RU2593225C2 - Method for eliminating or reducing stress condition of children by using the color therapy - Google Patents

Abstract

FIELD: medicine.

SUBSTANCE: invention refers to medicine, namely to color therapy, and can be used in child psychology for reducing negative effects in children with cognitive disorders, epilepsy, vegetative disorders, delay in psycho-speech and psychomotor development. Chromotherapy is used, as well as preliminary testing of psychoemotional state of the children using colour tests during examination process. Before a course of psychotherapeutic procedure a group of several children is formed for which one working zone and one zone of relaxation are created. In the working zone children draw pictures. In the zone of relaxation they demonstrate finished pictures wherein each child shall have the possibility to see creative products or another children and demonstrate own picture. During the examination of children their colour preference is determined from colours prevailing in their pictures. Presence of chronic pathological conditions or acute stress of any genesis is determined in the presence at pictures of aggressive graphic elements and dominant colour of black, muddy-brown, muddy-violet, grey, purple, muddy-green tones. Dominance of colour ranges of dark or dirty tones indicates astenisation or depression. Then a colour infant likes the most is determined. Then a child is suggested to regularly view color-therapeutic compositions at an angle to horizon of 35-40 degrees, composition is selected for relaxation for children with attention deficiency and hyperactivity disorder, or for concentration: in case of epilepsy, or stimulating: when symptoms of vegetative-vascular dystonia, migraine, headache are evident. After relaxation patients are again placed into the working zone, where they are asked to draw a similar new pattern within the previous subject taking into account those elements compositions they watched before. Then the therapeutic course is repeated until patients deliver patterns, reflecting by colour explicitly expressed positive dynamics, which is determined by changes in pictures with more rounded, unrhythmical and more floral compositions, painted in pure, light tones.

EFFECT: method allows to have a positive color-therapeutic effect on child mentality by tracking the dynamics of colour perception at their pictures and stimulation of drawing certain types of compositions with specified content.

5 cl, 31 dwg

Description

The invention relates to medicine, in particular to color therapy, and can be used in child psychology to reduce the negative state in children with cognitive impairment, epilepsy, suprasegmental autonomic disorders, delayed psycho-speech and motor development.

Over the past decades, a number of clinics in Western Europe and North America have been successfully used in the treatment and prophylactic direction color therapy method. The method is based on the use of colors that have a physiological effect on the organ of vision and related brain structures, especially the hypothalamic stem localization. Color therapy, as one of the diagnostic and rehabilitation areas, is used at the Department of Neurology and Neurosurgery and Medical Genetics of the Faculty of Medicine of the Russian Medical University in combination with medical and physical methods of treatment. Also, the method is widely introduced into the practice of the Department of Neurology, Neurosurgery and Medical Genetics of the Pediatric Faculty of the N.I. Russian National Research Medical University Pirogov. The most promising method was found in patients with early forms of cerebrovascular insufficiency, paroxysmal conditions, neurosis and neurosis-like conditions in children and adults, neuroendocrine disorders, as well as in children with cerebral palsy.

The method of color therapy and color diagnostics is also used for rapid testing of the psychoemotional state of a person.

It is known that light and color have a powerful effect on the formation of the psychophysiological status of the human body. This influence, first of all, is mediated by the activity of the ANS, its sympathetic and parasympathetic departments - the SNS and PNS. P.V. Yanshin claims: "... color qualitatively and comprehensively affects the psychophysiological state of a person, including changes in blood composition, the dynamics of tissue healing, muscle tone, and the function of the cardiovascular system." [Yanshin P.V. Color as a factor in mental regulation // Applied Psychology. 2000. No4. from. 14-27].

S.V. Kravkov in his experimental works (1935-1951) showed that color exposure leads to certain changes in the tone of the ANS, and in turn, a change in the tone of the ANS affects color vision [S. Kravkov Color vision. M.: Publishing House of the USSR Academy of Sciences, 1951. 175 p.].

Sympathicotropic stimuli increase sensitivity to the blue-green part of the spectrum, and sensitivity to the red-yellow part of the eye decreases. Conversely, parasympathicotropic agents improve sensitivity to red and yellow, and to blue and green - reduce. Perception of the red-yellow part of the spectrum causes activation of the SNS and inhibits the PNS. Blue and green have a depressing effect on the SNS and activating on the PNS. From this it follows that the sensitivity of the eye to the red-yellow and blue-green parts of the spectrum is reciprocal, similar to the reciprocal relationships of the SNS and PNS.

The similar nature of the relationship of color perception with the activity of the ANS allows us to conclude that the latter needs an objective need for color stimuli for their self-regulation. It can be said that an organism that is in a state of “struggle” or “flight” needs more of a blue-green color than red-yellow. At the same time, the states of rest and recovery lead to an increase in the need for “active” colors and a decrease in “passive” colors. Thus, the equilibrium of the two divisions of the ANS is maintained.

The nature of the relationship between white and black with the activity of the ANS is similar: white stimulates the ergotropic system of the body, and black stimulates the trophotropic system; PNS activation increases the “need” for white, and SNS - for black. If in the morning lead-blue tones prevail overcast and in nature, then it can be very difficult to tune into active work, a person can fall into a passive, drowsy state. Conversely, a bright, sunny morning contributes to the rapid transition from sleep to wakefulness.

Color exposure can enhance vegetative stress. Thus, the “color burden” using brown, orange and especially yellow significantly enhances the nausea present in kinetosis. A quick installation of a bright yellow screen in front of the test subject could cause vomiting in the presence of nausea. Conversely, exposure to blue, violet and especially blue reduced nausea during kinetosis [Kitaev-Smyk L.A. The psychology of stress. M .: Nauka, 1980. 368 p.].

