128 research outputs found
Multisensory approaches
Full text linkThe chapter defines multisensory approaches in therapeutic education. It explains in detail some therapeutic concepts that use sensory perception as means of change
Therapeutic-educational intervention through multisensory approaches addressing problems in behaviour of children
Full text linkThe aim of the chapter is to demonstrate the opportunities of using therapeutic-educational intervention addressing problems with behaviour of children using multisensory approaches
Therapeutic-educational intervention through multisensory approaches addressing problems in behaviour of children
Full text linkThe aim of the chapter is to demonstrate the opportunities of using therapeutic-educational intervention addressing problems with behaviour of children using multisensory approaches
Multisensory approaches
Full text linkThe chapter defines multisensory approaches in therapeutic education. It explains in detail some therapeutic concepts that use sensory perception as means of change
Tertiary education in expressive therapies in the European context
Full text linkExpressivity and its manifestations are highly individualised human characteristics. Malchiodi (2005) wrote that people possess different expressive styles and preferences. If therapists support these expressive differences, they allow their clients to communicate in a fuller, more effective and authentic manner. Expressive or art therapies have the potential to respond to these needs of people and to enhance their development. Knill et al. (1995, as cited in Malchiodi, 2005) stated that expressive therapies contain common characteristics, which include, for example, the conduct of action. However, they differin many respects. Each artistic modality uses different tools to achieve change and focuses on activities that best facilitate the therapeutic process based on their artistic characteristics. The aim of this chapter is to familiarise the reader with the international dimension of the development of expressive therapyschools. As a result of the existence of different methods, along with a common line of artistic expression, the arts therapies have developed separately in some countries, while other countries were inspired by existing theories and created eclectic approaches
Tertiary education in expressive therapies in the European context
No full textExpresivita a její manifestace patří k vysoce individualizovaným charakteristikám Ālověka. Malchiodi (2005) napsala, že lidé disponují rozmanitými expresivními styly a preferencemi. Jestliže terapeuti podchytí tyto expresivní odlišnosti, umožní tak klientům plněji, efektivněji a autentiĀtěji komunikovat. Expresivnínebo umělecké terapie mají potenciál reagovat na tyto potřeby lidía podněcovat jejich rozvoj. Knill et al. (1995, citováno podle Malchiodi, 2005) říkali, žeexpresivní terapie obsahují spoleĀné charakteristiky, k nimž patřínapř. jednání, Āinnost, ale zároveň se v mnohých aspektech odlišují. Každá umělecká modalita využívá jiné nástroje k dosaženízměny a zaměřuje se na aktivity, které nejlépe facilitují terapeutický proces z hlediska jejich uměleckých charakteristik. Cílem následující kapitoly je přiblížit mezinárodní rozměr rozvoje jednotlivých škol expresivních terapií. Kvůli svým odlišným metodám a zároveň spoleĀnému základu v umělecké expresi se umělecké terapie v některých zemích formovaly samostatně, v jiných seinspirovaly existujícími teoriemi a vytvářely si eklektické přístupy
Therapeutic-educational approaches towards children with behavioural disorders
Full text linkThe paper informs about the KEGA project nr. 067UK-4/2015 E-learning educational modules on the topic of behavioural disorders in children. It explains the philosophy, aims and products of the project. It offers a perspective on behavioural disorders from the point of therapeutic education and expressive therapies. The paper presents the web portal which is the platform for online training of professionals and students of helping professions as well as for parents. Further information about the project is available at www.poruchyspravania.sk
Tertiary education in expressive therapies in the European context
Full text linkExpressivity and its manifestations are highly individualised human characteristics. Malchiodi (2005) wrote that people possess different expressive styles and preferences. If therapists support these expressive differences, they allow their clients to communicate in a fuller, more effective and authentic manner. Expressive or art therapies have the potential to respond to these needs of people and to enhance their development. Knill et al. (1995, as cited in Malchiodi, 2005) stated that expressive therapies contain common characteristics, which include, for example, the conduct of action. However, they differin many respects. Each artistic modality uses different tools to achieve change and focuses on activities that best facilitate the therapeutic process based on their artistic characteristics. The aim of this chapter is to familiarise the reader with the international dimension of the development of expressive therapyschools. As a result of the existence of different methods, along with a common line of artistic expression, the arts therapies have developed separately in some countries, while other countries were inspired by existing theories and created eclectic approaches
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