Bitan Michal, Regev Dafna
The School of Creative Arts Therapies, University of Haifa, Haifa 3498838, Israel.
The Emili Sagol Creative Arts Therapies Research Center, University of Haifa, Haifa 3498838, Israel.
Children (Basel). 2022 Jun 29;9(7):980. doi: 10.3390/children9070980.
Different types of arts offer a wide variety of modes of nonverbal communication and expressive tools for children with Autism Spectrum Disorders (ASD). The present study was designed to characterize therapists' perspectives on the implementation of a parent-child arts therapy model for children with ASD. Semi-structured interviews were conducted with 13 arts therapists who participated in the study. The thematic analysis (qualitative analysis) approach yielded seven themes: (1) Therapeutic goals. (2) Adjusting the therapeutic intervention. (3) The advantages of parent-child arts therapy. (4) Difficulties in parent-child arts therapy. (5) The unique contribution of the participants to parent-child arts therapy. (6) The different types of arts in the therapy room. (7) The arts therapists' assessment of the progress of therapy. The discussion focuses on the four central components of parent-child arts therapy room: the child in therapy, the parent, the arts therapist, and the creative arts.
不同类型的艺术为自闭症谱系障碍(ASD)儿童提供了多种多样的非语言交流方式和表达工具。本研究旨在描述治疗师对为ASD儿童实施亲子艺术治疗模式的看法。对参与该研究的13名艺术治疗师进行了半结构化访谈。主题分析(定性分析)方法得出了七个主题:(1)治疗目标。(2)调整治疗干预。(3)亲子艺术治疗的优势。(4)亲子艺术治疗中的困难。(5)参与者对亲子艺术治疗的独特贡献。(6)治疗室中不同类型的艺术。(7)艺术治疗师对治疗进展的评估。讨论集中在亲子艺术治疗室的四个核心组成部分:接受治疗的儿童、家长、艺术治疗师和创意艺术。