The effect of color on the central nervous system (CNS) is an undeniable fact. However, unlike the ANS, on which color has an unconditional effect, the relationship between the color and the central nervous system of a person presents a more complex picture. If for the ANS, color is, first of all, quanta of energy that enter the body from the outside world, then for the CNS, color, so to speak, is also a quantum of information about the surrounding world.

Thanks to certain sections of the central nervous system, a person develops color sensations, and the integrative activity of the central nervous system ensures the functioning of color perception and more complex forms of information processing. Specific CNS lesions can lead to a person losing their ability to perceive colors partially or fully, the so-called color agnosia.

Color is necessary to maintain the tone of the central nervous system. There are known cases of the so-called "color starvation", when the symptoms of asthenization developed with color poverty of the surrounding landscape and situation. In children, living for a long time in conditions of "color starvation", even delays in intellectual development are noted [V. Demidov. How do we see what we see. M.: Knowledge, 1987.240 s.]. The energy side of the color effect on the central nervous system is not well understood. The facts in color psychology are fragmentary and fragmentary.

In [Vorsobin V.N., Zhidkin V.N. The study of color choice when experiencing positive and negative emotions by preschoolers // Psychology Issues. 1980. No3. from. 121-124] it is shown that the red color always has an exciting, warming effect, it activates all body functions, is used to treat chickenpox, scarlet fever, measles and a number of skin diseases; it increases muscle tension for a short time, raises blood pressure, and accelerates the rhythm of breathing. Yellow tones, invigorates, stimulates the central nervous system, has a therapeutic effect in diseases of the digestive tract, liver, kidneys, rheumatism, etc. Green reduces blood pressure and dilates capillaries, soothes, relieves tension, relieves neuralgia and migraines, is used in the treatment of asthma, laryngitis etc. The blue color slows down cardiac activity, has a calming effect and can turn into an inhibitory effect, causing depression. Blue rays are used in the treatment of inflammatory eye diseases, chickenpox, scarlet fever. The preference for brown is accompanied by a weakening of conscious control, planning and consistency in behavior, and a decrease. Brown is often preferred by people who think that the conflict situation they are in is unsolvable. Red-orange color increases the subjective sensation of ambient temperature by 5-7 °, stimulates blood circulation. His preference is combined with the actualization of need and a tendency to communicate, with initiative, an increase in energy potential, with a decrease in sensitivity to negative environmental influences, with a high rate of motility and counting. To summarize the above, it can be said that the effect of the red-yellow and blue-green parts of the spectrum on the ANS and central nervous system is distributed in this way: the first has an activating effect on a person, and the second has a calming effect. However, this effect may vary individually. Based on these fundamental properties of color, a color psychodiagnostics was created.

In the work [Bespalko I.G. About the correlation between color thresholds, somatotype and emotional state // Mat. Methods in Psychiatry and Neuralgia. L .: 1972. P. 176-178.] It was shown that patients with vascular diseases of the brain have frequent choices for the first positions in the Luscher test of red and yellow, while blue was chosen much less frequently.

T.A. Ayvazyan, V.P. Zaitsev [Zaitsev V.P., Ayvazyan T.A., Taravkova I.A. et al. Study of the diagnostic capabilities of the color test in patients with cardiovascular diseases // Psychological Journal. M .: 1989. T. 10. No. 3. from. 38-44] revealed that patients with cardiovascular diseases prefer blue, while yellow and red reject. Based on these results, it can be assumed that the color choice is able to reflect the localization of vascular pathology.

M. Lusher [Lusher M. Lusher color test. M .: ACT, 2005.190 pp.] Wrote that the nature of the relationship to blue and red, their mutual arrangement in a series of color choices carries information about the state of the human cardiovascular system. The color test of M. Lusher (CTL) is the most famous and most popular color-diagnostic technique to date. The essence of the test procedure is the ranking of colors by the subjects according to their degree of subjective pleasantness. The subject is asked to distract from the associations associated with fashion, traditions, generally accepted tastes, and try to choose colors only on the basis of his personal attitude [Lusher M. Lusher color test. M .: ACT, 2005.190 s.]. In a number of works, on the contrary, it is indicated that using the Luscher color test, a reliable analysis of a person’s personality, his emotional and motivational sphere is possible. Most of the comments on the Luscher color test on the part of practical psychodiagnostics are related to the fact that it “weakly correlates” with methods that have a “stable reputation”.

The disadvantages of the Luscher test include its absolute rating, expressed according to the specific data of 1 test obtained for 1 subject in a particular situation, without comprehensive collection of information about it in dynamics (over time). In this regard, the Luscher test gives numerous errors when the subjects do not fulfill the test conditions, which is typical for children who are forced to distract from the associations associated with fashion, traditions, generally accepted tastes with team methods and try to choose colors only based on their personal attitude , almost unrealistic.

Therefore, when testing the psyche of children, the Lusher method is not ideal and needs to be improved. The study of the relationship to color in various forms of mental and psychosomatic pathology not only once again confirms the close relationship of color and mental activity of a person, but also has great practical significance. Often, where traditional methods of clinical and psychological research do not allow a deep analysis of the nature and content of psychosymptomatics, or even do not detect it, color remains perhaps the only psycho-diagnostic tool that can solve seemingly unpromising problems.

