Creative self-expression therapy. Art therapy techniques: the essence of therapy, basic and non-traditional techniques, creative self-expression, advice from psychiatrists. Art Therapy Books

All these facts, observations and regularities served to create one of the original directions in modern psychotherapy, called "therapy with creative self-expression". Its founder is a well-known domestic psychiatrist and psychotherapist Mark Evgenievich Burno, who published many interesting works on the detailed development of this method.

ME Burno defines his method as a clinical, non-psychoanalytic, psychotherapeutic method of treating people with painful experiences of their inferiority, suffering from anxiety and depressive disorders. The method is based on the following two main ideas:

A person suffering from some kind of psychopathological disorder, in the process of creativity, can better learn and understand the features of his character. And, having recognized his strengths and weaknesses, the patient can mitigate his negative state, because our shortcomings are an extension of our virtues.

Any creativity releases a large amount of positive energy, so any creativity is healing. It is as a result of this that positive changes occur in the psyche. TTS lessons. practiced by M.S. Stormy, held in a relaxed atmosphere, by candlelight, over a cup of tea, to the melodic classical music. Patients in the process of group meetings approach each other, often becoming friends who support each other.

In the classroom, they listen to the stories of their comrades about themselves, about artists, sculptors, writers and musicians, trying to understand the peculiarities of their characters. Members of the group see through living examples how creative activity has helped many people. Therefore, looking at them, they can begin to live their own creative life, which can take many forms - from correspondence with a doctor to keeping diaries and inventing their own stories and novels.

As M.E. Burno, the TTS method is especially effective in the treatment of patients with various defensive disorders and as a prevention of nervous pathology in healthy people who experience mood disorders of a defensive nature within the normal range.

The term "defensive" (from Latin defensio - defense, protection) accepted in clinical psychiatry is opposite in content to the term "aggressive" and implies a mixture of passive defensiveness with vulnerability, accompanied by an experience of a feeling of inferiority.

Defensiveness is found as a leading disorder in many patients with neurosis-like schizophrenia, in psychasthenic and asthenic psychopaths, in defensive schizoids, cycloids, epileptoids, defensive hysterical psychopaths, in patients with alcoholism and drug addicts of the warehouse. There are a huge number of such people in the Big City.

Mood disorders of a similar nature are not uncommon in healthy people, especially those who are classified as so-called accentuated personalities. TTS helps all such patients to feel healing creative inspiration, to learn how to overcome difficulties in moral self-expression, without resorting to drugs, alcohol or drugs to alleviate mental tension.

Creativity in the TTC is understood broadly - as the implementation of any socially useful deed in accordance with its unique spiritual characteristics. Therefore, creativity cannot be reactionary, immoral, it is always creation, bearing in itself the positive individuality of the author.

Since the main instrument of any creativity is a manifestation of a living spiritual individuality, both a sick and a healthy person recognize their uniqueness in creativity, become themselves and free themselves from the painful uncertainty that is always present in mood disorders.

The main and specific mechanism of creative self-expression therapy (which unites on a single basis treatment through communication with music, painting, architecture, treatment by creating creative works, etc.) is a healing revival of spiritual individuality, bringing patients to the opportunity to experience creative experience- inspiration.

Specific methods of therapy with creativity according to M.E. Stormy include:

Therapy of creating creative works (stories, drawings, photographs, etc.) in order to discover in all this one's personal peculiarity and compare one's creativity with the characteristics of the creativity of one's group mates;

Therapy by creative communication with nature (with the search for oneself in nature through consonance and dissonance with certain plants, insects, landscapes, etc.);

Therapy by creative communication with literature, art, science (search for consonance in various works of culture);

Therapy by creative collecting (collecting objects, consonant and dissonant - to clarify their characteristics);

Therapy by penetrating and creative immersion in the past (communication with childhood objects dear to the soul, with portraits of ancestors, studying the history of one’s people, the history of mankind - in order to more clearly know oneself in harmony with all this, one’s “roots”, one’s non-randomness in the world);

Therapy by keeping a diary and notebooks (various creative notes reveal, emphasize the features of their author);

Therapy by home correspondence with a psychotherapist (as an opportunity to show personal characteristics in live correspondence);

Therapy with creative travels - searching for yourself in the knowledge of the new, unfamiliar on the journey;

Therapy with a creative search for spirituality in everyday life - to see the unusual in the ordinary, the opportunity to see and feel the world around you only by knowing the ordinary in your own way, personally).

