Interacción entre niños, niñas y adolescentes con discapacidad intelectual leve a través del arte terapia y musicoterapia

This project was constituted by the application of different non-conventional therapeutic forms, with the aim was to promote the well-being of the individual, the therapies were art therapy and music therapy. The objective was to understand the interaction between 7 children and adolescents with mil...

Full description

Autores:
Méndez Sánchez, Lizeth Natalia
Pinzón Morales, Julián David
Tipo de recurso:
Fecha de publicación:
2019
Institución:
Universidad de San Buenaventura
Repositorio:
Repositorio USB
Idioma:
spa
OAI Identifier:
oai:bibliotecadigital.usb.edu.co:10819/7959
Acceso en línea:
http://hdl.handle.net/10819/7959
Palabra clave:
Discapacidad intelectual leve
Arteterapia
Musicoterapia
Emociones
Comunicación
Relaciones interpersonales
Mild intellectual disability
Art therapy
Music therapy
Interaction
Desórdenes mentales
Relaciones personales
Rights
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Description
Summary:This project was constituted by the application of different non-conventional therapeutic forms, with the aim was to promote the well-being of the individual, the therapies were art therapy and music therapy. The objective was to understand the interaction between 7 children and adolescents with mild cognitive disabilities. The first session aimed to make the first approach with parents and children; later, 5 sessions of art therapy, 5 sessions of music therapy were carried out and finalized with the socialization of his works directed to the primary support group; each area managed to constitute a series of activities that fostered creativity, imagination and individual skills like as emotions, communication and interpersonal relationships; In turn, these were recorded through a series of records, interviews, observations and session formats that allowed the consolidation of relevant information for the results. All this, framed within the qualitative approach of the critical social paradigm and represented by participatory action. In the first instance it was possible to identify that the children presented difficulties for the interpersonal relationships, having social avoidance and use of the nonverbal language. After that, through observation and evidenced in the registration instruments it was identified that there were improvements in terms of communication and emotional expression. As the sessions progressed, the participants showed improvements by initiating conversations, sharing emotions, asking questions and forming bonds of affinity among themselves