14-year-old student with moderate special educational needs. The girl is cheerful, friendly and likes to dance. The “Designing Dots” activity was performed with the student. This activity is part of the self-awareness session. The activity took up to 15 minutes. The student quickly chose what she wanted to draw, she did well. The mood was good, the student got involved as if in a game. During reflection, the girl named what she liked. The fact that you can guess what is drawn here and that you can see different objects.
A 14-year-old girl with moderate autism spectrum disorder. The girl is friendly, calm, and her favorite activity is watching TV. The student completed the “making calming cards” activity. The activity is designed to help her recognize her feelings and calm down when she experiences unpleasant emotions. The activity took about 1 hour and 10 minutes. The student really enjoyed the activity because she likes to draw. However, she created the cards not only by drawing, but also by using magazine clippings. The most difficult part was coming up with a calming image. With the help of her teacher, she chose one that she thought was the most calming. During reflection, the student described the activity as very useful and said that she would use the cards as a calming tool.
16 years old, a young girl with special educational needs. The student completed the “gift” activity, which is part of the self-awareness session. The activity took about 25 minutes. The girl was very interested in the activity. At first, she could not decide which gift to depict. Whether to choose a specific object or a place and time. Finally, the girl decided to draw a place where she would like to be right now. The student summarized the activity as fun, thinking that she was looking forward to a vacation and would like to go to that place.
14-year-old student with moderate special educational needs. The girl is cheerful, friendly and likes to dance. The “Designing Dots” activity was performed with the student. This activity is part of the self-awareness session. The activity took up to 15 minutes. The student quickly chose what she wanted to draw, she did well. The mood was good, the student got involved as if in a game. During reflection, the girl named what she liked. The fact that you can guess what is drawn here and that you can see different objects.
16-year-old student with severe special educational needs, autism spectrum disorder. The girl, who does not communicate much, likes to spend time alone. She completed the activity “animal” which is intended for a self-awareness session. The activity took 30 minutes. The student easily got involved in the activity, and after receiving the task, she started drawing without thinking. The girl did not use a phone or any other assistive device. During the reflection, she did not open much, she only said: “because that's how it seems to me.”
A 14-year-old girl with moderate autism spectrum disorder. The girl is friendly, calm, and her favorite activity is watching TV. The student completed the “making calming cards” activity. The activity is designed to help her recognize her feelings and calm down when she experiences unpleasant emotions. The activity took about 1 hour and 10 minutes. The student really enjoyed the activity because she likes to draw. However, she created the cards not only by drawing, but also by using magazine clippings. The most difficult part was coming up with a calming image. With the help of her teacher, she chose one that she thought was the most calming. During reflection, the student described the activity as very useful and said that she would use the cards as a calming tool.
A 15-year-old student with moderate special educational needs. The activity “emotions in my body” was carried out with the young man. It was designed to get to know our emotions and how we feel in our body. The activity took about 30 minutes. He felt happy while drawing. The student was challenged to think of how to draw fear and anger, but in the end, he figured it out. During reflection, the boy said that the most pleasant and easiest thing was to express good emotions and the most difficult was anger. The student chose the colors of happiness according to his mood that day, and it was good, because the weather outside was nice.
16 years old, a young girl with significant special educational needs. The girl is not very sociable, withdrawn. The student completed the task “today’s gift”, which is part of the self-awareness activity. The activity lasted about 25 minutes. The girl has very good drawing skills, so she got involved in the activity. The student’s drawing clearly reflected her desire and the idea that it is important on this day. The student did not open during the reflection.
A 15-year-old student with an autism spectrum disorder. The “emotion parade” activity was performed with the young man. The session, which was aimed at recognizing and naming one’s emotions, lasted about one hour. The student found it easy to invent and draw emotions of joy and fear. He easily came up with an example of joy and an object of fear, the student chose the appropriate colors and facial expressions for anger and sadness. The student liked the activity, but did not want to draw any other emotions.
The group from the Art Therapy session was full of energy and eager to participate in various activities. We decided to hold the session in a museum and selected different games from the course. Additionally, we wanted the children to create something to take home after each activity, so they could remember their work and be encouraged to continue art therapy sessions at home. The activities were a great success, and the group received substantial support from parents and volunteer teenagers who attended.
The girl that did the best flower is named Dumitrița.Coordinating Gabriela Andrei and Ana Hegyi
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