Knowing the specifics of developmental periods is a necessary prerequisite for the adequate use of psychological interventions. In our paper, we focus on adolescence, which constitutes the entire second decade of human life, focusing on middle (14-16 years) and late (17-20 or 22) adolescence, which is followed by adulthood (Macek, 2003). Adolescence is characterized by the search for identity. It is about finding a place among other people, which corresponds to personal assumptions and individual desires, leads through overcoming oneself in stressful situations and applying adequate coping methods (Atkinson and all, 1995).

As we well know, finding an identity is a difficult process. Platznerová (1995) points out that among adolescents, the ability to cope with stress decreases. Adolescents are less disposed to solve more complex problem situations than adults and tend to solve them in an inadequate way (McLaughlin, Miller, & Warrick, 1996). They can easily become victims of violence by the aggressor or behave violently towards themselves.

Ignorance of adequate ways to manage the load leads adolescents to exploitation risk behavior as coping strategies (Ben-Zur, Reshef-Kfir, 2003). In the Czech Republic, this issue was dealt with by Kyasová (2003), who found the following forms in the behavior of adolescents: abuse of addictive substances (nicotine, alcohol, drugs), premature sexual life, negative phenomena in the psychosocial area and gambling. As others, we can mention eating disorders or self-harm, through which we will try to gain insight into the psychological processes of risky behavior.

Aldermanová (in Kriegelová, 2008) considers self-harm to be a cyclically recurring episode consisting of the following elements: Negative emotions: It is about experiencing hostility, frustration, loneliness or sadness. This condition leads to a quick search for a way to feel better. If self-harm (or other risky behavior) is deemed effective, the individual will begin to consider it. Tension: After evaluating self-harm as a possibility to reduce negative emotions, the emotional experience moves to the area of ​​anxiety and high tension as a result of anticipation of intentional self-harm. An individual may perceive self-harm as undesirable, but at the same time see no other possibility of controlling their emotions. Dissociation: It stems from tremendous tension. It serves as a tension reduction mechanism and to mask physical pain. Act of self-harm: Represents the active phase of self-harm and the peak of dissociation. Positive effects: A feeling of relief sets in, flushed endorphins play a role in experiencing euphoria. Negative effects: After the endorphins dissipate, the individual is aware of the consequences of their behavior. He experiences feelings of guilt, shame, anger and self-hatred. At the end of the act of self-harm, the same emotions appear as at its beginning, which expresses its cyclical nature.

The psychologist's task is to enter into this mechanism together with the client and find adequate ways of managing the burden that health psychology deals with. This was also the goal of our diploma thesis, in which we offer auxiliary therapy activities as coping strategies suitable for adolescents. These are activities normally performed as leisure activities of adolescents (reading, drawing, listening to music...), which carry therapeutic potential. Assistive therapies go beyond seeing these activities as just recreational activities.

Based on the literature study (Zeleiová, J., 2007; Valenta 2000; Šicková-Fabrici, J., 2002; Pardeck, J. T., 1994; Kratochvíl, 1995; Křivohlavý, 1987) we determined the basic functions of auxiliary therapies, they are: relaxation, relaxation; disengagement from the problem; gaining insight; gaining insight (aha-experience); self-knowledge; catharsis, abreaction; non-verbal self-expression; development of creativity; acquiring social skills, establishing relationships; a source of positive emotions.

Using a questionnaire created by us, we found out in which psychologically specific situations adolescents use these activities. The sample consisted of 194 respondents, of which 88 were men and 106 were women; 94 respondents in the period of middle adolescence and 100 in the period of older adolescence. In this paper, we present the results of two research questions:

  1. What is the order of individual activities in terms of their use by adolescents?
  2. In terms of what functions do adolescents use these activities?

Individual activities can be organized as follows from the point of view of comparing the raw score averages:

  1. listening to music (M1=26.21)
  2. watching a movie (M2=22.74) 3rd game of movement games (M3=16.27) 4th reading (M4=15.92)
  3. dancing (M5= 13.08) 6th paper (M6=12.71)
  4. painting, drawing (M7=11.03)
  5. writing (M8=9.48)
  6. playing a musical instrument (M9=7.24)
  7. performing theater or skits (M10=6.22)

Graph No. 1: Preference of activities among adolescents y-axis = average raw score

Statistically significant differences were found between listening to music and watching a movie (t(182) =3.169; SD=7.23; p = 0.000), watching a movie and playing movement games (Z=-7.045; p=0.000). In the first case, after confirming the normality for the calculation, we used a parametric test for two dependent samples, in the second case, the normality was not confirmed, we used a non-parametric test. No other statistically significant differences were found.