Color preference varies with age, but does not change randomly. Within the range of pure spectral colors, color preference varies with age from the warm to cold colors. As they grow older, children increasingly call more complex, muffled, “broken” tones as their favorite shades, and the principle of constructing a color pair changes. Young children build pairs mainly by the principle of contrast; among older children, the principle of nuance color combination in a pair becomes the most common.

Many factors influence color preferences. Some of them are associated with cultural customs and traditions, color symbols, others with individual characteristics of a person, and others - with the characteristics of a color stimulus.

Children under the age of one year, regardless of nationality and place of residence, find the same color preferences: red, yellow and orange, they prefer blue, green and purple.

The love of children for the colors of the "active side" is also manifested in their drawings. This applies to the use of the "imitative" and "inimitable" colors described by B.C. Mukhina [Mukhina B.C. Visual activity of the child as a form of assimilation of social experience. M .: Pedagogy, 1981. 240 p.]. So there are red and yellow houses, planes, people, trees, etc.

G. Freeling and K. Auer [Freeling G., Auer, K. Man-color-space. M .: 1973. 120 pp.], Studying the color sympathies of people depending on their gender and age, revealed that children from four to ten years old prefer red, purple, pink and turquoise and reject black, dark brown and gray. Moreover, in childhood, gender differences in color preferences are not significant. The authors associate the children’s color preferences with individual characteristics: “A very lively and unassembled child shows a certain interest in red; a child, prone to fantasy, daydreaming, with an open mind, but still incapable of independent actions, of all the colors he uses when drawing, mainly yellow." [Burlachuk L.F. The study of personality in clinical psychology. K .: 1979.176 p., P. 88].

When substantiating their color choice, children do not rely on subject associations of color, but proceed from the impression produced by one or another color stimulus. Bright colors delight and attract them, the child’s eyes themselves reach for that color. Moreover, it should be noted that the effect of red, yellow and other bright colors does not irritate young children, and even calms, allows the child to feel comfortable.

Such facts give reason to believe that the nervous system of a healthy child really objectively needs the energy impact of the long-wave part of the spectrum (mainly); bright, light shades have an effect on the central nervous system, without which it can not do. Colors can be compared with vitamins necessary for a child to grow and develop, and by analogy with the phenomenon of vitamin deficiency, it makes sense to talk about “color deprivation”, which can lead to delays and distortions in the normal course of development of a child’s neuropsychic activity. The color sympathies of children are due primarily to the energy characteristics of color. The color preferences of children are much less individual than adults.

Known sensory room [Kolos G.G. Sensory room in a preschool: practical recommendations. ARKTI, 2006, 80 pp.]. A sensory room is an environment that consists of various kinds of stimulants. These include special effects projectors, light tubes, fiber optic fibers, dry pools, soft covers, unloading seats, odor generators, special music. The brain is activated through stimulation of the basic senses: vision, hearing, smell, touch, and develops self-regulation of the processes of excitation and inhibition. In the conditions of the sensory room, specialists conduct directed classes, or it is simply used for relaxation. The sensory room is a room where a child or an adult, while being in a safe, comfortable environment, filled with a variety of incentives, independently or accompanied by a specialist, explores the surroundings.

The known color treatment technique described by N.V. Serov [Serov N.V. Color treatment. Fashion and harmony. St. Petersburg: LISS. 1993 .-- 48 p. - http://psyfactor.org/lib/colorl.htm]. The method is characterized by the use of color therapy, as well as preliminary color diagnostics of the psycho-emotional state of children with the use of a color test during the examination, in which, using a set of colors, a conclusion is made about positive or negative psychological trends.

The disadvantages of the method include its absolute assessment, expressed according to the specific data of 1 test obtained for 1 subject in a particular situation, without comprehensive collection of information about it in dynamics (over time). In this connection, the method gives numerous errors when the subjects do not fulfill the test conditions, which is typical for children who are forced to distract from the associations associated with fashion, traditions, and generally accepted tastes with team methods and try to choose colors only based on their personal attitude unreal.

Therefore, when testing the psyche of children, this method is imperfect and needs to be improved. The closest analogue of the claimed method is the method described in the source - PV Yanshin Color as a factor in mental regulation, J. "Applied Psychology", No. 4, 2000, p. 14-27. The method is characterized by the use of color therapy, as well as preliminary color diagnostics of the psycho-emotional state of children using a color test during the examination, in which, using a set of colors, a conclusion is made about positive or negative psychological trends.

The disadvantages of the method include its absolute assessment, expressed according to the specific data of 1 test obtained for 1 subject in a particular situation, without comprehensive collection of information about it in dynamics (over time). In this connection, the method gives numerous errors when the subjects do not fulfill the test conditions, which is typical for children who are forced to distract from the associations associated with fashion, traditions, generally accepted tastes with team methods and try to choose colors only based on their personal attitude, almost not real.

Therefore, when testing the psyche of children, this method is imperfect and needs to be improved.

The objective of the invention is to develop methods for influencing the children's psyche by tracking the dynamics of children's perception of colors according to their drawings and stimulating the drawing of a certain kind of compositions with a given content.

The technical result of the invention is the possibility of a positive color therapeutic effect on the children's psyche without the need to force children to fulfill certain test conditions.