All these types of creative activity contribute to the enrichment and development of the personality of both the patient and the healthy person. The main thing is that patients observe and be guided by three fundamental provisions for themselves:

Know the characters of people;

Find among them your character and its inherent inclinations and aspirations;

Choose for yourself, according to your character, the path in life, occupation and hobbies.

The following musical and psychotherapeutic formulas aim a person at search activity and form the necessary attitudes towards creativity. They are the fruit of the collective creativity of the group involved in musical psychotherapy.

Creative self-expression therapy, applied in the field of psychological impact on a person for both therapeutic and non-medical purposes, invariably reveals the ability to help a person to know and study himself through creative activity, to consciously and purposefully clarify his individuality and significance. It helps to find one's place in society, find oneself in creativity, promotes the active search for means to overcome crisis states and rise to a new stage in one's development.

personality, health and creativity

All other things being equal, a creative person, as can be concluded from what has been said above, is more tenacious and healthier. Therefore, increasing creativity is important not only for professional growth, but also for well-being.

The features of a creative personality, according to the American psychologist K. Taylor, are: the desire to be at the forefront in their field; independence and independence of judgment, the desire to go their own way; risk appetite; activity, curiosity, indefatigability in search; dissatisfaction with existing traditions and methods, and hence the desire to change the existing state of affairs; non-standard thinking; the gift of communication; foresight talent. (Goncharenko N.V. Genius in art and science. M., 1991). Other researchers point to such traits of a creative personality as a wealth of fantasy and intuition; the ability to go beyond the usual ideas and see objects from an unusual angle; the ability to resolve impasses in cases where they do not have a logical solution, in an original way.

A creative person is ready to create and create something interesting for him without any material reward, because the greatest joy for him is the very process of creativity. And in the end, he benefits from this in terms of his health and joyful attitude. This is not given to a little creative person, because, as Elbert Hubbard said: "He who does no more than what he is paid for, will never get more than what he receives."

Modern psychological research suggests that the attitudes characteristic of a creative person can be brought up. To do this, in the book of Stenberg R. and Grigorenko E. "Learn to think creatively" the following 12 strategies are given. For this purpose, the teacher must:

Be a role model.

Encourage doubt that arises in relation to generally accepted proposals and assumptions.

Allow making mistakes.

Encourage reasonable risk taking.

Include sections in the curriculum that would allow students to demonstrate their creative abilities; to test the learned material in such a way that students have the opportunity to apply and demonstrate their creative potential.

Encourage the ability to find, formulate and redefine the problem.

Encourage and reward creative ideas and results of creative activity.

Provide time for creative thinking.

Encourage tolerance for uncertainty and incomprehensibility.

Prepare for the obstacles encountered in the path of a creative person.

Stimulate creative development.

Find a match between the creative person and the environment. (Stenberg R., Grigorenko E. "Learn to think creatively"

12 theory-based strategies for teaching creative thinking. Basic modern concepts of creativity and giftedness. M., 1997. S. 191-192.)

The American psychologist Torrance identified in creative people such personal traits as the desire for superiority, for risk, for disruption of the usual order, for independence, radicalism, assertiveness, stubbornness, daring and courage. These personality traits are associated with a certain amount of aggressiveness. It can be assumed that the cultivation of healthy aggressiveness in oneself, associated with general sthenicity and the desire for positive self-affirmation, is one of the ways to health. One of the positive qualities of aggression is that it is able to suppress fears and anxieties, which are the defining properties of a neurotic personality.

