Formal symbolic indications and projective value in the drawings of mentally handicapped children who are able to learn and their relationship to the dimensions of psychological adaptation.

Prof.Dr. Essam Mohamed Mahfouz
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Abstract

Many factors and reasons combine to make children with disabilities loot feelings of frustration, failure and inferiority, and artistic activities for people with disabilities provide many opportunities to do equal work with others, through which they practice formation and formulation of ideas, interact with external stimuli and control their environments, and this helps them enjoy their ability to act and investigate what they may He compensates them for many of their previous experiences, coupled with failure and frustration. Psychology's use of graphics in general is increasing and expanding, not only in the field of measuring mental abilities, but also in the field of in-depth clinical diagnosis. Research Methodology, and Type of Study: The research relied on the descriptive analytical approach in presenting and analyzing the theoretical framework related to the study and inductive research in presenting the different concepts that depend primarily on content analysis to realize the shape, symbol, projective value and psychological dimensions in the drawings of mentally handicapped children who are able to learn. This study aimed: to identify the psychological dimensions in the drawings of mentally handicapped children who are able to learn and their relationship to the dimensions of psychological adaptation, as well as to identify the psychological dimensions according to the gender variable through formal symbolic connotations and the projective value in their drawings. Medical rehabilitation in Fayoum Governorate, Arab Republic of Egypt, to determine psychological dimensions through formal symbolic connotations and projective value in their drawings. Assumed results, and summary of results: Psychological dimensions have been identified in the drawings of mentally handicapped children who are able to learn, through the results reached by the researcher. Some have excessive erasure and blurring of shapes, pressure on lines, loss of organization, limited use of colors, drawing unstable oblique shapes, minimizing drawing elements, or exaggerating magnification of some of these elements, and the lack of coherence between the drawn shapes, as their drawings turn into geometric shapes, symbols and exaggerated shapes. Accordingly, the researcher formulated the problem as follows: . Is it possible to identify the psychological dimensions in the drawings of mentally handicapped children who are able to learn and their relationship to the dimensions of psychological adaptation? . Is it possible to benefit from identifying the formal symbolic connotations and the projective value in the drawings of mentally handicapped children who are able to learn and their relationship to the dimensions of psychological adaptation?
具有学习能力的智障儿童绘画中的形式符号指示和投射价值及其与心理适应维度的关系。
伴随着失败和挫折。总的来说,心理学对图形学的应用越来越广泛,不仅在心理能力的测量领域,而且在深入的临床诊断领域。研究方法与研究类型:本研究在呈现与分析研究相关的理论框架时,主要采用描述性分析的方法;在呈现不同概念时,主要采用归纳性研究的方法,以内容分析为主要手段,对具有学习能力的智障儿童图画中的形状、符号、投射价值和心理维度进行认识。本研究旨在:识别具有学习能力的智障儿童图画中的心理维度及其与心理适应维度的关系,并通过其图画中的形式符号内涵和投射价值,根据性别变量识别心理维度。阿拉伯埃及共和国法尤姆省的医疗康复,通过其图纸中的正式象征内涵和投影价值确定心理层面。假设结果和结果总结:通过研究人员得出的结果,在能够学习的智障儿童的图纸中确定了心理维度。有些人对形状的过度擦除和模糊,对线条施加压力,失去组织,限制使用颜色,绘制不稳定的斜角形状,最小化绘制元素,或夸大其中一些元素的放大,绘制的形状之间缺乏连贯性,因为他们的绘画变成几何形状,符号和夸张的形状。据此,研究者将问题表述为:。是否有可能在能够学习的智障儿童的绘画中识别出心理维度及其与心理适应维度的关系?. 是否有可能从识别有学习能力的智障儿童的绘画中的正式符号内涵和投射价值以及它们与心理适应维度的关系中获益?
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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