The specified task and technical result is achieved due to the fact that the claimed method of eliminating or reducing the stress state of children, characterized by the use of color therapy, as well as preliminary testing of the psycho-emotional state of children using a color test during the examination, in which, using a set of colors, they conclude that positive or negative psychological trends, characterized in that before conducting a course of psychotherapeutic work form a group of several children, for otorrhea create two zones - a labor and the relaxation zone; in the working area, children create drawings, they are allowed to create a mess, spill paints, and the work area itself is placed in a well-ventilated room with windows and good lighting; in the relaxation zone, a demonstration of the executed drawings is carried out, and each child should be able to see the creative products of others and demonstrate their work, and the relaxation zone itself should be placed in a room with dim light, soft carpet, comfortable chairs; during the study of children, their color preference is judged by the dominance of certain colors in their drawings; the presence of long-term pathological conditions or acute stress of any genesis (acute illness, psychological trauma, wound) is judged by the presence of aggressive graphic elements on the patient's drawings (sharp corners, arrows, the image of torn edges of planes, notches, monotonous strokes) and the dominance of color schemes black, dirty brown, dirty purple, gray, purple, dirty green tones; when the colors are dark, dirty (i.e., with a mixture of black or mixing tones that are opposite in the color circle, giving almost black, for example, red and green), asthenization or depression (both independent and reactive secondary as a consequence of a serious illness) is judged ); then determine which colors the child likes the most; Further, the child is invited to regularly examine color therapeutic compositions at an angle of 35-40 degrees to the horizon, and the compositions are selected that are suitable for relaxation: with attention deficit hyperactivity disorder, or concentration: with epilepsy, or stimulation: with symptoms of vegetative-vascular dystonia, migraines, headaches; after relaxation, the patient is again placed in the working area, where they are asked to draw a similar new drawing within the framework of the theme of the previous one and taking into account those elements of the compositions that were shown to him; then the course is repeated until the patient receives drawings that reflect a clearly marked positive dynamics by color testing, which is determined by the changes in the patient’s drawings when he manifests in his drawings more rounded, irregular, similar in form to the elements of the plant world parts of the compositions, paints them in clean, bright colors.

Preferably, children are selected for drawing only those colors that allow them to be painted in clean and light colors, excluding dark and dirty colors from color sets.

Preferably with hyperactive or very emotional children, fluid materials are used in the drawing: watercolor, gouache, acrylic, colored plasticine for hand-drawing.

Preferably, with children after stress or violence, they use pencils, markers, collage techniques when drawing.

Lusher color test is preferably used.

Brief Description of the Drawings

In FIG. Figures 1-12 show charts of research results.

In FIG. 13-27 presents drawings of children before treatment courses (a) and after their implementation (b).

In FIG. Figure 28 shows the drawings of a child who did not observe positive changes after conducting treatment courses (the figure on the left is before the courses, the figure on the right is after the courses).

In FIG. 29 shows examples of relaxation compositions.

In FIG. 30 shows examples of compositions for concentration.

In FIG. 31 shows examples of compositions for stimulation.

The implementation of the invention

In children's practice, we consider it necessary to change the color visual background in children's rooms to normalize the reactions of social maladaptation in modern children (aggression, behavioral disorders, lack of positive motivation for learning, etc.). Recommendations include both individual elements in the form of color compositions placed in children's games, classes, etc., as well as general recommendations (painting walls, toys, color curtains, desks) based on developments in color therapy and color psychology. Based on the mechanisms of the physiology of color and the perception of form, recommendations are developed by color therapy for the most optimal filling of the visual space in the home, medical hospitals and workplace.

The most important is the requirement for the organization of art-therapeutic space, expressed in the presence of 2 zones:

a) "working", where you can create a mess, spill paints, etc., the presence of windows,

good lighting, appropriate san epid. norms, fresh air;

b) relaxation and discussion zones after the end of the creative process, where there should be comfortable armchairs, dim lights, equipment with high-quality sound-producing equipment, soft carpet. There may also be a demonstration zone for a number of completed drawings. To conduct a group discussion, each participant should have the opportunity to see the creative products of others and demonstrate their work.

The importance of choosing the above two zones is due to the fact that, through their use for children and drawing in them, it is possible to distract the children from the associations associated with fashion, traditions, and generally accepted tastes at the time of training. At the same time, children try to choose colors only on the basis of their personal attitude and add these colors to their drawings. Thus, for the quality use of the Luscher test or other color test in assessing the psycho-emotional state of children, not the choice of cards is used, but the choice of colors and the degree of aggressiveness of graphic elements in their drawings. Well-organized art-therapeutic space plays an important role in achieving a particular art-therapeutic effect. Of particular importance is its safety - this means that during the sessions there should not be any penetrations from the external environment that violate the atmosphere of trust. All creative products created by participants should be protected from discussion and evaluation by persons not related to this activity.

Materials that can be used during testing: paper, paints (preferably water-based), pastels, pencils, felt-tip pens, colored paper, threads, clay, glue, adhesive tape. Different materials are needed to work with different groups: With hyperactive (attention deficit hyperactivity disorder (ADHD)) or very emotional children it is advisable to use flowing materials - watercolors, gouache, acrylic. Such materials encourage children to express themselves very freely. When working with children after stress (violence, etc.), pencils, markers, collage techniques will be most optimal, which makes it possible to reduce anxiety, agitation, and bring these children to a more relaxed state.

The aim of the first stage of the method is to actively include in the selection of the patient’s colors suitable for the state, painting certain forms with specific color combinations, realizing what the patient wanted to express with these created compositions, analyzing color images.