The dominance of the emotion of fear, according to a number of researchers, is an obstacle to the formation of creativity traits. Fear makes a person rigid, predetermines attachment to traditional forms, limits the desire for independent searches, in fear people are easier to suggest. When the feeling of fear is removed, creative indicators increase sharply. Therefore, when using the brainstorming technique aimed at finding a solution to a problem situation, any criticism of the proposals made is strictly prohibited. Such a simple rule of work greatly increases the chance of creative finds.

Gentlemen, I accidentally found the site of the Creative Self-Expression Therapy Club. Perhaps someone will be interested in the classes held within the framework of this club. As far as I understand, they are also free. Below I quote one of the pages of this site, which tells about this club.

E.A. Dobrolyubova, medical psychologist, PKB No. 12.

The club "TTS" has been working in Design Bureau No. 12 in Moscow for many years. It is not entertainment, the club is therapeutic. Therapy with creative self-expression is a domestic clinical psychotherapeutic method created by Professor of the Department of Psychotherapy and Medical Psychology of the RMAPE M. E. Burno and developed by him and his followers in medicine (not only in psychiatry) and in many humanitarian fields in Russia and abroad for about 40 years . Clinical - that is, natural science, based on the clinical picture of the disease, on the natural basis of the soul, not seeking to remake nature, but helping it.

TTS helps patients (first of all, defensive ones - that is, timid, shy, indecisive, shy, anxious, doubtful, prone to feel guilty) and healthy people with defensive difficulties to become themselves, find their (creative) place in life in accordance with their natural features. A creative lifestyle, frequent creative inspiration in it (and it is a feeling of oneself) allows many even seriously ill people to enter into an “existential remission”, to feel “spiritually healthy” (definition by D. E. Melekhov). All defensives have - more or less - creativity. Creativity is the only thing in which you can be completely yourself.

To become yourself, you must first of all know, understand, feel the basis of your uniqueness - your type of character. Therefore, the most important link in the TTS is the study of the characters of people. We are talking about classical characterology, which was created by many scientists of the school, leading from Hippocrates.

Both inpatients and discharged (outpatient) patients come to the Club. In essence, TTS is a psychotherapeutic community-family. Because these are not only group classes according to the TTS method, but also joint trips to museums, exhibitions, out of town, etc. Members of the club quickly become friends and go to visit each other, celebrate the holidays together.

Within the walls of the hospital, the TTS Club, so to speak, is “open” (gathers) 3 times a week - on Tuesdays, Thursdays and Saturdays - from 14:00 to 20:00. This means that by 2 pm (or even earlier) you can come to our room and freely communicate with each other, show your new creative works, see an updated exhibition of drawings and photographs, look through the issues of the literary and artistic almanac ("computer edition" - as a manuscript) "On self-doubt", which is published by the Club.

Now - about the group lessons themselves. They take place in a cozy psychotherapeutic living room, by candlelight and with tea, among artworks. On Thursdays we have "Creative Drawing". The word "creative" emphasizes the importance of getting the job done without fail. in my own way, without imitating, to express oneself - one's character, one's individuality-uniqueness. How it turned out - and we discuss at the end of the lesson; we also talk about the strengths and weaknesses of the type of character that is seen in the author’s drawings, about how you can smooth out the weak and develop the strengths, in what business to apply them in life in order to feel more confident, to be more useful to people (being yourself).

"Natura" is offered in three versions: a) still life (it is created by one of the participants in the lesson, in turn; it can also be collective); b) all kinds of creative drawings and photographs, including those made in the Club itself; c) atlases-determinants of plants and animals. In the first case (when still life) during the discussion we talk about how different characters (radicals) saw today's composition. In the second and third (copying), we consider the characterological features of the author of the work, comparing it with the original. Active creativity in this lesson - 4 hours, discussion - 2.

