Art as an attractive methodology of resilience and self-esteem

  1. LAURA DE LA CHICA-HERRADOR 1
  2. ANTONIO HERNÁNDEZ-FERNÁNDEZ 1
  3. EUFRASIO PÉREZ-NAVÍO 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
Journal of Human Sport and Exercise: JHSE

ISSN: 1988-5202

Año de publicación: 2022

Volumen: 17

Número: 4

Páginas: 802-815

Tipo: Artículo

DOI: 10.14198/JHSE.2022.174.08 DIALNET GOOGLE SCHOLAR lock_openRUA editor

Otras publicaciones en: Journal of Human Sport and Exercise: JHSE

Resumen

The objective of this research is to know the relationship between the level of self-esteem and resilience that people with intellectual disabilities have and the methodology of work including art. In this study, a mixed methodology has been used, the resilience indicator chosen in this research was the level of self-esteem. For the collection of data, a Likert scale and a semi-structured interview were used. The results show that there are significant differences between the self-esteem of people with intellectual disabilities that are influenced by methodologies that include art, concerning to other methodologies.

Referencias bibliográficas

  • Barrios, A. (2005). Self-concept and family characteristis of resistan children with disabilities. Investigation and development, 13(1), 108-127.
  • Becoña, E. (2006). Resilience: definition, characteristics and utility of the cencept. Journal of Psychopathology and Clinical Psychology, 11(3), 125-146.
  • Boddice, R. (2017). The History of Emotions: Past, Present, Future. Social Studies Journal, 62, 10-15. https://doi.org/10.7440/res62.2017.02
  • Burga, I., Sánchez, T. & Jaimes J. E. (2016). Emotional intelligence and resilience. Psychological Notes Research Journal, 1(2), 9-16.
  • Calás, M. B. (2014). Self-esteem and self-image in people with disabilities. Coria del Río City Council, Social Services.
  • Cefai, C. & Cooper, P. (2011). The introduction of nurture groups in maltese school: a method of promoting inclusive education. Brtish journal of special education, 38(2), 65-72. https://doi.org/10.1111/j.1467-8578.2011.00500.x
  • Chacón-Cuberos, R., Puertas-Molero, P. & Pérez-Cortés, A. J. (2017). Levels of resilience depending on practice of physical activity in university students from Physical Education. Education, Sport, Health and Physical Activity, 1(1), 59-67.
  • Conroy, C. (2009). Disability: creative tensions between drama, theatre and disability arts. Education, The Journal of Applied Theatre and Performance, 14(1), 1-14. https://doi.org/10.1080/13569780802655723
  • Crawford, S. (2011). An examination of current adapted physical activity provision in primary and special schools in Ireland. European Physical Education Review, 17(1), 91-109. https://doi.org/10.1177/1356336X11402260
  • Dearden, J. (2004). Resilience: a study of risk and protective factors from the perspective of young people with experience of local authority care. Support for learnining, 19(4), 187-193. https://doi.org/10.1111/j.0268-2141.2004.00346.x
  • Duncan, N. (2007). Work with emotions in art therapy. Art therapy and art education roles for social inclusionl, 2, 39-49.
  • Fancourt, D. & Finn, S. (2019). Health evidience network synthesis respor 67. What is the evidence on the role of the arts in improving health an well-being? W.H.O.
  • García, X. (2014). Resiliente in sport: theoretical foundations, evaluations intruments and literatura review. University of Murcia.
  • Gardner, H. (2001). Structures of the mind. The theory os multiple intelligences. Fund of Economic Culture.
  • González, S. & Maccinci, M. J. (2013). The power of dance in people with disabilities. X conference on Sociology. University of Buenos Aires.
  • Grasten, A., Yli-Piipari, S. Huhtiniemi, M., Salin, K. Seppala, S., Lahti, J., Hakonen, H. & Jaakkola, T. (2019). Predicting accelerometer-bases physical activity in physical education and total physical activity: The Self-determination Theory approach. Journal of Human Sport and Exercite, 14(4), 757-771. https://doi.org/10.14198/jhse.2019.144.05
  • Gürgens, R. & Rasmussen, B. (2010). The Achievements of Disability Art: A Study of Inclusive Theatre, Inclusive Research, and Extraordinary Actors. Youth Theatre Journal, 24(2), 99-110. https://doi.org/10.1080/08929092.2010.518909
  • Hernández S., Fernández C., & Baptista L. (2003). Investigation methodology. Editorial McGraw-Hill.
  • Herrera, C. X. (2019). Which art are we talking about when we talk about art in education? Pedagogical News, (73), 73-95.
