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77FAIRY-TALE THERAPY AS A FORM OF SUPPORT IN SPEECH THERAPY AND COMMUNICATION DISORDERS
Szczupa!B.(Poland,Warsaw, MGU (APS)) b.szczupal@wp.pl
Abstract. In the article I present the concept of the task of fairy-tale therapy as one of the methods of working with children. I pay special attention to the benefits of using therapeutic fairy tales and the course of the bibliotherapeutic process. I present the most important functions of fairy tales in logopedist's work with children with speech and communication disorders.
Keywords: fairy tale therapy, bibliotherapy, therapeutic fairy tale, speech therapy, communication disorders.
СКАЗОЧНАЯ ТЕРАПИЯ КАК ФОРМА ПОДДЕРЖКИПРИ ЛОГОПЕДИЧЕСКИХ И КОММУНИКАТИВНЫХ РАССТРОЙСТВАХ
Szczupa! B. (Польша, Варшава, MGU (APS) b.szczupal@wp.pl
Аннотация. В статье представлена концепция сказочной терапии как один из методов работы с детьми. Особое внимание уделяется использованию лечебных сказок и ходу библиотерапевтического процесса, представлены виды лечебных сказок. Дано описание важнейших функций сказок в работе логопеда с детьми с нарушениями речи и общения.
Ключевыеслова: сказкотерапия, библиотерапия, терапевтическая сказка, логопедия, нарушения коммуникации.
Fairy tale therapy is one of the fields of art therapy, which is based on creative cognition of the environment. It combines pedagogy, philosophy, psychology and medicine.Fairy tale therapy is therapy by storytelling, or reading fairy tales. It aims to restore the state of harmony and psychophysical balance of an adolescent man(Czernianin,2019).An organized form of work with a fairy tale includes corrective actions in a therapeutic situation, so in this respect it is no different from music therapy, dramotherapy, etc.Bajka can also be used, for example, in special education, speech therapy, linguistics.Fairy tale therapy is a formof proven, systematic and intentional activity. Fairy tale therapy can be compared to corrective and compensatory classes in schools. Their common feature is the mutual interaction of the child - therapist, student - teacher or child -parent. In the presentationand works for children, the selection of literary positions and the communicativeness of thetherapy leader are important. The therapist should be able to listen to children and encourage them to interpret the literary work verbally.
Showing the child the rightbehavior through literature makesit possible to instill correct patterns and forms of dialogue, as well as the habit of reading.K. Szeliga (2010) dueto the multiple planes of child development, the benefits derived from fairy tales categorizesasfollows:
- intellectual development: children organize knowledge about the world, diversify the vocabulary, explain cause-and-effect sequences between actions, present a way to solve a problem, familiarize themselves in an easy and clear way with a difficult situation, practice intuitive thinking, assimilate strategies of action in stressful circumstances;
- social development: children gain knowledge about the roles of individual groups and social relationships, interpret the principles of social coexistence, awaken and deepen family relationships, shape the awareness of belonging to a given group;
- emotional development: children compensate for the lack or lack of stimuli from the real environment, build a feeling of security, relieve tension and stress, confirm the belief that others can think and feel similarly;
- behavioral development: children are more efficient in assessing moral attitudes,
eliminating undesirable behaviors, practicing the perception of threats and the attitude of defense against them.
Fairy tales provide an opportunity to understand diversity. Children's works contain many psychological truths, and discovering them inawaydevelops positive values and shapes charac-ter.The preventive effect in fairy tales consists in providing information relating m.in to: naming emotional states, presenting specific strategies for dealing with the problem(Elkin, Train, Denham,2003). All therapeutic fairy tales have fixed elements regarding the main character, other characters, background and theme.
D.Brett (2003) proposes that stories told to children include a plot, an presented world, and characters similar to the actual situation of the child. Using the identification mechanism, a fairy-tale world is created, close to the child, presenting experiences close to the child. Thechild's experience supports the process of identification and verbalization of the difficulties experienced. Their verbalization by an adult in the story is conducive to the growth of a sense of security - feelings are named, they are not suppressed or repressed, and at the same time described as happening as happening "next to" - they are experienced by the hero of the story. Contact with the child - referred through the stories told, gives the child a sense of security. The bond created during the joint storytelling becomes an important element of supporting the child.The process of discovering a fairy tale allows you to gain distance to yourself and the world. By identifying with the characters, the child does not feel alone. He tries to understand the e-characters,which can be a model of correct behavior.In fairy tales, the hero is never labeled as evil, naughty, fearful, etc.(Szczupal, 2020),
Works of children's literature have multipleapplications.Due to the functions they are supposed to perform, therapeutic fairy tales are most often divided into: relaxation fairy tales, psychoeducational fairy tales and psychotherapeutic fairy tales (Molicka,2011).The presented categories of fairy tales intertwine and merge.Therapeutic rooms can also be divided according to the purpose for individual groups of children, e.g.: aggressive, chronically ill, children with disabilities,experiencing school failures, stuttering.