When we draw, sometimes we sing; listening to bards and classical music.

The works made on Thursday can be viewed by patients who come to the Club on other days: for some time the drawings participate in a constantly updated exhibition placed on 20 drawing paper. There are also art photographs.

I usually place side by side drawings and photographs taken by different people from the same place (for example, on a trip): this emphasizes character traits. For the same purpose, I combine photographs of different patients on the same topic on whatman paper. Another layout principle is the placement on one sheet of completely different works, but belonging to the authors of the same character. We constantly observe that the participation of a drawing or photograph in an exhibition turns out to be an event for the author: his work is not only seen, but also discussed, copied; starting from it, they create their own creative (for example, an essay).

On Tuesdays in the Club - "Literary Group". "Literary Lesson" consists of several parts. We carry out tasks:

1. "Warm-up". It is required to write - within 10 minutes - what interesting, important things I saw (a) today on the way to the Club. Of course, it is necessary to write in such a way that even these few lines are a portrait of the soul, and not a documentary fixation.

2. Reading the result and - if there are few people and, thus, time allows - discussion (what character, in what way it sounded; to whom what is close; in what words, lines, everyone was best able to express themselves, that is, it came out truly original) .

Club members note that this "exercise" makes you constantly - not only on Tuesdays - peer into life and find out your own - unique - attitude towards it, and therefore feel more like yourself. In addition, they begin to see around what was being discussed. And they even set such a goal for themselves (“wow - what he spied on! I will have to see it too”).

3. "Statement". Very slowly and only once I read a few sentences from a synthonic work of art (for example, from a poem in prose "The Village" by I. S. Turgenev). I ask you to feel into every word, introduce everything is in detail, to feel all the smells, to hear all the sounds, to see all the colors, with shades, halftones - so that there is a film frame in front of your eyes, even better - life itself. And after - write down everything presented. I explain to the newcomers that this task, firstly, helps them learn to see and feel in more detail; secondly, it shows how we - including due to the peculiarities of our character - hear, understand each other in everyday communication.

Everyone reads his "statement". There is always a lot of laughter and tears at this time. Autists manage to remake even a five-line plot, polyphonists turn real pictures into fantastic ones, synthonics retell as closely as possible to the text.

4. The so-called "Main Task" - write (within an hour) an essay on common to all topic. Absolutely anything that allows you to treat yourself creatively (that is, in your own way and with kindness) can become a topic. For example, there were topics: “Rain”, “Sun”, “Wind”, “Starry sky”, “How do I feel about puddles”, “Cat and dog”, “Artificial and fresh flowers”, “House, courtyard of childhood”, "Literary portrait".

5. Reading written and discussion. The discussion takes place in different ways - depending on the amount of time remaining. One of the options:

After each story, I ask each participant to say what character (radicals) sounded, to justify their opinion; was consonant or not; how the author managed to express himself.

Another variant:

If there is not enough time, we read the essay in a row, but at the same time, everyone notes what is consonant with himself and writes down the lines that seem to him the most original. After that, we share our impressions in a circle. Usually different people single out as the most artistic the same thing - that in which there is real creativity. This fact clearly shows the patients that, whatever type of character, but if there is a rich personality, it will certainly help another personality.

We place the most successful works in the Almanac of the Club, it is called "On self-doubt"; There are already 10 editions. The ability to raise the authors' self-esteem is perhaps greater than that of the exhibition: the collection belongs to the Club's library, which means that a lot of people read it, more than one year...

