Earticle

This research was to assess the effects of art-therapy on a child's improvement of attention/concentration, who is mentally retarded. The purpose of this research was as follows: First, the research purpose to see how significantly art therapy can improve the child's problem. Second, it also wants to see whether art therapy can prolong the child's duration of attention and concentration. Before the start the study, First, we arranged change process by observing and recording each child's behavioral characters on each session. Second, we performed Conners Teacher Rating Scales as a pre-and post-test. Third, we recorded the duration time of attention-concentration on each sessions. Study results obtained through the processes mentioned above are as following: First, to assess the effects of art therapy on improvement in attention/concentration in child with mental retardation, a child's behavior was observed and a comparative analysis was performed by each stage of art activities, showing improvement in attention/concentration and reduction in hyperactivity. Second, results of conducting a comparative analysis of before/after test of Conner's rating scale which was assessed by patients and teachers showed that post-test was higher in score compared with pre-test; we can tell that art therapy influences changes in attention deficit behaviors in child with mental retardation. Third, art therapy improved the duration time of attention/concentration in child with mental retardation. The duration time of attention/concentration in a child involved in this research was prolonged with art therapy program. From the results, we think that children with mental retardation can also improved their attention/concentration by developing contents and teaching methods of art therapy program in consideration of disability characteristics and by applying these to them.

The Purpose of this study was to analysis of development-disorder infant's drawing focusing on their drawing's developmental stages, preferred colors, and number of color. First, with regard to stages of development in drawings based on sex and age, I came to know that most infants with development disorders are in the scribing stage, which is the first stage of the 6 stages on development in drawings that V. Lowenfeld crafted for infants. And, it was also found that female infants are relatively in higher stages than their male counterparts in terms of development in drawings. Along with this, though individual differences in the development are stark based on the severity of disorders, infants with development disorders also show progress in drawings as they grow older, and I could see that to some extent, they are able to express their emotions more freely. Second, I studied whether colors they like are different according to sex and age. I found out that male infants with development disorders prefer a black color the most, and female infants like a green color the most, showing that male and female infants with development disorders have different color preferences. In addition, it turned out that those who are at 4 like orange, reddish brown and black colors the most, and infants of 5 years old prefer a yellow color the most. Many people have conducted research on color preferences, and they are showing much different views on this matter. Third, regarding whether there are differences in the number of colors they use according to sex and age, a lot of male infants drew pictures using one color, and in the case of female infants, many of them used two kinds of colors. For infants with development disorders, I could see that the number of colors they used according to sex has statistical importance. Infants with development disorders of 4 years old turned out to use two colors when they draw pictures, and in the case of those who are at 5, many of them used one color. For infants with development disorders, the number of colors they use based on age has no statistical importance.

This study was conducted to investigate the relationship between the depression of elementary school students and its reflection in Tree-Picture. For the study, 282 students were chosen and got tested Children's Depression Inventory as well as Tree-Picture. The results are as follows. First, there was significant relationship between the depression level and the location of the tree in the picture. The students with higher depression tended to draw tree in the upper-left while the students with lower depression tended to draw tree in the lower-right. Especially the more trees were located in the upper-even- lower than in the right-middle-left. Second, no significant relationship was found between their level of depression and the size of trees or the roots of trees in their drawings. Third, there was significant relationship between the level of depression and certain features of the roots of trees. The students with higher depression tended to draw roots with some of its parts visible above the surface of the soil while the students with lower depression tended to draw root under the surface of the soil. invisible from outside. Trunks were bigger in the pictures of those with higher depression than those with lower depression. These results strongly suggest that the Tree-Test might be useful as a diagnostic device in finding out the children with depression. At the same time, It should be kept in mind that the Tree-Test obviously has some limitations in diagnosing the children with depression.

This study examines whether or not sessions of music therapy have positive effect on the childrens learning emotional vocabularies, who have a problem of mild mental retardation, and whether or not the influence from music has any effect on their expression of emotion. The conclusions according to the research results are as follow. First, the results revealed that the program that applied music had a positive effect on improving the learning of vocabularies of emotions, and the effect was sustained in the sustenance evaluation phase after a week of resting phase. This indicates that active use of music to create interests for learning vocabularies played an important role in accelerating linguistic development, and its significance of meaning lies in the fact that music was used not to teach music but as a means to increase linguistic abilities. Second, The results revealed that the four subject children were well developed in their self expressions of their emotions, and displayed a positive effect in the sub-fields such as the field of content expression, voice expression, physical and nonverbal expression and self expression of emotions. Third, it can be said that there the children who participated in the program that utilized music improved on their overall music activities that include music listening, rhythm expressing, singing and instruments handling.

