscious, creative, free people are formed. And therefore, a place to live and coexist in this way.
Above all, students will benefit, since if the school adopts the practice of art therapy as habitual, they will be able to have other means to develop, adjusted to their interests and needs. The integration of art therapy into the educational system must be the 19th-century task of art therapists.
Art therapies have a very broad dimension regarding the influence they can have on the human being from all the areas they cover: cultural, historical, aesthetic, educational, intellectual, creative, anthropological, and many more connections could be sought, but my intention is to focus on their capacity to communicate, express, and therefore “move emotionally.” Art therapies are the language of emotions, “art is the emotional expression of personality.”
The school should have play, creation, and art as its central axis so that students naturally learn and relate to others. That is why art therapies are a form of intervention that covers these three cited elements that serve for the development of the individual at a personal and social level.
The development of emotional competencies within the school must be the main objective to be addressed through art therapies, achieving an integrated identity for the child: body, affection, mind.
The development of emotional competencies is conceived as a continuous and permanent educational process, which aims to enhance the development of emotional competencies as the essential element of people’s integral development, in order to empower them for life. All of this aims to increase personal and social well-being. It is therefore an education for life, which implies a continuous and permanent process that must be present throughout the entire academic curriculum and the permanent training of every individual.
Through the learning of emotional competencies, students not only expand their emotional vocabulary but also learn to employ coping strategies in emotionally difficult situations, achieving emotional self-control, so that they adequately manage conflicting emotions and impulses (Vallés, 2000).
The objectives pursued with the implementation of emotional competencies through art therapies in school would be the following:
– Detect cases of poor performance in the emotional area.
– Know what emotions are and recognize them in others.
– Classify them: feelings, moods.
– Modulate and manage emotionality.
– Develop tolerance to daily frustrations.
– Prevent drug use and other risky behaviors.
– Develop resilience.
– Adopt a positive attitude towards life.
– Prevent interpersonal conflicts.
– Improve the quality of school life.
Helping children develop emotional skills will positively affect their age and long-term well-being. Efforts should be made to emotionally educate children in schools in order to enhance their integral development, and this can be possible through the integration of art therapies into the educational system.