  • Iraossi, G. (2006). The power of survey design: A user's guide for managing surveys, interpreting results and influencing respondents. The Word Bank. https://doi.org/10.1596/978-0-8213-6392-8
  • Jalanyondeja, C. (2016). Physical activity, self-steem, and quality of life among people with physical disability. The Southeast Asian journal of tropical medicine and health, 47(3), 546-558.
  • Kandler, C., Riemann, R., Angleitner, A., Spinath, F., Borkeau, P. & Penke, L. (2016). The nature of creativity: the roles os genetic factors, personality traits, cognitive abilities, and environmental. Journal os personality and social psychology, 111(2), 230-249. https://doi.org/10.1037/pspp0000087
  • Kofi, E., Sugden, D. & Pearson, S. (2008). An investigation into the emotional reactions to inclusion of Ghanaian mainstream teachers. Suport for learning, 23(2), 71-79. https://doi.org/10.1111/j.1467-9604.2008.00373.x
  • Liranzo, P., Hernández, M., Jiménez, A. & Pacheco, B. (2017). Psycho-affective meetings: playful and creative strategy in favor of a school experience. Science and society, 42(3), 69-83. https://doi.org/10.22206/cys.2017.v42i3.pp69-83
  • Lomelí, A. M., López, M. G. & Valenzuela, J. R. (2016). Self-esteem, motivation and emotional intelligence. Educare online Journal, 20(2), 1-22.
  • Lucthar, J. Cicchetti, A. & Becker, M. (2000). Research on resilience: response to commentaries. Child Development, 71, 573-575. https://doi.org/10.1111/1467-8624.00168
  • Malla, F. & Zabala, E. (1978). Forecasting the future in the company (III): The Delphi method. Business Studies, 39, 13-24.
  • Martin, E., Klavina, A. & Flint, W. (2007). Including Students with Severe, Multiple Disabilities in General Physical Education. Journal of Physical Education, Recreation & Dance 78(3), 29-32. https://doi.org/10.1080/07303084.2007.10597986
  • Medina, B. & Gil, R. (2017). Stress and coping strategies in people with intelectual disabilities: systematic review. Anxiety and stress, 23, 38-44.
  • Mendoza, M. (2009). Self-concept, resilient personality factors and its relationship with sexuality in people with disabilities. Michelena University.
  • Morales, M. & González, A. (2014). Resilience - Self-esteem - Psychological well-being and Intellectual capacity. Pedagogical Studies, XL(1), 215-228.
  • Morrison, L. & Flouri, E. (2017). Risk and resilience in development (645-681). An Introduction to Developmental Psychology (A. Slater and G. Bremner, Eds.). BPS Blackwell.
  • Mu, G. M. (2019). Teacher professionalism, teacher agency, and student resilience in inclusive education: a sociological perspective (338-350). The SAGE Handbook of inclusión and diversity in education (M. J. Schuelka, C. J. Johnstone, G. Thomas, & A. J. Artiles, Eds.). SAGE. https://doi.org/10.4135/9781526470430.n28
  • Olivia, A. et al. (w.d.) Instruments for the assessment of adolescent mental health and positive development and the assets that promote it. Junta de Andalucía: Ministry of Education.
  • Puertas-Molero, P., González-Valero, G., Sánchez-Zafra, M. (2017). Influence of sports physical practice on the Emotional Intelligence of students: A systematic review. Education, Sport, Health and Physical Activity, 1(1), 10-24.
  • Punset, E. (2013). How to educate emotions? Emotional intelligence in chilhood and adolescence (R. Bisquerra, Ed.). Sant Joan de Déu Hospital.
  • Ramírez, G. I. (2018). The art corner and the development of creative activities in boys and girls from 4 to 5 years of age at the Cristobal Colon school in the Parroquia San Miguel del Canton Salcedo in the province of Cotopaxi. Investigation project (n/p). Ambato, Ecuador.
  • Soler, J. L., Aparicio, L., Díaz, O., Escolano, E. & Rodríguez, A. (2016). Emotional intelligence and well-being II. Editions San Jorge University.
  • Suárez Llorca, C., & Pérez Turpin, J. (2008). Education for diversity from the physical education area: Sensitivity games. Journal of Human Sport and Exercise, 1(1), 1-6. https://doi.org/10.4100/jhse.2006.11.01
  • Syrnyk, C. (2018). Knowing nurture experiences of teaching assitants for children with SEBD. British journal of special education, 45(3), 329-248. https://doi.org/10.1111/1467-8578.12234
  • Toland, J. & Carrigan, D. (2011). Educational psychology and resilience: New concept, new opportunities. School Psychology International, 32(1), 95- 106. https://doi.org/10.1177/0143034310397284