The purpose of this study to study a program that can give effective and therapeutic change using various techniques of art therapy, focusing on elementary school 4th and 5th graders with ADHD behavioral tendency. In most cases of ADHD diagnosis, problem behavior characteristics(Attention Deficit Hyperactivity Disorder) are found in the process of establishing rules and systems in the lower grades of elementary school.
However, it is difficult to diagnose at an early stage because there is no big inconvenience even if a child has large or small problems.
The meaning of a child with an ADHD behavioral tendency refers to a child who has not been medically diagnosed but is distracted and has difficulty in social relations with other children due to impulsive behavior and aggressive tendencies.
But children with ADHD behavioral tendencies behaviors as they enter higher grades. Accordingly, they feel difficulty in peer relationships, and increase in academic failure and frustration, and negative feedback affect adolescence and adulthood.
The method of forcibly suppressing a distracted child can worsen the child's impulsive aggression. For these children, appropriate intervention through art therapy can have therapeutic effects and positive effects.
The method of forcibly suppressing a distracted child can worsen the child's impulsive aggression.
In addition, through art therapy activities, you can feel relief, experience the purification of emotions, and reflect on yourself while looking inside. In addition, art therapy can purify the negative emotions, anxiety, and low self-esteem that children have formed so far.
Therefore, it helps children with ADHD behavioral tendencies to voluntarily control their behavior and helps them to self-regulate themselves through modeling. For children with ADHD behavioral tendencies, it may be more difficult to set up an art therapy program.
Unlike ordinary children, it is difficult to focus on one place for a long time and it is difficult to finish and takes more time. It also takes more time and effort than ordinary children to generate interest and form a rapport. Various art therapy techniques and materials must be used to collect wounded and scattered concentration, and the therapist's emotional support and acceptance attitude is also required.
This researcher was able to observe the following changes in behavior while teaching art therapy programs with children with ADHD behavioral tendencies for 2 months. Children who lacked will and concentration due to a lack of confidence showed changes and attitudes of interest as they continued their classes.
In the intermediate stage, self-regulation was seen, and the frequency of problem behavior decreased. During art therapy activities, it had a positive effect on reducing hyperactivity, carelessness, and impulsiveness, the main problems of ADHD. For children with lethargy, the willingness to learn and attention had a positive effect on the increase.
Through these results, it can be seen that the art therapy program reduced the behavioral patterns of ADHD behavioral children and brought about positive changes. However, this study is a short-term program for research on a small number of children and papers, and it is thought that more time and research are needed. In other words, this study remained at the level where children confirmed and accepted their positive self in a pleasant and free environment.
Therefore, there is a need for a future treatment plan that can be continuously experienced by children with a stable and adhd behavioral tendency that can be applied in the field. Subsequently, it is desirable that there should be research on whether children's growth and behavior change.