{"id":26140,"date":"2023-06-16T11:13:10","date_gmt":"2023-06-16T08:13:10","guid":{"rendered":"https:\/\/nazarevich-art.com\/art-therapy\/how-puppet-therapy-works\/"},"modified":"2023-06-16T11:13:10","modified_gmt":"2023-06-16T08:13:10","slug":"how-puppet-therapy-works","status":"publish","type":"post","link":"https:\/\/nazarevich-art.com\/en\/how-puppet-therapy-works\/","title":{"rendered":"How puppet therapy works"},"content":{"rendered":"

\"IKEA-TITTA-FOLK-PARMAK-KUKLASI-10-LU-PAKET__32244641_0
Art therapy is the use of a variety of art forms for therapeutic and corrective purposes. For example, the fine arts, when patients, under the guidance of an art therapist, are engaged in painting, but not in order to become artists, but in order to get rid of some complexes in themselves, throw out and rethink certain experiences. Find inner peace and peace of mind. There are associations of art therapists. For example, the International Society of Art Therapists and Art Teachers “Metamorphosis”, which brought together doctors, psychologists and educators who use art forms such as painting, theater, origami, ceramics, computer animation, etc.<\/p>\n

All these are very interesting, original developments, each of which is worthy of a separate article, but today we will talk about treatment with the theater, more precisely, about puppet therapy. The authors of this technique, teacher Tatyana Shishova and psychologist Irina Medvedeva, write plays for therapeutic puppet shows and stage them together with children in need of psychocorrection. Today Tatyana Lvovna Shishova is our guest.
Tatyana Lvovna, what is the essence of treatment with art, play in relation to children? <\/p>\n

Children of preschool and primary school age are not aware of their psychological problems as something preventing them from living. Now, if the baby stutters – then yes, he can understand this, especially when they begin to tease him. A preschooler suffering from enuresis can also be aware of his problem and worry. But if a child, for example, is shy, then often he does not seem to want to overcome this and even takes advantage of this, refusing to communicate with peers. It seems to live on its own. Another thing is when he overcomes this shyness and it turns out that he communicates with pleasure. And so, through art therapy, when the child’s attention is distracted by the game, through the study of certain tasks in a playful way, you can achieve much better results than in a conversation with a doctor, a psychologist. Because the game is the main sphere of activity of the child. It is not necessary to stimulate him to play, and he does it with pleasure. <\/p>\n

And what exactly is the method of “puppet therapy”? <\/p>\n

Our instrument is the puppet theater. We have a screen, dolls. It seems to children that they are learning to be artists, they are learning to play small scenes, and then performances. But our task is not to teach them to be artists, but to help correct their behavior through the game, to improve relations with the outside world. Through the correction of behavior, various painful, including medical symptoms are overcome. For example, the same enuresis or stuttering. Because the child begins to feel comfortable, finds inner peace, balance, and all these unpleasant phenomena disappear as if by themselves. <\/p>\n

At what age is this treatment most effective? <\/p>\n

According to our methodology – from 4 to 13-14 years old, but the most optimal age is still preschool and primary school. <\/p>\n

Are parents involved? <\/p>\n

Necessarily, since psychological work is also being carried out with them. After all, all behavioral deviations, neuroses, first of all, manifest and develop in the family. And if you work with a neurotic, you must definitely work with his family. <\/p>\n

So it’s all about the parents? <\/p>\n

We don’t think so. As a rule, it’s all about the child. And with such a difficult baby, parents can not cope. Participation in general conversations helps them a lot. <\/p>\n

When is the first effect visible?<\/p>\n

Our methodology consists of two cycles of 8-9 lessons. The first cycle is theatrical sketches on a screen, and the second is a performance. And somewhere in the middle of the first cycle, some shifts for the better are already taking place. Then it gets easier. One cycle is enough for many children. <\/p>\n

And what, in fact, gives the staging of the whole performance? <\/p>\n

Under the pretext of working on a role, children work out just those behaviors that are optimal for them, work through and experience situations that create tension and fear in them. <\/p>\n

