The importance of tertiary prevention Jana Vallová, Jozef Božik - Art therapy is the use of visual art and artistic creation in the process of therapy; it enables the ill to express their message by a means other than verbal, which gives them the opportunity to receive information about themselves, about the world of other people and at the same time to discover their own possibilities. Art therapy helps to alleviate feelings of anxiety, contributes to relief in depression and to overall cognitive and mental stimulation. Art therapy can be receptive and productive. Receptive art therapy is the perception of a work of art selected by the art therapist with a certain therapeutic intention. The aim is a better understanding of one's own inner self, learning about the feelings and experiences of other people, and empathising with the work of art. Productive art therapy means the use of specific creative activities – drawing, painting, modelling. The point of introducing art therapy into education is seen in the cultivation of the emotional and value sphere of the child's inner world. Art therapy should provide starting points for stressful life situations. Positive prevention should be effective especially in unstable and less loving families, because in such a situation the art therapist can represent a very important person in the child's social environment and helps the child to integrate their inner world and to support their healthy emotional development. Artistic activity is for children one of the most natural means of expression. It gives them the opportunity, through play and creative activity with art materials, to release their emotions and to depict the themes they are experiencing. - Play therapy – in therapeutic treatment this is the purposeful use of play connected with disorders of development, health or with unfavourable life circumstances. The aim is to support the natural development of children and to create conditions for achieving the necessary changes in behaviour and attitudes. For a child, play is the most natural means of cognition, of learning, of coming to terms with sad experiences but also painful ones. Play is based on reality, but at the same time takes place in an imaginary world. In play an important role is played by toys, which enable children to express what they do not want to, do not know how to, or cannot do through words; it is essential that they correspond to the developmental tasks of the given age. - Music therapy can be classified under art therapy – treatment by artistic means. Today music therapy is becoming an important part of various programmes of comprehensive care within prevention as well as work with disabled or disturbed individuals. Music therapy is a therapeutic-educational method in which, with the help of musical activity or musical perception chosen according to individual needs, the individual expresses themselves in such a way that it has the most natural possible effect for their somatic, mental or social disability. It is the action of music in the area of prevention, diagnostics and therapy, with the intention of improving, adjusting or maintaining the individual's condition. Treatment by music (music therapy) is the purposeful use of music and its components to positively influence the problematic states of an individual in an individual or group process directed by a specialist. The most widespread form of music therapy is listening to music – receptive music therapy, which enables relaxation, rest, cultural enjoyment, concentration. In music therapy both traditional and non-traditional musical instruments are used, but they can also be objects that produce various sounds. The most frequently cited technique of music therapy is improvisation. - Dramatherapy represents a complex of approaches and methods in which dramatic means are used for emotional recovery, for the dampening of undesirable attitudes and behaviour. Various forms of playing theatre are used – psychodrama, sociodrama, puppet theatre, role play, pantomime, dance drama, which have an educational focus. An important level is represented by playing theatre, which requires a willingness to cooperate, systematic work on oneself, accepting responsibility for one's role and the overall result. Dramatherapy helps to gain inner motivation, the ability to orient oneself better in one's problems, perspective, but also a shift in perception and experience, self-realisation. It is used in integrating children with physical and mental disabilities. - Occupational therapy is a fundamental means for both diagnostics and therapy. It is based on the fact that every meaningful movement is the result of complex intrapsychic processes in which the whole person is always involved. The prerequisite is the internalisation of information, its evaluation in relation to oneself, motivation, self-evaluation with respect to the given possibilities, expectations of success, and also an understanding of the meaning of one's actions and one's life reality. Activity therapy is not a training, but an opportunity to discover one's own possibilities. In children it approaches play therapy. Activity therapy always focuses on the whole person in their life reality. - Bibliotherapy is a method of psychotherapy using reading for therapeutic purposes. Reading helps to use free time purposefully, to overcome depressive states and mental crises, to resolve inner or psychological conflicts. With the development of bibliotherapy, therapeutic fairy tales are increasingly being used as well. A fairy tale helps a child to uncover various possibilities of behaviour, allows the child to identify with the main hero and to experience a multitude of new emotions and events. Moreover, the fairy-tale world is governed by the rules of good, which triumphs. For reading, a selection of books is suitable that respects the client's interest but at the same time must open up new possibilities for them. Later, books suitable for reading are those that open new dimensions of outlook, arouse interest in the world in its diversity and influence the client's way of thinking. In therapeutic-pedagogical care it is a matter of providing information about the world and people, of encouraging interest, pleasant engagement, of developing vocabulary and communication skills.
Within the counselling system and the system of social care, a social worker can also be employed as an organiser of leisure activities for children with dissocial development and other handicaps in centres of educational and psychological prevention, in crisis centres and other facilities for street children. These facilities provide comprehensive social, psychological and therapeutic-educational care. Leisure activities are their integral part, whereby in the work openness to change, participation in creation, orientation towards relationship and free choice are preferred. The therapies themselves here represent a space for integrity with children, but they are not instructions for achieving the desired change. Their use is always individual and unique. The psychotherapeutic effect of its measures is very probable, because it is a matter of a more purposeful and more meaningful coping with everyday life, which brings children relief, leads to changes in attitudes and relationships and helps to bridge traumatising experiences from the past. Social prevention is carried out mainly for a child,
- whose upbringing so far is endangered or seriously disrupted,
- with behavioural disorders,
- who neglects compulsory school attendance,
- who has committed an act corresponding to a criminal offence,
- for whom the court has ordered institutional education or imposed protective education,
- who is abused, neglected or misused.
All measures of social prevention – primary, secondary or tertiary – are recommended to be carried out in the form of counselling by a social worker. It is in the interest of the social worker to help their clients, and it depends only on them which form, method and work procedure they choose. References 1.HAMBÁLEK, V.: Úvod do voľnočasových aktivít s klientskymi skupinami sociálnej práce. Bratislava: Občianske združenie Sociálna práca, 2005. 79 s. ISBN 80-89185-11-8. 2.HORŇÁKOVÁ, M.: Liečebná pedagogika pre pomáhajúce profesie. Bratislava: Občianske združenie Sociálna práca, 2007. 175 s. ISBN 978-80-89185-28-3. 3.OLÁH, M.: Sociálnoprávna ochrana detí. Prešov: PBF, 2005. 4.OLÁH, M.: Supervízia v sociálnej práci. Prešov: PBF, 2005. 5.OLÁH, M.- ROHÁČ. J.: Sociálnoprávna ochrana detí a sociálna kuratela. Bratislava: VŠZaSP sv. Alžbety, n. o., 2008. 255 s. ISBN 978-80-89271-35-1. 6.ONDREJKOVIČ, P.: Negatívne stránky individualizácie mládeže. Bratislava: Pedagogická fakulta UK, 2000. 116 s. ISBN 80-88868-60-2. 7.SCHAVEL, M. et al.: Sociálna prevencia. Prešov: VŠ zdravotníctva a sociálnej práce sv. Alžbety, ÚSV a zdravotníctva. 2007. 141 s. ISBN 978-80-89271-22-1. 8.ZELINA, M.: Arteterapia. In: Rodina a škola. Roč. 50, 2002, č. 9, s. 5. ISBN 0231-6463.