To determine the colors suitable for color therapy, the patient is tested. The patient is placed in a group of children, they are seated in the working area. In the first compositions in the presence of long-term pathological conditions or acute stress of any genesis (acute illness, psychological trauma, etc.), the child, as a rule, reflects the essence of his negative status. Usually these are aggressive graphic elements (sharp corners, arrows, the image of the torn edges of the planes, notches, monotonous strokes, etc.) drawings. Their color scheme is also quite easily interpreted: black, dirty brown, dirty purple, gray, crimson, dirty green prevail. Evaluation of the compositions created by the patient is possible both with the Luscher test (the coincidence of the emotional-motivational state is not less than 90%), and with a simpler rapid color diagnostics. The choice of dark, dirty (i.e. with a mixture of black or mixing tones of the opposite color in the color circle, giving almost black, for example, red and green) is characteristic of asthenia or depression (both independent and reactive as a consequence of a serious illness, etc.) P.). Then, in the relaxation zone, the patient demonstrates his drawing and talks about it. The principle of the method is based on the fact that a person develops a certain relationship between the nature of color and its effect on a person. For example, with the perception of yellow, the color of the rising sun, there is an awakening, interest in a new day, hope.

Black is darkness, danger, the search for protection, depression.

Red creates high spirits, quickly tires the nervous system, increases blood pressure, increases breathing; it is also believed to stimulate the adrenal glands.

Orange contributes to a good mood, creates a festive atmosphere.

Yellow stimulates vision, the nervous system, has a bactericidal effect, promotes better learning, increased communication.

Green reduces blood pressure, increases hearing, soothes, rests the eyes, and relieves fatigue. It is believed that green leads to harmony of Yin and Yang, when it is contemplated, depression is replaced by peace, and then by activity.

Blue acts on the inflamed lymph nodes, creates the impression of coolness and peace, calms the nervous system, and increases working capacity.

Blue gives vitality, relieves temperature, and soothes the nervous system.

Violet relaxes the psyche and therefore quickly tires a person; he promotes contemplation and meditation. Enhances the body's resistance to disease, strengthens the immune system.

The influence of colors begins with the selection of the most pleasant picture for the patient. It is necessary to determine which colors like the most. Identify sensations; determine the optimal time for the effect of these colors on the patient.

Colors affect the body due to a specific wavelength. The emotional impact of flowers can be mood-enhancing or soothing. Various colors act indirectly on organs projected in the iris. Regular examination of color therapy compositions at an angle to the horizon of 35-40 degrees allows you to relax the muscles of the eye with a spasm of accommodation that occurs when reading, sitting at the computer screen or TV, reduce or relieve headache. That is why it is important to use the second zone - relaxation, where children show their drawings to other children from the group and analyze the drawings of other children, watch art compositions.

Other children's drawings or artistic compositions specifically select those that are suitable for relaxation, concentration or stimulation, depending on what a particular patient needs.

After relaxation, the patient is again placed in the working area, where they are asked to draw a similar new drawing in the framework of the theme of the previous one and taking into account those elements of the compositions that he was shown. Thus, the child unconsciously seeks to pick up the colors of positive dynamics and changes the style of the picture.

As a result, the child is encouraged to draw compositions that do not demonstrate his negative status.

Gradually, over time, taking courses in the working and relaxation areas, the patient manifests in his drawings more rounded, irregular, similar in form to the elements of the plant world parts of the compositions, colors them in clean, bright colors. This is a signal of the beginning of positive dynamics in the patient's condition as a result of the therapy. Then, the course is repeated until the patient receives drawings reflecting the clearly marked positive dynamics in color testing. To enhance the effect of exposure, children are selected for drawing only those colors that allow them to be painted in clean and bright colors, excluding dark and dirty tones from color sets.

In children, color and art therapy are reliable diagnostic tests to detect hidden neurotic conditions, fears, hallucinations.

We show the method of scoring and an example of a preliminary assessment of the psycho-emotional state of the claimed method on the example of the criteria for the color test Lusher.

Primary colors:

1. Blue (calm, satisfaction). The need for satisfaction, calm, steady positive affection.

2. Blue-green (confidence, perseverance, sometimes stubbornness). The need for self-affirmation. It characterizes the flexibility of volitional manifestations in difficult conditions of activity, maintaining performance.

3. Orange-red (strong-willed force, aggressiveness, offensive tendencies, agitation). The need to actively act and succeed. It characterizes willpower and a sense of satisfaction with the desire to achieve the goal. Maintaining health.

4. Light yellow (activity, communication, expansiveness, fun). Need for perspective, hopes for the best, dreams. Spontaneous satisfaction from participation in activities (sometimes without a clear understanding of its details), orientation toward further work. Complementary colors:

5. Purple (negative trends, anxiety, stress, fear, grief)

6. Brown

7. Black

0. Zero (gray)

Alarm Indicators:

If the main color is in 6th place, all the rest behind it are rejected colors, the cause of anxiety, a negative state.

Compensation indicators: In the presence of a source of stress, anxiety, standing at positions 6 and 8, the color standing at 1st is considered as an indicator of compensation (motive, mood, behavior). More or less normal when compensation is due to one of the primary colors. The very fact of the presence of stress and compensation indicates a lack of optimality.

When compensation occurs due to complementary colors, this shows a negative attitude to the surrounding situation, negative motives, a negative state.

Indicators of the intensity of anxiety are characterized by the position taken by the main color 6 -! 7 - !! 8 - !!!

Adverse compensation is evaluated in the same way: basic or purple - neutral, gray, brown or black 1 - !!! 2 - !! 3 -!

The more!, The worse the prognosis.

Desired condition - 1 choice

Valid state - 2 choices

The ratio of colors in the 2nd and 3rd positions - is there a conflict (for example, red in the second and gray in 3-1 - a conflict between the goal, motives and assessment of one’s real state.