When planning a bibliotherapeutic process using fairy tale therapy, it is very important to choose the right fairy tale.This choice should be based on four criteria, which are flexible and variable depending on the age and phase of development of the childandadolescents. These are: length, structure, difficulty and message of the fairy tale. The smaller the number of characters and pictures contained in the story, the easier it is to receive it.Thetherapist's collection should consist of a variety of texts: calming,stimulating,provoking to reflection.Precursor of fairy tale therapy, B.Bettelheim (1996),claimed that well-chosen literature can be the "golden mean" for unconscious conflicts.
It is important that when the teacher tells a fairy tale, the child has the opportunity to "enter" the text, answer questions or join the drama. Thanks to this, the fairy tale becomes a tool for the development of the child's communication skills, a tool for developing imagination, stimulating the senses and graphomotor skills. Children develop their fantasy, auditory, visual or tactile perception. Thanks to the fairy tale, the child becomes more sensitive to evil and injustice. He can also vicariously satisfy his psychological needs and feel loved, accepted, safe.
Fairy tale therapy can also be a helpful tool in speech therapy for children who experience emotional difficulties, e.g., due to stuttering. Stuttering, as you know, causes a number of unpleasant consequences for the child, often in the form of emotional disorders. Properly developed fairy tales can therefore help such a child reduce unpleasant tension and gain confidence in communication. Correct speech, rich vocabulary is the germ of efficient communication, guaranteeing communication. Therefore, fairy tales are a good introduction to conversations with your child about his problems. They learn how to behave, how to react to a problem, how to talk and reach an agreement in conversations with the child.Stossing exercises and language games stimulates the development of the child during conversations about the fairy tales read accelerates the understanding of the native language, motivates to speak and prevents the occurrence of many speech defects. It also enriches the dictionary and shapes expressive speech. Various types
of mental entertainment make play more attractive, activate children, opening them to the world.The course offairy tale therapy should cause spontaneous reactionsand at the same time create conditionsfor concrete, pictorial thinking and for their free speech on a specific topic. Speech and thinking develop coherently and can be shaped coherently under favorable emotional and cognitive conditions. Noteworthy are the classes that allow you to shape the development of speech and enrich the world of feelings, i.e.: storytelling, arranging poems, rhymes, riddles - all kinds of guessing and puzzles, picture stories, picture works, stagings, conversations, statements on a specific topic, spontaneous statements. All activities with children should trigger the need to communicate, by referring to current events and content, creating a situation that triggers curiosity and provides rich experiences (Szczupal, 2020).
A speech therapy fairy tale, in addition to improving the child's speech organs, also sensitizes to the diversity of the world of sounds, mobilizes to think and correct verbalization, prepares to learn to read.A speech therapy fairy tale is a short story whose protagonists can be our child, Mr. J^zyczek or animals. It can be completely abstract or related to the current situation and events in the child's life. The therapist can arrange it himself or take it from literature. Children, listening to fairy tales read or told, perform exercises to improve the organs of speech, consisting in showing the movement of the tongue, lips, mandible of a specific fragment of the fairy tale. The exercises are demonstrated by an adult, dlatego must carefully practice them in front of the mirror. The exercises are woven into the content of the fairy tale so that children do not feel bored and tired, which is why the elements of movement and spoken sound-imitating words are also a variety(Szkolak-St§pien, 2019).
The main goal of fairy tale therapy, e.g., in the case of a child who stutters, is to gain a greater distance to the disorder. Stuttering is a speech disorder that also causes a number of neurophysiological symptoms, including increased muscle tone. The child then feels tense and closed in on himself. The excess stress associated with this situation and the fear of speaking intensify the feeling of tension and psychological discomfort. In this case, therapeutic fairy tales of a relaxing nature work very well(Szkolak-St§pien, 2019). This type of fairy tales contains descriptions of pleasant feelings and places evoking pleasant associations in such a way that the child can empathize with the atmosphere of relaxation. This reduces anxiety and anxiety and allows for a more relaxed and relaxed attitude. The type of fairy tale that is worth using in the process of therapy depends on the individual characteristics and situation of the child.
Speech therapy fairy tales awaken optimism and self-confidence in the child. They are a means to support the child in discovering his or her strengths and becoming more tolerant towards speech disorders, which is a key factor in the treatment of these difficulties.
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