This study is to examine whether and how much group art therapy can help the orphans in an asylum develop their self-esteem. The subjects of this study are four infants living in asylum S located in metropolitan area D. This group art therapy was designed totally 16 times for 1～2 hours per time from the 25th of October, 2005 through the 27th of December, 2005. To evaluate the difference of participants' self-esteem by before and after group art therapy, the Self-Esteem Scale (SES) was used to measure the self-esteem of those participants and Kinetic-House, Tree, Person(K-HTP) was also used to evaluate for their pictures. The data was analyzed by SPSSWIN Version 12.0 and then it was evaluated Wilcoxon Ranks Sum. The change of before and after of K-HTP was stated to find the effect of group art therapy about psychological changes which can't be found on a statistical chart of self-esteem. The results were followings. First, by analyzing the difference between the former and the latter group art therapy, the latter self-esteem of Infants in the orphan Asylum measured with Self-Esteem Scale(SES) more increased 6.25points on an average score than the fomer Group Art Therapy (Z=-1.841, p<.10). As the result by the latter group art therapy the subjects' self-esteem were significantly improved. Second, as a result of before and after of K-HTP, on the before pictures, most of the group members showed low self-esteem by drawing unstable angle , placement, risky houses and trees which indicate they intend to be dependent and prudent. On the after pictures, they draw pictures properly on all over the whole canvaes and improvements of their self esteem were proved by stable houses and bigger stem and water pipe of the trees. Therefore, the effect of Group Art Therapy has an effect on improvement of self esteem for orphan children.

The purpose of this study was to investigate if and how group art therapy influence positively students self-esteem and schoolmate relationship that are direct and crucial for the student to develop appropriate mentality and emotion, so as to grow as a healthy member of the society. The subjects of this study was five elementary 4th graders who marked low scores on Measurement of Self-Esteem and Test for Friendship. Research instruments used are, first, group art therapy through which scores on pretest and posttest for self-esteem and friend-relation are compared; second, KSD with which the students language and behavior are compared and analyzed. The group art therapy program consists of a total of 12 sessions and have three stages of trust-building stage, self-understanding and self-acceptance, and interaction with reality recognition. The results of this study are as follows. First, group art therapy induced positive effects on the students self-esteem. Second, group art therapy positively encouraged the children's friendship with schoolmates. Third, group art therapy positively encouraged the children's friendship with KSD. To conclude, the student were able to gain a sense of achievement by expressing their inner experience through the group art therapy program, which gave them enhanced self-esteem and improved friendship.

The laughter is one of the important elements in the field of the therapy. The effect of the laughter therapy is proved already on the biological plan as well as on the psychological plan. And then, it is necessary to study the laughter on all the aspects. For the first step, we want to show here the meanings of the laughter on the sociological plan in France in 17th century in the literature of that period. In the XVIIth century the "laughter" becomes suspect to the point that it considers as a roguish intention of the people born "pervert", and to the point that it harms the social system and its established value. But, although the laughter is not encouraged in this century, a device of strengthened control of the canonical shrinkage, supported by subtle arguments in the speeches engendering prohibitions and prescriptions create a rational laughter which stresses the individualization and the refusal of the irrational. We eventually facilitate the blooming of representation of the laughter on the literary plan. It is the comedy that asks to spread this laughter which reminds the public under the diverse forms: satire, irony etc parody, comic. Molière, free spirit, integrate all the arguments which can be provoked by the laughter. On the parallel plan, the novel offers to the laughter more explorable fields than the theatre which wants to avoid the border imposed by the social agreement. This new genre was much more free than the noble and traditional genre to investigate subversively in a fictitious world. Cyrano and Scarron use the laughter to begin a research of the new knowledge in many domains. Finally the laughter in the "funny literature" of the XVIIth century, especially at the free thinkers as Molière, Cyrano and Scarron, works as the means to attack the scaffold of the depreciated system at that time but always retained by the ultra-catholics and the despotic spirits.