1 and 2 positions ++

3 and 4 × ×

5 and 6 - indifference to color =

1 position: means of achieving the goal

2nd - goal

3rd and 4th — preference for color and reflect the subjects' sensation of the true situation in which it is located, or the course of action that the situation tells him

5 and 6th - the subject does not now associate his condition with these colors.

Sometimes a reserve (for example, blue as inappropriate in this situation)

7 and 8th - suppression of need, motive, mood, reflected in this color

Combinations:

Blue and green - subjective orientation inward

Green and red - autonomy, independence and initiative

Red and yellow - outward orientation

Blue and yellow - the subject's dependence on the environment

Blue and red - a favorable balance of dependence on the environment and subjective orientation and autonomy

Green and yellow - the contrast of subjective aspiration “inward”, autonomy, stubbornness to aspiration “outward”, depending on the environment ++

Blue (1) and green (2) - a feeling of satisfaction, calmness, a desire for a calm environment, unwillingness to participate in conflicts, stress 1 and red (3) - a sense of integrity, an active and not always conscious desire for close relationships.

The need for attention from others.

1 and violet (5) - a slight concern, the need for a subtle environment, the desire for aesthetic.

1 and brown (6) - anxiety, fear of loneliness, the desire to avoid conflicts, to avoid stress.

1 and black (7) - a negative state, a desire for peace, relaxation, dissatisfaction with oneself, a negative attitude towards the situation.

1 and gray (0) - a negative state, the need to free oneself from stress, the desire for peace, rest.

Green (2) and 1 - a positive state, the desire for recognition, for activities that ensure success.

2 and 3 - an active desire for success, for independent decisions. Overcoming obstacles in activity.

2 and 4 are a little concern. The desire for recognition, popularity, the desire to impress.

2 and 5 - a small concern, the desire for recognition, popularity, the desire for super impressions, increased attention to the reactions of others to their actions.

2 and 6 - a feeling of dissatisfaction, fatigue, reassessment of attitude towards oneself from others.

2 and 7 - a feeling of resentment, anger, a desire for rigidity, authority in a relationship.

2 and 0 - a feeling of dissatisfaction, a desire for recognition, a desire to produce

impression.

Red (3)

3 and 1 - business excitement, an active desire for activity, impressions, pleasures.

3 and 2 - business excitement, an active pursuit of goals, overcoming all difficulties, the desire for a high assessment of their activities.

3 and 4 - business, slightly increased excitement, dedication, optimism, desire for contacts, expanding the scope of activities.

3 and 5 - increased excitement, not always adequate enthusiasm, desire to impress.

3 and 6 - negative mood, disappointment due to failure, unwillingness to lose a favorable situation.

3 and 7 - negative mood, anger, desire to get out of an unfavorable situation.

3 and 0 - a feeling of dissatisfaction, focus on risky action.

Yellow (4)

4 and 1 - the mood is generally positive, the desire for a positive emotional state, mutual support.

4 and 2 - the mood is generally positive, the desire to find the first ways to solve the problems, the desire for self-affirmation.

4 and 3 - a somewhat increased business excitement, the desire for widespread activity.

4 and 5 - euphoria, the desire for bright events, the desire to impress.

4 and 6 - negative mood, grief and the need for emotional relaxation, rest.

4 and 7 - a very negative mood, the desire to get away from any problems, a tendency to necessary, inadequate solutions.

4 and 0 - a negative oppressed state, the desire to get out of an unpleasant situation, a vague idea of how to do this.

Violet (5)

5 and 1 - uncertain mood, desire for harmony and harmony.

5 and 2 - alertness, desire to impress.

5 and 3 - some excitement, dedication, an active desire to impress.

5 and 4 - excitement, fantasy. Striving for bright events.

5 and 6 - excitement, focus on strong emotional experiences.

5 and 7 - a negative state.

5 and 0 - tension, the desire to protect oneself from conflict, stress.

Brown (6)

6 and 1 - tension, fear of loneliness. The desire to get out of an unfavorable situation.

6 and 2 - a sense of anxiety, the desire for strict control over oneself to avoid mistakes.

6 and 3 - an active desire for emotional relaxation.

6 and 4 - loss of faith in positive prospects, the likelihood of rash decisions (“I don't care”)

6 and 5 - a feeling of dissatisfaction, desire for comfort.

6 and 7 - negative state, disappointment. The desire for peace, the desire to get away from activity.

6 and 0 - a very negative state, the desire to get away from complex problems, and not fight them.

Black (7)

7 and 1 - a very negative state, the desire to get away from problems (“would have left alone”).

7 and 2 - excitement, angry attitude towards others, not always adequate obstinacy.

7 and 3 - strong excitement, affective actions are possible.

7 and 4 - a very negative state, despair. Suicidal thoughts.

7 and 5 - tension, dreams of harmony.

7 and 6 - excitement, statement of unrealistic tasks, the desire to get away from restless thoughts, adverse situations.

7 and 0 - a sense of hopelessness, doom, a desire to resist everything, inadequacy.

Positions - -

Gray (0)

0 and 1 - a feeling of dissatisfaction, emotional tension.

0 and 2 - emotional tension, the desire to get out of an unfavorable situation.

0 and 3 - irritation, helplessness.

0 and 4 - anxiety, self-doubt.

0 and 5 - a small controlled excitation.

0 and 6 - anxiety, insecurity in their abilities, but at the same time excessive demands, the desire to achieve recognition of their personality.

0 and 7 - denial of any limitations of their personality, an active desire for activity.

Blue (1)

1 and 2 - strong voltage. The desire to get rid of the negative stress state.

