Опрос детей после окончания рисования розового куста

 

Вопрос 1: Каким кустом роз ты являешься и как ты выглядишь

Вопрос 2: Расскажи мне о своих цветах.

Вопрос 3: Расскажи мне о своих листьях.

Вопрос 4: Расскажи мне о своих стеблях и ветвях.

Вопрос 5: У тебя есть шипы? Если да, то расскажи мне о них. Если нет, тогда расскажи, как ты защищаешься. Ты добрый или злой куст?

Вопрос 6: Расскажи мне о своих корнях.

Вопрос 7: Расскажи мне, где ты живешь. Какие предметы окружают тебя? Тебе нравится жить в том месте, где ты находишься?

Вопрос 8: Ты думаешь, что ты похож на розовый куст или на что-то

иное? Если да, то на что ты похож?

Вопрос 9: Кто ухаживает за тобой? Тебе это нравится? Каким

образом они ухаживают за тобой?

Вопрос 10: Как ты относишься к нынешней погоде? Что происходит с

тобой при смене времен года?

Вопрос 11: Как ты чувствуешь себя в роли куста роз? Как тебе

живется в роли куста?

БИБЛИОГРАФИЯ

Глава 1

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Глава 2

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Глава 3

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Глава 4

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Thompson, F., and Allan, J. (1987). Common symbols of children in art counseling. Guidance and Counselling 2 (5): pp. 24—32.

Глава 6

Bachelard, G. (1971). On poetic imagination and reverie. Trans. Colette Gaudin. Rev. ed. Dallas: Spring Publications.

Bachelard, G. (1983). Water and dreams. Trans. Edith R. Farrell. Dal­las: The Dallas Institute Publications.

Champernowne, I. (1971). Art and therapy: An uneasy partheship. American Journal of Art Therapy 18: pp. 131—43.

Chapman, L. (1982). Instant art, instant culture: The unspoken policy for American schools. New York: Teacher's College Press.

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Глава 7

Allan, J. (1978). Serial drawing: A therapeutic approach with young children. Canadian Counsellor 12: pp. 223—28.

Allan, J., and Clark, M. (1984). Di reeled art counselling. Elementary School Guidance and Counseling 19: pp. 116—24.

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Buck, J. N. (1948). The H-T-P technique: A qualitative and quantitative scoring manual. Journal of Clinical Psychology 4: pp. 319—96.

Buck, J. N. (1978). The house-tree-person technique. Rev. ed. Los Ange­les: Western Psychological Servisec.

Burns, R. C, and Kaufman, S. H. (1970). Kinetic family drawings. New York: Brunner/Mazel.

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di Lej, J. H. (1970). Young children and their drawings. New York: Brunner/Mazel.

Jolles, I. (1957). Some advances in the interpretation of the chromatic phase of the H-T-P. Journal of Clinical Psychology 13: pp. 81 — 89.

Jung, С. G. (1964). Man and his symbols. Garden City, N. Y.: Dou-bleday. Русский перевод. К. Юнг. Человек и его символ. СПб. БСК. 1996.

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McNiff, S. (1986). Educating the creative arts therapist. Springfield, IL.: Charles С Thomas.'

McNiff, S. (1988). Fundamentals of art therapy. Springfield, IL.: Char­les C. Thomas.

Napoli, P. (1946). Fingerpainting and personality diagnosis. Genetic Psychology Monograph 34: pp. 129—31.

Naumburg, M. (1966). Dynamically oriented art therapy: Its Principles and practice. London: Grune & Stratton.

Paste, T. (1968). The bio-mythology of color: A theory. In Psychiatry and art. ed I. Jakab. Basel, Switzerland: South Kargar.

Precker, Z. A. (1950). Painting and drawing in personality assessment. Journal of Projective Research 14: pp. 262—86.

Rubin, J. A. (1978). Child art therapy. New York: Van Nostrand Rein-hold.

Spencer, V. (1969). The use of water colors to increase chromatic H-T-P productivity. In Advances in the H-T-P techniques: Variations and applications, ed. J. N. Buck and E. F. Hammer. Los Angeles: Western Psychological Services.

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Глава 8

Allan, J. A. B. (1976). The identification and treatment of babies». Canadian Nurse 72 (12): pp. 11- 16.

Allan, J. A. B. (1986). The body m child psychotherapy. In The body in analysis, ed. N. Schwartz-Salant and M. Stein, 145—66. Wil-mette, IL.: Chiron Publications.