3rd time a week the Club meets in the hospital (in the form of a TTC group) on Saturdays. These are classes entirely devoted to the study of characterology. Beginning - a message that one of the Club members makes - about a creative person who is interesting to him (consonant with or just likes), about forty minutes. The report is not art criticism, but biographical, rather even pathographic. - How does the character of the chosen author sound in his work and in his life, what spiritual difficulties he had, how he coped with them (you can often peep interesting psychotherapeutic techniques from the great ones). We watch reproductions of his paintings on slides (if it is an artist), read excerpts from classical literature, listen to classical music, get acquainted with philosophical, psychological views, etc. And all this - in order to - in comparison with others - to feel more like yourself, to enter into creative inspiration (ideally, as a result of many months of study - into a creative lifestyle), which can suppress the disease.

Published in the newspaper "Psychiatry: Ariadne's Thread", December, 2007

MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

Federal State Autonomous Educational Institution of Higher Professional Education

South Federal University

Pedagogical Institute

ESSAY

on the topic:

PSYCHOLOGICAL SUPPORT

CHILDREN AND ADOLESCENTS IN BOARDING SCHOOL CONDITIONS

Performed
Supervisor -

Introduction. 3

1. Psychological problems of children and adolescents. four

2. Organization of game psycho-correction. 5

3. Techniques of creative self-expression for corrective work with adolescent children. 6

4. Psychological support. eight

5. Psychological support in a boarding school. ten

Conclusion. fourteen

List of references.. 15

Introduction

The current period of political and socio-economic transformations in Russia is distinguished, first of all, by the existing negative medical and demographic processes, the social stratification of society, the decline in the quality of life, the many unrealized medical and social problems of children, adolescents, youth, families, etc.

The planning stage includes:

Creation of an individual program for accompanying the child;

Approval of this program by all professionals working with the child.

It should be noted that the preparation of a support program is possible only after a thorough clinical-psychological and psychological-pedagogical diagnosis of the child.

At the final stage, there is a discussion with specialists on the effectiveness of the work with recommendations for the further activities of the child.

So, we can say that socio-psychological support is:

1) one of the types of social "patronage" as an integral and integrated system of social support and psychological assistance, is carried out within the framework of the activities of socio-psychological services;

2) integrative technology, the essence of which is to create conditions for the restoration of the development potential and self-development of the family and personality as a result of the effective performance by an individual or the whole family of basic functions;

3) the process of a special type of everyday relationship between the one who accompanies and the one who needs help.

5. Psychological support in the conditions of a boarding school for somatically weakened, tuberculosis-infected children.

An important element of psychological assistance to children and adolescents with developmental problems is psychological support.

Psychological support differs depending on the object to which it is directed, and is represented by two main areas: psychological support for parents and other relatives of children with developmental disabilities and psychological support for children and adolescents themselves.

Psychological support for parents - a system of activities aimed at:

To reduce the emotional discomfort of parents in connection with the child's illness;

Maintaining parental confidence in the child's abilities;

Formation in parents of an adequate attitude to the problems of the child;

Maintaining adequate parent-child relationships and parenting styles.

The process of implementing psychological support for parents is lengthy and requires a mandatory integrated approach that involves not only a specialist psychologist, but also all other specialists accompanying the child: a teacher-defectologist, doctor, speech therapist, social worker, etc. But the main role in this process is played by special psychologist. It is he who develops specific measures aimed at psychological support for parents raising a child with developmental disabilities, depending on the problems the child and his family have.

The main psychotechnical methods of psychological support is the parent seminar.

The main task of the parent seminar is to expand the knowledge of parents about the psychological characteristics of their children, the psychology of education and the psychology of family relationships. In addition, at the seminars, not only the awareness of parents about the child increases, but also there is a change in the attitude of parents to the problem of the child and the tasks of its upbringing.

Psychological support for parents is carried out not only in the form of their group relationship, but also in the process of individual conversations with a psychologist about the problems of the family and the child.

Consequently, psychological support is an important link in the system of psychological assistance to parents of children with developmental problems. The main goal of such support is to increase the sensitivity of parents to the problem of the child, reduce the emotional discomfort of parents in connection with the child's illness, form their adequate ideas about the potential of the child, and optimize their pedagogical potential.