1 and 3 - intense tension, a feeling of helplessness, a desire to get out of an emotional situation.

1 and 4 - a state close to stress, emotional negative experiences. Helplessness.

1 and 5 - a state close to stress, the complexity of the relationship. Feeling of limited ability, impatience.

1 and 6 - emotional dissatisfaction, self-restraint, search for support.

1 and 7 - a state close to stress, emotional dissatisfaction, self-restraint, the search for support.

1 and 0 - a somewhat depressed state, anxiety, a sense of hopelessness.

Green (2)

2 and 1 - oppressed state, disbelief in one's strengths. The desire to get out of an unpleasant situation.

2 and 3 - a strong excitement, painful experiences, relations with the environment, the examinee considers himself hostile, affective actions are possible.

2 and 4 - a state close to frustration, a feeling of disappointment, indecision.

2 and 5 - a state close to stress, a feeling of offended dignity, disbelief in one's strengths.

2 and 6 - a state close to stress, inadequately increased self-control, an unreasonable desire for recognition.

2 and 7 - a state of frustration due to the restriction of ambitious requirements, lack of determination.

2 and 0 - a state of frustration, irritation due to a number of failures, a decrease in volitional qualities.

Red (3)

3 and 1 - suppressed agitation, irritability, impatience, the search for a way out

negative relationships with loved ones.

3 and 2 - a state of stress due to inadequate self-esteem.

3 and 4 - suspiciousness, anxiety, inadequate assessment of the environment. The desire for self-justification.

3 and 5 - a state of stress due to unsuccessful attempts to reach mutual understanding, a feeling of insecurity, helplessness. Desires of sympathy.

3 and 6 - strong tension, sometimes caused by sexual self-restraint, lack of friendly contacts. Self-doubt.

3 and 7 - a state of stress due to deep frustration, frustration. A sense of anxiety, powerlessness to solve a conflict problem, a desire to get out of a frustrating situation in any way, doubt that it will succeed.

3 and 0 - restrained arousal, a feeling of lost perspective, the likelihood of nervous exhaustion.

Yellow (4)

4 and 1 - a feeling of disappointment. A state close to stress, the desire to suppress negative emotions.

4 and 2 - a state of indecision, anxiety, disappointment.

4 and 3 - a state of stress, accompanied by excitement, doubts about success. Claims not supported by real opportunities, self-justification.

4 and 5 - emotional disappointment and a feeling of anxiety, anxiety, disappointment.

4 and 7 - tension, a feeling of insecurity, alertness, the desire to avoid outside control.

4 and 0 - tension, fear of losing something important, miss opportunities, intense expectation.

Violet (5)

5 and 1 - dissatisfaction, stimulating activity, desire for cooperation.

5 and 2 - stress due to unfulfilled self-affirmation.

5 and 3 - stress due to failures in active, sometimes rash actions.

5 and 4 - alertness, suspicion, disappointment, isolation.

5 and 6 - stress caused by the violation of the desired relationship, increased exactingness to others.

5 and 7 - tension due to limitations in independent decisions, the desire for mutual understanding, outspoken expression of thought.

5 and 0 are a manifestation of impatience, but at the same time a desire for self-control, which causes some emotional arousal.

Brown (6)

6 and 1 - a negative state, a feeling of dissatisfaction due to insufficient recognition of merit (real and alleged), the desire for self-restraint and self-control.

6 and 2 - negative state due to excessive self-control, stubborn desire to stand out, doubt that it will succeed.

6 and 3 - stress due to the suppression of erotic and other biological needs. The desire for cooperation to overcome stress.

6 and 4 - tension due to the desire to hide anxiety under the guise of confidence and carelessness.

6 and 7 - the desire to withdraw from submission, a negative attitude towards various prohibitions.

6 and 0 - stress due to the suppression of sexual and other biological drives.

Black (7)

7 and 1 - anxiety due to a hidden desire to get help, support.

7 and 2 - a state close to frustration due to the restriction of freedom, the desire to get rid of interference.

7 and 3 - stress caused by disappointment in the expected situation, emotional arousal.

7 and 4 - stress due to fear of further failures, refusal of reasonable compromises.

7 and 5 - search for an idealized situation.

7 and 6 - stress due to unpleasant restrictions, prohibitions, the desire to resist restrictions, to get away from mediocrity.

7 and 0 - the desire to get out of an unfavorable environment.

The method was tested on three groups of 44 patients aged 5 to 18 years: group 1 - the diagnosis of epilepsy (4 boys, 5 girls), group 2 the diagnosis of ADHD (14 boys and 1 girl) and group 3 - primary headaches including tension headache and migraine (10 boys and 10 girls).

For comparative preliminary testing of children, the colors for drawing were chosen, similar to the method proposed by Lusher: the main ones are blue, green, red, yellow and the additional ones are purple, brown, black and gray. The standard set as an additional sample was expanded using the orange color, which was absent in the original set of Lusher (Lusher did not give any psycho-emotional associations for this color). Orange has been added due to its everyday presence in modern children's toys, clothes and interiors.

During the testing procedure, the child was twice offered to undergo testing and two zones - a working one, where the child painted, and a relaxation one, where he showed his drawing.

The choice of colors was registered in the order of preference, based on the criterion - the first choice is the first picture, the second choice is the second picture. The combinations of the selected colors or their pairs (color preferences after the first drawing and color preferences after the second drawing) were analyzed in accordance with the principles of the Luscher test. The color analysis was also carried out according to the characteristics that match those given in the standard Luscher test. The first choice is the desired state, the second is real. Signs of trouble are the preference for black, gray, and brown; combined color pairs were also evaluated in detail in terms of well-being or trouble. The analysis was carried out according to the standards accepted in the world practice of art therapy.

