COLOUR SYMBOLISM IN ART THERAPY: PSYCHOLOGICAL ASPECTS OF PERCEPTION IN PERSONS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article provides a theoretical analysis of color symbolism in art therapy, analyzes its significance for the psych emotional development of individuals with special educational needs (SEN). The purpose of the study is to theoretically substantiate color symbolism in art therapy and determine its significance for the psych emotional development of individuals with special educational needs. The following research methods were used: theoretical analysis of scientific sources in psychology, art therapy, neuropsychology, and cultural studies; comparative-historical method for studying changes in cultural and gender color codes; content analysis of works devoted to the peculiarities of color perception in children with autism spectrum disorders, ADHD, and intellectual disabilities; system-structural method for generalizing the properties of color as a sensory and symbolic component of art therapy; interpretative-analytical method for forming principles for interpreting color symbolism in correctional and developmental work.

The psychophysiological, cultural-historical and personal aspects of color perception are substantiated, the place of color in theoretical models of art therapy for children with special needs is outlined. The dual status of color as a sensory stimulus and symbolic language that mediates experiences associated with anxiety, aggression, security, trust, hope is revealed. Special attention is paid to the historical variability of gender-cultural color codes, particularly the transformation of ideas about pink, blue and purple in the European tradition and the significance of these changes for the interpretation of children's creativity in special and inclusive education. The psychological features of color perception in children with autism spectrum disorders, ADHD and intellectual disabilities are theoretically substantiated, the risks of a straightforward interpretation of color choices without considering the individual and social context are emphasized. It is emphasized that color preferences can reflect not only emotional state, but also sensory needs, experience of interaction with the environment and cultural influences, which is important in working with children of different categories of OOP. A system of principles for interpreting color symbolism in art therapy is proposed, including individualization, cultural sensitivity, contextuality and a combination of diagnostic and corrective approaches. It is noted that the application of these principles makes it possible to increase the effectiveness of art therapy techniques and integrate them into modern programs of special and inclusive education, providing a greater understanding of children's emotional states and supporting their development.