An important role in the effectiveness of psychological support for parents is played by the creation of various forms of group relationships between parents and other members of the child's family. It is necessary that the process of psychological support be continuous, complex and put forward requirements for the personality of a specialist psychologist.

Consequently, one of the important links in the system of psychological assistance to children with developmental problems is psychological correction, the main goal of which is to harmonize the child’s personal and intellectual potential, correct disorders in mental development, and prevent possible developmental deviations, which is due both to the internal specifics of mental disonto - genesis and external influences.

For the purpose of effective psychological correction of children with developmental problems, it is important to take into account the complex system-structural and ontogenetic model of their mental dysontogenesis.

This is what makes it possible to develop differential methods of psycho-correctional influences with a focus on the severity and specific structure of the defect.

Of particular importance in the effectiveness of psychological correction is the family of a child with developmental problems, which requires mandatory inclusion in the psycho-correctional complex of family psycho-correction aimed at harmonizing family relations and the formation of adequate styles of family education.

Various theoretical approaches to the problem of psychological correction, developed in foreign and domestic psychology, contribute to the development of various psycho-correctional technologies. It should be noted that when developing psycho-corrective technologies for children and adolescents with developmental problems, it is recommended to focus not on separate theoretical directions, but to use various methods of psychological influences based on numerous theoretical aspirations. The development of individual psycho-corrective technologies depends on specific psycho-corrective tasks, and is determined by the degree of manifestation of problems in the child and his parents.

Conclusion

Negative social influences affect the mental state of children and adolescents, including those who are characterized by high susceptibility. Traumatic situations in the family and school cause negative emotions and experiences. Therefore, children need psychological support, psychocorrective and therapeutic assistance, experiencing difficulties in overcoming the psychological consequences of traumatic events on their own. This is especially important in a boarding school for somatically weakened, tuberculosis-infected children.

The specifics of the time, trends in mental health require in modern conditions an intensive and effective solution of problems at the state level, an interdepartmental approach, an increase, among others, in medical, psychological and pedagogical knowledge and skills not only of doctors, but also of teachers, social workers, and other specialists social sphere, with the active participation of the population itself.

List of used literature

1. Dukhnovsky accompaniment of adolescents in critical situations: a study guide. - Kurgan: Publishing House of the Kurgan State. un-ta, 2003. - 124 p.

2. Kalashnik of creative self-expression and art therapy in psycho-correctional work. Methodological guide for practical psychologists of education. - Odessa, 1999. - 53p.

3. Kovaleva support for children and adolescents with neurotic manifestations [Electronic resource]. – Access mode: http://*****/articles/310803/

4. Leaders training with teenagers. - M., 20s.

5. Medical and psychological assistance to children and adolescents as a problem [Electronic resource]. – Access mode: http://www. uzo. *****/files/public/889.pdf

6. Fopel K. How to teach children to cooperate? Psychological games and exercises: A practical guide. In 4 volumes. T.Z. - M., 20s.

All these facts, observations and regularities served to create one of the original trends in modern psychotherapy, called "Creative Self-Expression Therapy" (CTS). Its founder is a well-known domestic psychiatrist and psychotherapist Mark Evgenievich Burno, who published many interesting works on the detailed development of this method.

M.E. Burno defines his method as a clinical, non-psychoanalytic, psychotherapeutic way of treating people with painful experiences of their inferiority, suffering from anxiety and depressive disorders. The method is based on the following two main ideas.

1. A person suffering from some kind of psychopathological disorder, in the process of creativity, can better learn and understand the features of his character. And by recognizing his strengths and weaknesses, the patient can mitigate his negative state, because our shortcomings are an extension of our virtues.
2. Any creativity releases a large amount of positive energy, so any creativity is healing. It is as a result of this that positive changes occur in the psyche.

