Relación de la Arteterapia como Herramienta de Transformación Identitaria en Niños con TDAH

Abstract

The present work generated new psychological interventions for hyperactivity and impulsivity disorder in children through art therapy, understanding the configuration of experiences through the narratives of the experience to recognize facilitating and hindering elements in the construction of their identity by artistic tools that promote non-verbal communication to externalize conflicts and feelings of discomfort. With the objective of understanding the relationship of art therapy as a tool for identity transformation in children diagnosed with ADHD, the case study methodology was chosen for this investigation, counting with seven sessions of art intervention, emphasizing the case study from the conversational setting and art workshops, which potentiate the reflective and interpretive character of the experiences. The collection of information was done by three students from Bogotá at San Francisco of Asís school, then the information was analyzed and synthesized by network maps and Sankey Diagrams. Among the most important results is the recognition of the identify construction as dynamic, subjective, and diverse being significant for their development. In this sense, the participants were able to resignify through art therapy the personal blocks, narrate themselves and connect with their own emotionally, giving space to the problem and pains to be treated, listened, and be externalized to be able to generate actions and learning ways that favored their own resilience, identify, and recognize the freedom of their authenticity. Reflections and re-understandings that increasing bring us closer to the notion of good development of identify transformation.