That is, if a child is shy, does he get the role of a bold and aggressive character? <\/p>\n

Behind shyness can hide different things. First you need to understand whether the baby is truly shy or is it a hidden, failed leader who is afraid of defeat? There’s a character in one of our plays called Hook, who’s so bent over, with his head down, who thinks he’s the worst. And at the end of the performance, he must straighten up and overcome his loser complex – this is the role just for the child of a truly shy, but not hidden leader. <\/p>\n

Do these activities help those children who internally resist them? <\/p>\n

It often happens with us that for the first few classes, one of the children resists: they don\u2019t want to participate, to rehearse. If parents follow his lead, abandon classes, then this is very bad for the child. Because such a kid wants to participate even more than other children. He simply cannot overcome the barrier that prevents him. But then he wants to be the first. Most often, these children are hidden leaders. <\/p>\n

You mentioned enuresis, stuttering, neurosis, and what other diseases can be cured with puppet therapy? <\/p>\n

We have quite good results in bronchial asthma. Because this disease is often associated with neuroses. There have been cases when children had diathesis, some kind of allergic skin diseases: just as a result of classes, the child\u2019s general tone and well-being are improving and, accordingly, there are shifts in metabolism … But we don\u2019t do this purposefully. First of all, we work with various behavioral deviations, with their huge spectrum. These are aggressiveness, fears, shyness, jealousy, demonstrativeness, disinhibition and, conversely, lethargy, uncontrollability, hypersensitivity and much more. The only thing we don’t work with is children with severe mental retardation. <\/p>\n

Are there any techniques in art therapy that help overcome or somehow help with these delays? <\/p>\n

I don’t know the techniques that allow a mentally retarded person to be made not mentally retarded. We can only talk about the correction of behavior, about greater harmonization, in particular the socialization of children, for example, with Down syndrome. There are such centers. But we are only concerned with behavioral problems, neurotic symptoms, which are always interconnected. <\/p>\n

Are the roles in \u201chealing\u201d performances distributed depending on the type of character of a particular child? <\/p>\n

Not exactly, rather, depending on our tasks. We had a very lethargic, lethargic child. On the one hand, it is very convenient: if you say it, it will do it; if you plant it, it sits. Does not play with children. It scared my mom. After the first cycle of classes, he perked up a little, began to participate in general games, showed sketches well. And in the play based on Mamin-Sibiryak’s The Gray Neck, we gave him the role of the son of a duck, a bully, a naughty one. So that through the role he began to show himself as a normal, lively boy. And indeed, through playing this model of behavior, and we not only rehearse the performance, but also ask the children to play similar scenes at home, his behavior returned to normal. <\/p>\n

Another variant. For example, the image of a hare in Russian folk tales is linked to such human qualities as cowardice, indecision, it evokes sympathy and a desire to help children. Timid children often identify themselves with this fairy-tale character. And the victory of a cowardly fairy-tale hare over a wolf or a fox is perceived by them as their own and can serve as an incentive to overcome their own fears. <\/p>\n

How can parents determine in the game what problems and experiences the child has? <\/p>\n

Often children do not tell what is happening in the kindergarten. And a mother can offer her child to play kindergarten and reproduce some kind of situation. \u201cThis boy comes to the kindergarten in the morning, and you will be the teacher, what does she say? .. Other children are coming,\u201d etc. In this game, parents will see a lot, because the child will transfer his experience to the game situation. You can provoke him a little: \u201cBut the teacher says this.\u201d \u201cNo,\u201d your child will object, \u201cshe says so.\u201d Very often, parents consider their child to be quiet, downtrodden, and in the game it suddenly turns out that he is a bully, for example, he will start fighting with dolls, he will be terribly pleased with this. It is not necessary that this is how he behaves in the garden, but it is quite possible that he considers such behavior ideal for himself. Focuses on him. <\/p>\n

And what the child hides will be splashed out through the game? .. <\/p>\n

Yes. But you still need to be able to interpret it correctly. Parents understand their child much better when they seek the help of art therapy. <\/p>\n

Source: nanya.ru <\/p>\n","protected":false},"excerpt":{"rendered":"

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