Calligraphy Based on Visual Art to Promote Rehabilitation of Children With ADHD: A Systematic Review of The Literature
Abstract
ADHD is a health issue faced by children and their guardians around the world. From the perspective of respecting the needs of children with ADHD and their guardians, visual arts can enhance the hands-on skills and enrich the spiritual needs of children with ADHD, in addition to promoting the needs of their guardians. The purpose of this study was to evaluate the effectiveness of visual art-based calligraphy in promoting ADHD rehabilitation in children. Through a systematic review and analysis of relevant literature, this study found that calligraphy based on visual art has the effect of improving children's attention and cognitive function, enhancing emotional regulation, and promoting cognitive development and cognitive restructuring. The results of this study provide theoretical support for clinical practice and promote research in related fields, and the study suggests that calligraphy based on visual art can be an effective way to promote rehabilitation for children with ADHD.
Keywords: Children with ADHD, Calligraphy, Visual Art, Promote Rehabilitation
References
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Kao, H.S.R. et al. (2012) “Cognitive effects of English brush handwriting: The case of visual–spatial aptitude,” Asia Pacific Journal of Counselling and Psychotherapy, 3(2), pp. 190–201. Available at: https://doi.org/10.1080/21507686.2012.703443.
Li, C.-H. et al. (2018) “The validity of Computerized Visual Motor Integration Assessment using Chinese basic strokes,” Interactive Learning Environments, 26(8), pp. 1074–1089. Available at: https://doi.org/10.1080/10494820.2018.1442867.
Li, R. et al. (2022) “Reconfiguration of the brain during aesthetic experience on Chinese calligraphy—using Brain Complex Networks,” Visual Informatics, 6(1), pp. 35–46. Available at: https://doi.org/10.1016/j.visinf.2022.02.002.
M, S., G Cholli, N. and Nayak, S. (2019) “Classification of attention deficit hyperactivity disorder (ADHD) considering diagnosis and treatment,” International Journal of Modern Education and Computer Science, 11(6), pp. 26–42. Available at: https://doi.org/10.5815/ijmecs.2019.06.04.
Smagorinsky, P., Cameron, T. and O'Donnell-Allen, C. (2007) “Achtung maybe: A case study of the role of personal connection and art in the literary engagement of students with attentional difficulties,” Reading & Writing Quarterly, 23(4), pp. 333–358. Available at: https://doi.org/10.1080/10573560701501552.
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Kao, H.S.R. et al. (2012) “Cognitive effects of English brush handwriting: The case of visual–spatial aptitude,” Asia Pacific Journal of Counselling and Psychotherapy, 3(2), pp. 190–201. Available at: https://doi.org/10.1080/21507686.2012.703443.
Kao, H.S.R. et al. (2012) “Cognitive effects of English brush handwriting: The case of visual–spatial aptitude,” Asia Pacific Journal of Counselling and Psychotherapy, 3(2), pp. 190–201. Available at: https://doi.org/10.1080/21507686.2012.703443.
Leczycki, M. and MacMaster, E. (2021) “Visual-tactile phobic hallucinations in a child with stimulant-managed attention-deficit/hyperactivity disorder (ADHD),” Cureus [Preprint]. Available at: https://doi.org/10.7759/cureus.20012.
Liu, Z. et al. (2014) “Effect of calligraphy training on hyperarousal symptoms for childhood survivors of the 2008 China earthquakes,” Neuropsychiatric Disease and Treatment, p. 977. Available at: https://doi.org/10.2147/ndt.s55016.
Naguy, A., Hashem, M.S. and AlKhadhar, S. (2019) “Atypical antipsychotics for attention-deficit/hyperactivity disorder- science, art, or fad?,” European Psychiatry, 62, pp. 58–59. Available at: https://doi.org/10.1016/j.eurpsy.2019.08.013.
Papavasiliou, A. (2008) “Effects of psycho-educational training and stimulant medication on visual perceptual skills in children with attention deficit hyperactivity disorder,” Neuropsychiatric Disease and Treatment, Volume 3, pp. 949–954. Available at: https://doi.org/10.2147/ndt.s2234.
Qaysi, M. (2018) ADHD augmented - mobile app development (IOS) - researchgate.net. Available at: https://www.researchgate.net/profile/Mohsen-Qaysi/publication/364950482_ADHD_Augmented_-_Mobile_app_development_iOS/links/636034c796e83c26eb6ec241/ADHD-Augmented-Mobile-app-development-iOS.pdf (Accessed: August 15, 2018).
Tang, Y. (2021) “Art therapy: Intervention study of immersive interaction animation on children with ADHD,” E3S Web of Conferences, 271, p. 03048. Available at: https://doi.org/10.1051/e3sconf/202127103048.
Xue, J. et al. (2021) “Meta-analysis study on treatment of children’s attention deficit disorder with hyperactivity,” Journal of Healthcare Engineering, 2021, pp. 1–7. Available at: https://doi.org/10.1155/2021/8229039.
Jiang, H. et al. (2018) “Effect of neurocognitive training for children with ADHD at improving academic engagement in two learning settings,” Journal of Attention Disorders, 25(3), pp. 414–431. Available at: https://doi.org/10.1177/1087054718799931.