During the test, the following trends were discovered.

In the first group (epilepsy), the preference for flowers by girls was close to normal. The choice of color pairs correlated with abnormal or borderline emotional states was noted only in 37.5% of boys with epilepsy. See the diagrams in FIG. 1-4.

In the second group (ADHD), the color choice was much more often deviated from the norm and correlated with abnormal or borderline emotional states: red - 33% of cases, orange in 66% (this requires further consideration), yellow - 46.6%, green - 80 %, blue - 53.3%, purple - 72.5%, gray and brown - 39.6%, respectively, each, black - 66%. See the diagrams in FIG. 5-8.

In the third group (vegetative-vascular dystonia (VVD), migraine, primary headaches), all the preferences of the boys were normal, with the exception of choosing purple in 72% and black in 54%; on the part of girls, the choice of purple prevailed (50%), all other parameters were normal.

See the diagrams in FIG. 9-12.

For work, children were offered acrylic paints.

In the negative situation of the drawings, colors predominated: black (68%), dirty brown (75%), dirty blue (50%), purple-red (62%), dirty green (50%). In a number of drawings, these colors were enclosed in a chaotic, fragmented form (Fig. 17 (a), 18 (a), 19 (a), 22 (a), 23 (a)), or the content of the drawing itself was symbolically clear ( loneliness, hopelessness - Fig. 13 (a), 15 (a), 25 (a) and isolation, conclusion, limitation - Fig. 14 (a), 16 (a), 20 (a), 24 (a), 28 )

Thus, statistically significant trends in the use of a certain color gamut to describe negative life situations or characteristics of poor health were identified. The combination of colors also corresponded to the characteristics that are consistent with those in the standard Luscher test, which confirms the possibility of obtaining an assessment of the state of the child's psyche according to the Lusher method without the need to force children to fulfill certain test conditions. The statistically significant trends of a certain color gamut obtained during preliminary testing were used to analyze negative and positive situations, the dynamics of the state or characteristics of the disease and health of the tested children. After that, the children were shown various compositions for relaxation (with ADHD) (see Fig. 29), concentration (for epilepsy) (see Fig. 30) and stimulation (for VVD) (see Fig. 31). The examination of color therapeutic compositions was carried out at an angle to the horizon of 35-40 degrees.

After relaxation, the children were again placed in the work area, where they asked to draw a similar picture to the previous one, but taking into account those elements from the demonstrated compositions that they liked.

Courses were carried out repeatedly for 3-5 weeks for different groups, until children from each group received drawings that showed clearly expressed positive dynamics from color testing.

The positive situation after the courses was as follows.

In the drawings of children, more rounded, irregular, similar in form to the elements of the plant world parts of compositions, painted in clean, bright colors and (see Fig. 13-27 (all types “b”)) were observed, almost all had open, clear colors rainbow spectrum - red (81%), yellow (81%), blue (93%), bright green (87%) were present. In only one case, out of all 44 children, no changes in dynamics were detected (see Fig. 28).

Claims (5)

1. A way to eliminate or reduce the stress state of children, characterized by the use of color therapy, as well as preliminary testing of the psycho-emotional state of children using a color test during the examination, in which, using a set of colors, they conclude that there are positive or negative psychological trends, characterized in that before by conducting a course of psychotherapeutic work, a group of several children is formed, for which two zones are created - a work zone and a relaxation zone; in the working area, children create drawings, they are allowed to create a mess, spill paints, and the work area itself is placed in a well-ventilated room with windows and good lighting; in the relaxation zone, a demonstration of the executed drawings is carried out, and each child should be able to see the creative products of others and demonstrate their work, and the relaxation zone itself should be placed in a room with dim light, soft carpet, comfortable chairs; during the study of children, their color preference is judged by the dominance of certain colors in their drawings; the presence of long-term current pathological conditions or acute stress of any genesis is judged by the presence of aggressive graphic elements on the patient’s drawings and the dominance of color schemes of black, dirty brown, dirty purple, gray, purple, dirty green; with the dominance of dark, dirty colors, they judge asthenization or depression; then determine which colors the child likes the most; Further, the child is invited to regularly examine color therapeutic compositions at an angle of 35-40 degrees to the horizon, and the compositions are selected that are suitable for relaxation: with attention deficit hyperactivity disorder, or concentration: with epilepsy, or stimulation: with symptoms of vegetative-vascular dystonia, migraines, headaches; after relaxation, the patient is again placed in the working area, where they are asked to draw a similar new drawing within the framework of the theme of the previous one and taking into account those elements of the compositions that were shown to him; then the course is repeated until the patient receives drawings that reflect a clearly marked positive dynamics by color testing, which is determined by the changes in the patient’s drawings when he manifests in his drawings more rounded, irregular, similar in form to the elements of the plant world parts of the compositions, paints them in clean, bright colors. 2. The method according to p. 1, characterized in that the children are selected for drawing only those colors that allow the composition to be painted in clean and bright colors, excluding dark and dirty colors from the color sets. 3. The method according to p. 1, characterized in that with hyperactive or very emotional children, fluid materials are used when drawing: watercolor, gouache, acrylic, colored plasticine, allow you to draw with your hands. 4. The method according to p. 1, characterized in that with children after stress or subjected to violence they use pencils, markers, collage technique when drawing. 5. The method according to p. 1 or 2, or 3, or 4, characterized in that they use the color test Lusher.

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