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Az \u00f6nismeret \u00e9s m\u0171v\u00e9szetter\u00e1pia kapcsolat\u00e1r\u00f3l a kor\u00e1bbi bejegyz\u00e9sben \u00edrtam a szakdolgozatom r\u00e9szleteinek felhaszn\u00e1l\u00e1s\u00e1val.\u00a0 A folytat\u00e1sban a\u00a0 Johari-ablak kvadr\u00e1ns\u00e1r\u00f3l \u00edrok. A m\u0171v\u00e9szetter\u00e1pia egy\u00e9nileg, \u00e9s csoportban is remek \u00f6nismereti \u00e9s ter\u00e1pi\u00e1s lehet\u0151s\u00e9get biztos\u00edt, ez\u00e9rt a csoportter\u00e1pia \u00e9s m\u0171v\u00e9szetter\u00e1pia vizsg\u00e1lata sor\u00e1n kihagyhatatlan Yalom szeml\u00e9lete. Ezzel z\u00e1rom az elm\u00e9leti bemutat\u00e1st, hogy a k\u00f6vetkez\u0151 bejegyz\u00e9sekben Ken Wilber integr\u00e1lszeml\u00e9let\u00e9t is \u00e9rintve bemutassam a saj\u00e1t t\u00f6rt\u00e9netem n\u00e9h\u00e1ny alkot\u00e1son kereszt\u00fcl.<\/p>\n
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A Johari-ablak 1955-ben k\u00e9sz\u00fclt, Joseph Luft \u00e9s Harry Ingham egy\u00fcttm\u0171k\u00f6d\u00e9se \u00e1ltal l\u00e9trej\u00f6tt modell,\u00a0neveik kezd\u0151 bet\u0171ib\u0151l alkotott mozaiksz\u00f3r\u00f3l kapta a nev\u00e9t. A gondolatmenet c\u00e9lja egy\u00a0olyan koordin\u00e1tarendszer felmutat\u00e1sa, mely eligaz\u00edt\u00e1st ad az \u00f6nismeretben az\u00a0\u00f6nmagunkr\u00f3l ismert \u00e9s m\u00e1sok \u00e1ltal tudott inform\u00e1ci\u00f3k \u00e1ltal. Mindezek\u00a0\u00f6sszef\u00fcgg\u00e9seinek vizsg\u00e1lata seg\u00edthet a szem\u00e9lyk\u00f6zi kapcsolatok \u00e9s a csoportdinamika fejleszt\u00e9s\u00e9ben. Sz\u00e1momra az\u00e9rt meghat\u00e1roz\u00f3 ez az elm\u00e9let, mert egy\u00e9rtelm\u0171en felh\u00edvja a figyelmet a VAK ter\u00fcletekre, mutatva, hogy egy\u00e9ni \u00e9s csoportos szinten is l\u00e9tezik „vakfolt”.<\/p>\n
Az AR\u00c9NA a ny\u00edlt t\u00e9r, azaz a nyilv\u00e1nos \u201c\u00e9n\u201d ter\u00fclete. Azon szem\u00e9lyis\u00e9gr\u00e9szek, viselked\u00e9smodellek, \u00e9rz\u00e9sek \u00e9s k\u00e9pess\u00e9gek, melyek ismertek az egy\u00e9n \u00e9s a k\u00f6rnyezete\u00a0sz\u00e1m\u00e1ra is. Ezen a t\u00e9rr\u00e9szen az egy\u00e9n hat\u00e9konyan m\u0171k\u00f6dik, magabiztos, eredm\u00e9nyes,\u00a0konfliktusokt\u00f3l mentes.\u00a0Az \u00fagynevezett VAK ter\u00fclet az \u201c\u00e9n\u201d sz\u00e1m\u00e1ra ismeretlen, azaz vakfolt, nincs tudat\u00e1ban\u00a0viselked\u00e9s\u00e9nek, \u00f6nmaga nincs tiszt\u00e1ban m\u0171k\u00f6d\u00e9sm\u00f3dj\u00e1val, reakci\u00f3ival vagy\u00a0kommunik\u00e1ci\u00f3s m\u00f3dj\u00e1val.\u00a0A Z\u00c1RT ter\u00fclet, avagy \u201erejtett \u00e9n\u201d. Ide tartoznak az \u201c\u00e9n\u201d sz\u00e1m\u00e1ra ismert inform\u00e1ci\u00f3k,\u00a0melyeket valamilyen okn\u00e1l fogva a k\u00f6rnyezet\u00e9vel nem oszt meg, elhallgat el\u0151l\u00fck.\u00a0A negyedik kvadr\u00e1ns a S\u00d6T\u00c9T ter\u00fclet mind az \u201e\u00e9n\u201d, mind a vele kapcsolatban \u00e1ll\u00f3k\u00a0sz\u00e1m\u00e1ra ismeretlen, felt\u00e1ratlan, a tudattalan ter\u00fclete. \u00cdgy ehhez a tartalomhoz nem lehet\u00a0tudatosan, kognit\u00edv eszk\u00f6z\u00f6kkel hozz\u00e1f\u00e9rni. Ehhez a tartalomhoz kapcsol\u00f3dik, \u00e9s enged\u00a0sz\u0171k hat\u00e1rokon bel\u00fcl hozz\u00e1f\u00e9r\u00e9st a non du\u00e1lis ter\u00e1pi\u00e1k sora, k\u00f6zt\u00fck a m\u0171v\u00e9szetter\u00e1pia.A megfelel\u0151 ter\u00fcletek aktu\u00e1lis bejel\u00f6l\u00e9se seg\u00edthet a c\u00e9lok megfogalmaz\u00e1s\u00e1ban, \u00e9s\u00a0ir\u00e1nymutat\u00f3 lehet az ismeretlen ter\u00fcletek felt\u00e1r\u00e1sa fel\u00e9 f\u00fcgg\u0151leges \u00e9s v\u00edzszintes ir\u00e1nyban\u00a0is.