Johnson, M.I. (2022) How neurodiversity centered museum education within art museums can benefit children with ADHD and autism spectrum disorders, Digital Commons at Buffalo State. Available at: https://digitalcommons.buffalostate.edu/museumstudies_theses/38/ (Accessed: May 3, 2022).
Kaya Kara, O. et al. (2021) “Home participation, support and barriers among children with attention-deficit/hyperactivity disorder before and during the COVID-19 pandemic,” Public Health, 196, pp. 101–106. Available at: https://doi.org/10.1016/j.puhe.2021.04.015.
Kejani, M. and Raeisi, Z. (2020) “The effect of drama therapy on working memory and its components in primary school children with ADHD,” Current Psychology, 41(1), pp. 417–426. Available at: https://doi.org/10.1007/s12144-019-00564-8.
KOHARA, A. et al. (2018) “Consideration of constructs for the social skill training program development for children with ADHD tendency,” Asian Journal of Human Services, 14, pp. 66–83. Available at: https://doi.org/10.14391/ajhs.14.66.
Lopes, E. (2021) Effectiveness of art therapy with children with both attention-deficit/hyperactivity and autism, DigitalCommons@Lesley. Available at: https://digitalcommons.lesley.edu/expressive_theses/426/ (Accessed: May 15, 2021).
Luiselli, J.K. and Fischer, A.J. (2016) Computer-assisted and web-based innovations in psychology, Special Education, and health. Amsterdam, USA: Academic Press, an imprint of Elsevier.
Park, Y.-J. and Kim, E.J. (2019) “Effects of therapeutic interventions for children with attention deficit hyperactivity disorder : A systematic review,” Journal of Korean Society of Sensory Integration Therapists, 17(1), pp. 43–53. Available at: https://doi.org/10.18064/jkasi.2019.17.1.043.
Sújar, A. et al. (2022) “Developing serious video games to treat attention deficit hyperactivity disorder: Tutorial guide,” JMIR Serious Games, 10(3). Available at: https://doi.org/10.2196/33884.
Yu, J.L. (2018) Effective Learning Design of Game-Based 3D Virtual Language Learning Environments for Special Education Students, jstor. Available at: https://www.jstor.org/stable/pdf/26458519.pdf (Accessed: July 15, 2018).
Amador, S. (2018) Teaching social skills through sketch comedy and improv games: A Social Theatre Approach for kids and teens including those with ASD, ADHD, and anxiety. London, UK: Jessica Kingsley Publishers.
Chen, W. et al. (2017) “Long-term experience of Chinese calligraphic handwriting is associated with better executive functions and stronger resting-state functional connectivity in related brain regions,” PLOS ONE, 12(1). Available at: https://doi.org/10.1371/journal.pone.0170660.
Kao, H.S. (2006) “Shufa: Chinese calligraphic handwriting (CCH) for Health and Behavioural therapy,” International Journal of Psychology, 41(4), pp. 282–286. Available at: https://doi.org/10.1080/00207590544000059.
Kao, H.S., Xu, M. and Kao, T.T. (2021) “Calligraphy, psychology and the Confucian literati personality,” Psychology and Developing Societies, 33(1), pp. 54–72. Available at: https://doi.org/10.1177/0971333621990449.
Kao, H.S.R. et al. (2012) “Cognitive effects of English brush handwriting: The case of visual–spatial aptitude,” Asia Pacific Journal of Counselling and Psychotherapy, 3(2), pp. 190–201. Available at: https://doi.org/10.1080/21507686.2012.703443.
Li, C.-H. et al. (2018) “The validity of Computerized Visual Motor Integration Assessment using Chinese basic strokes,” Interactive Learning Environments, 26(8), pp. 1074–1089. Available at: https://doi.org/10.1080/10494820.2018.1442867.
Li, R. et al. (2022) “Reconfiguration of the brain during aesthetic experience on Chinese calligraphy—using Brain Complex Networks,” Visual Informatics, 6(1), pp. 35–46. Available at: https://doi.org/10.1016/j.visinf.2022.02.002.
M, S., G Cholli, N. and Nayak, S. (2019) “Classification of attention deficit hyperactivity disorder (ADHD) considering diagnosis and treatment,” International Journal of Modern Education and Computer Science, 11(6), pp. 26–42. Available at: https://doi.org/10.5815/ijmecs.2019.06.04.
Smagorinsky, P., Cameron, T. and O'Donnell-Allen, C. (2007) “Achtung maybe: A case study of the role of personal connection and art in the literary engagement of students with attentional difficulties,” Reading & Writing Quarterly, 23(4), pp. 333–358. Available at: https://doi.org/10.1080/10573560701501552.
Valentino, T. (2021) The efficacy of art and movement treatment modalities on an individual with autism spectrum disorder, ScholarWorks at University of Montana. Available at: https://scholarworks.umt.edu/etd/11792/ (Accessed: June 3, 2021).
Published
2023-06-30
How to Cite
DONG, Jun; SABRAN, Kamal.
Calligraphy Based on Visual Art to Promote Rehabilitation of Children With ADHD: A Systematic Review of The Literature.
Asian Journal of Arts, Culture and Tourism, [S.l.], v. 5, n. 2, p. 13-27, june 2023.
ISSN 2710-5830.
Available at: <https://myjms.mohe.gov.my/index.php/ajact/article/view/22481>. Date accessed: 30 nov. 2023.
Section
Articles
