AN INTEGRATIVE APPROACH TO USING ART THERAPY AND COGNITIVE-BEHAVIORAL THERAPY IN PSYCHOPEDAGOGICAL SUPPORT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

This article explores the potential for using cognitive-behavioural art therapy in the psychological and educational support of primary school-aged children with special educational needs within an inclusive education setting. It justifies the integration of cognitive-behavioural techniques and art therapy methods as an effective means of developing emotional self-regulation, forming adaptive behavioural patterns, and improving children’s social interaction and psychological well-being. The aim of the study was to theoretically substantiate and experimentally verify the effectiveness of a cognitive-behavioural art therapy programme when working with primary school-aged children in an inclusive educational environment. The study employed a set of complementary methods, including psychological and pedagogical observation, analysis of artistic work, surveys of teachers and parents, and the projective techniques «Emotion Cards» (Cactus) by Yulia Svyatenko, S. Harter’s «Children’s Self-Perception Profile», E. F. Hammer’s «House-Tree-Person» (HTP) test, the Children’s Apperceptive Test (CAT) by L. Bellak and S. S. Bellak, as well as methods of primary mathematical and statistical data analysis. The results of the experimental study demonstrated positive changes in the emotional and behavioural sphere of children in the experimental group compared with the control group. The most pronounced changes were observed in terms of a reduction in impulsivity and aggressive behaviour, the development of behavioural self-regulation, and improvements in emotional state, academic engagement and social interaction. The results obtained confirm the effectiveness of cognitive-behavioural art therapy as a component of psychological and pedagogical support for children in an inclusive education setting and justify its use in correcting emotional and behavioural manifestations and developing adaptive forms of behaviour.