Mood disorders of a similar nature

are not uncommon in healthy people, especially those who are referred to as the so-called accentuated personalities. TTS helps all such patients to feel healing creative inspiration, to learn how to overcome difficulties in moral self-expression, without resorting to drugs, alcohol or drugs to alleviate mental tension.

The main and specific mechanism of creative self-expression therapy (which combines on a single basis the treatment of patients through their communication with music, painting, architecture, through the creation of their own works of art, etc.) is a healing revival of spiritual individuality, bringing patients to the opportunity to experience creative experience - inspiration.

Specific methods of therapy with creativity according to M.E. Stormy include:

1) therapy with the creation of creative works (stories, drawings, photographs, etc.) in order to discover in all this one’s own personal peculiarity and compare one’s creativity with the characteristics of the creativity of one’s group mates;
2) therapy with creative communication with nature (with the search for oneself in nature through consonance and dissonance with certain plants, insects, landscapes, etc.);
3) therapy with creative communication with literature, art, science (search for consonance in various works of culture);
4) therapy by creative collecting (collecting objects, consonant and dissonant - to clarify their characteristics and thus);
5) therapy by penetrating and creative immersion in the past (communication with childhood objects dear to the soul, with portraits of ancestors, studying the history of one’s people, the history of mankind - in order to more clearly know oneself in harmony with all this, one’s “roots”, one’s non-randomness in the world) ;
6) therapy by keeping a diary and notebooks (various creative notes reveal, emphasize the features of their author);
7) home correspondence therapy with a psychotherapist (as an opportunity to show a personality trait in live correspondence);
8) creative travel therapy - searching for yourself in the knowledge of the new, unfamiliar on the journey;
9) therapy with a creative search for spirituality in everyday life - to see the unusual in the ordinary, the opportunity to see and feel the world around you only by knowing the ordinary in your own way, personally).

1 - know the characters of people;
2 - find among them your character and its inherent inclinations and aspirations;
3 - choose for yourself, according to your character, the path in life, occupation and hobbies.

Creative self-expression therapy, applied in the field of psychological impact on a person for both therapeutic and non-medical purposes, invariably reveals the ability to help a person to know and study himself through creative activity, consciously and purposefully clarify his individuality and significance. It helps to find one's place in society, to find oneself in creativity, contributes to the active finding of means to overcome crisis conditions and rise to a new stage in one's development.

Method of creative self-expression ( FOOTNOTE: How the method was tested on the basis of the well-known psychological methods of M. E. Burno. See: Burno M.E. Therapy with creative self-expression. – M., 1989.–S. 304) includes a number of techniques united by a common methodology and construction technology. The meaning of this method is to bring each teenager into contact with his own creativity, to give him the opportunity to feel an existential involvement in the world, to help him find a foothold in his uniqueness. To be able to find reserves in one's own individuality is the most valuable skill that a person needs in predicting and further shaping his life destiny (M. E. Burno).

The method is based on the idea that subjective creativity and positive experience will help to convince a person of his significance and find the meaning of life.

The method of self-expression through literary creativity, as well as through other types of creativity, is carried out in the form of practical exercises. Classes of this type are structured in a certain way, like any lesson, in accordance with the learning objectives. Receptions are selected by the teacher arbitrarily. There are no particular difficulties in conducting classes of this type, so we will limit ourselves to describing the method with instructions and an approximate lesson plan.

Instruction:

“You need to create a picture of words, filled with sensations (taste, smell, touch, sounds, visual images). The story must be very sincere, even if it is under the guise of another person. If the author describes some experiences that are not characteristic of him, then it is necessary to express his attitude to what is happening in the story.

Each student can choose their own topic for the story, or all students write a story on one topic. It is advisable to offer several options. We consider it expedient to work with the following topics:

1. Describe a childhood event, trip or experience.

2. Try to make a direct description of nature. To do this, go to the bosom of nature and write down everything that you feel, see, remember, think about.