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Глава 9

Allan, J., and MacDonald, R. (1975). The use of fantasy enactment in the treatment of an emerging autistic child. Journal of Analytical Psychology 20: pp. 57 - 68.

Dinkmeyer, D., and Muro, J. (1971). Group counseling: Theory and practice. Itasca, IL.: Peacock.

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Kramer, R. (1968). Changes in moral judgement response pattern dur­ing late adolescence and young adulthood. Ph. D. diss., University of Chicago.

Layman, G. (1976). Educational drama for six to twelve-year olds, Toronto: Methuen.

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W^rallace, E. (1973). Conventional boundaries or protective ternenos. Art Psychotherapy 1(2): pp. 91—99.

Way, B. (1967). Development through drama. London: Longman.

Глава 10

Allan, J. (1977). The use of creative drama with acting-out sixth and

seventh grade boys and girls. Canadian Counsellor 11: pp. 135—

43. Allan, J. (1978a). Facilitating emotional and symbolic communication

in young children. Journal of Canadian Association for Young

Children 4: pp. 8 -19. Allan, J. (1978a). Facilitating emotional and symbolic communication

in young children. Journal of Canadian Assotiation for Young

Children 4: pp. 8—19.

Allan, J. (1978b). Serial drawing: A therapeutic approach with young children. Canadian Counsellor 12: pp. 223—28.

Allan, J. А. В., and Dyck, P. (1984). Transition: Childhood to adol-scence. Elementary School Guidance and Counseling 19: pp. 277-86.

Erikson, E. H. (1968). Identity, youth and crisis. New York: Norton.

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Jung C. G. (1959). The collected works. Vol. 9, i, The archetypes and the collective unconscious. Princeton: Princeton Univ. Press.

Jung, С G. (1960). The collected works. Vol. 8, The structure and dy­namics of the psyche. Princeton: Princeton Univ. Press.

Jung, C. G. (1961). The collected works. Vol. 17, The development of personality. Princeton: Princeton Univ. Press.

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Klein, M. (1976). The psychoanalysis of children. New York: Dell.

Neumann, E. (1954). The origins and history of consciousness. Prince­ton: Princeton Univ. Press.

Tanner, J. M. (1970). Physical growth. In Carmichael's manual of child psychology, ed. P. II. Mussen, vol. 1. 3rd ed. New York: Wiley.

Wallace, E. (1973). Conventional boundaries or protective temenos. Art Psychotherapy 1 (2): pp. 91 — 99.

Глава 11

Allan, J. (1978). Serial drawing: A therapeutic approach with young children. Canadian Counsellor 12: pp. 223—28.

Allan, J. (1 986). The body in child psychotherapy. In The body in analy­sis, ed. N. Schwartz-Salant and M. Stein, 145—66. Wilmette, IL.: Chiron Publications.

Buhler, C. (1951). The world test: A projective technique. Journal of Child Psychiatry 2: pp. 4—23.

Jung, С G. (1964). Man and his symbols. Garden City, N. Y.: Dou-bleday. Русский перевод. К. Юнг. Человек н его символ. СПб. БСК. 1996.

Kalff, D. М. (1966). Sandspiel. Zuerich: Rascher Verlag.

Kalff, D. M. (1981). Sandplay: A psychotherapeutic approach to the psyche. Boston: Sigo Press.

Kellogg, R. (1970). Analyzing children's art. Palo Alto, CA.: Mayfield Publishing Company.

Lowenfeld, M. (1939). The world pictures of children, British Journal of Medical Psychology 18: pp. 65—73.

Lowenfeld, M. (1979). The world technique. London: George Allen & Unwin.

Neumann, E. (1954). The origins and history of consciousness. Prince­ton: Princeton Univ. Press.

Neumann, E. (1973). The child: Structure and dynamics of the nascent personality. New York: Harper Colophon.

Noyes, M. (1981). Sandplay imagery: An aid to teaching reading. Aca­demic Therapy 17: pp. 231 — 37.

Recti, J. P. (1975). Sand magic experience in miniature: A non-verbal therapy for children. Albuquerque, N. M.: JPR Press.

Stewart, L. H. (1982). Sandplay and Jungian analysis. In Jungian analy­sis, ed. M. Stein, 204—18. La Salle, 1L.: Open Court.

Wells, H. G. (1911). Floor games. New York: Arno Press.

 

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