Based on the comparison of the raw score averages, we can arrange the functions in the following order:

  1. source of positive emotions (M1= 18.1)
  2. catharsis, abreaction (M2= 17.8)
  3. relaxation, rest (M3= 17.3)
  4. development of creativity (M4= 17)
  5. disengagement from the problem (M5= 16.9)
  6. acquiring social skills, establishing relationships (M6= 13.9)
  7. gaining insight (M7= 13.8)
  8. gaining insight (M8= 13.5)
  9. self-knowledge (M9= 12.6)
  10. non-verbal self-expression (M10= 10.8)

Chart No. 2: Utilization of activities in terms of their functions y-axis: mean raw score Axis x: 1 = source of positive emotions; 2 =kCatharsis, abreaction; 3 = relaxation, relaxation; 4 = development of creativity; 5 = disengagement from the problem; 6 = acquiring social skills, establishing relationships; 7 = zGaining insight; 8 = gaining insight; 9 = self-knowledge; 10 =nNonverbal self-expression

A statistically significant difference (normality was not confirmed, we used a non-parametric test for calculation) was found between the function of disengagement from the problem and the function of acquiring social skills (Z= -6, 311; p=0.000).

The functions of auxiliary therapies can thus be divided into two halves, within which no other statistically significant differences were detected. The first half of the functions is used significantly more than the second.)

Picture no. 1: Actively used functions of auxiliary therapies in adolescents.

Discussion:

Leisure activities of adolescents create space for appropriate intervention by a psychologist. By using these activities, grasping their therapeutic potential, we point out the possibility of their use as coping strategies for adolescents.

Adolescents use activities significantly more in terms of their five functions, namely as a source of positive emotions, catharsis and abreaction, relaxation activity, activity for the development of creativity and space for detachment from problems. Use in terms of the order of functions refers to the use of these activities as emotional coping with difficulties. In the first place as a source of positive emotions and in the second place as getting rid of negative emotions through the process of catharsis and abreaction. We can actively use the first five functions when working with adolescents in an effort to prevent risky forms of behavior. Activities as a source of positive emotions can be used to prevent risky behavior in adolescents. The use of activities for abreaction and catharsis provides an opportunity to enter into the act of risky behavior even before the dissociation of the personality in an effort to find more adequate ways of coping with the burden. The function of detachment from the problem creates the possibility of crisis intervention, where from the point of view of viewing risky behavior as a form of behavior in times of crisis, it is necessary and often sufficient to delay this behavior during the peak of experiencing the crisis. Again, we will prevent personality dissociation and provide time for finding more adequate behavior.

We can consider the remaining functions as the hidden arsenal of a psychologist. On the basis already created, it can expand the spectrum of active use of the functions of auxiliary therapies.

Authors: Mgr. Iveta Schusterová, PhD., Mgr. Katarína Luptáková References Atkinson, F.L., Atkinson, R.C., Smith, E.E., Bem, D.J. (1995) Psychology. Brno: Victoria Publishing.

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The paper was presented at the 5th annual conference entitled ,,Psychology of health 2010", which took place on May 19, 2010 in Bratislava. The conference was organized by the health psychology section of the SPS at SAV in cooperation with the health section of the Ministry of Health of the Slovak Republic. The following participated in the preparation of the event: National Institute of Heart and Vascular Diseases in Bratislava, VŠZaSP St. Elizabeth in Bratislava, WHO Office in Slovakia, KISH Košice, Department of Psychology FF KU in Ružomberok and Department of Psychology FF TU in Trnava.

Proceedings from the 5th conference of health psychology, Bratislava, 2010 was published only in electronic form Availability: http://www.prohuman.sk/psychologia/zbornik-prispevkov-z-konferencie-psychologia-zdravia-2010