\n![\"9d212069-e445-43af-8f13-35e34e440c43.jpg\"](\"https:\/\/m.blog.hu\/ra\/rajzoljvelempontrolpontra\/image\/9d212069-e445-43af-8f13-35e34e440c43.jpg\")
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Yalom \u00e9s Leszcz (2023) szerint az \u201eitt \u00e9s most\u201d meg\u00e9l\u00e9se a csoport-pszichoter\u00e1pia\u00a0k\u00f6zponti eleme, amely lehet\u0151v\u00e9 teszi, hogy a r\u00e9sztvev\u0151k tudatosan figyeljenek saj\u00e1t\u00a0\u00e9rzelmeikre \u00e9s reakci\u00f3ikra a csoportdinamika keret\u00e9ben, \u00edgy el\u0151seg\u00edtve az \u00f6nismeret \u00e9s\u00a0a szem\u00e9lyes fejl\u0151d\u00e9s folyamat\u00e1t. T\u00e1gabb \u00e9rtelemben b\u00e1rmely csoportban zajl\u00f3 seg\u00edt\u0151i folyamat csoport-pszichoter\u00e1pia, legyen az t\u00e1mogat\u00f3, k\u00e9szs\u00e9gfejleszt\u0151,\u00a0probl\u00e9mamegold\u00f3, vagy alkot\u00f3 ter\u00e1pi\u00e1s csoport. Yalom ter\u00e1pi\u00e1s t\u00e9nyez\u0151k\u00e9nt a\u00a0k\u00f6vetkez\u0151 fogalmakat hat\u00e1rozta meg: Rem\u00e9nykelt\u00e9s, egyetemess\u00e9g, inform\u00e1ci\u00f3\u00e1tad\u00e1s,\u00a0katarzis, altruizmus, primer csal\u00e1di csoport korrekt\u00edv \u00e1tdolgoz\u00e1sa, szoci\u00e1lis technik\u00e1k\u00a0fejleszt\u00e9se, ut\u00e1nz\u00e1s, interperszon\u00e1lis kapcsolatok, korrekt\u00edv emocion\u00e1lis \u00e9lm\u00e9ny,\u00a0szoci\u00e1lis mikrokozmosz \u00e9s dinamikus interakci\u00f3, \u00e1tt\u00e9tel \u00e9s bel\u00e1t\u00e1s, csoportkoh\u00e9zi\u00f3 \u00e9s\u00a0integr\u00e1ci\u00f3. Ez ut\u00f3bbi kett\u0151r\u0151l \u00e9s az interperszon\u00e1lis kapcsolatokr\u00f3l szeretn\u00e9k b\u0151vebben\u00a0\u00edrni, melyek meghat\u00e1roz\u00f3ak a m\u0171v\u00e9szetter\u00e1pi\u00e1s csoportalkalmak sor\u00e1n is.<\/p>\n
\u00a0![\"fdab365a-f205-46a5-acb4-1009ddc809c0.jpg\"](\"https:\/\/m.blog.hu\/ra\/rajzoljvelempontrolpontra\/image\/fdab365a-f205-46a5-acb4-1009ddc809c0.jpg\")
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Az interperszon\u00e1lis kapcsol\u00f3d\u00e1s k\u00fcl\u00f6n\u00f6sen fontos az alkot\u00f3i ter\u00e1pi\u00e1s t\u00e9rben, hiszen\u00a0maga az alkot\u00e1s, az alkot\u00e1s folyamata \u00e9s az arra val\u00f3 \u00f6nreflexi\u00f3 egym\u00e1s t\u00fckr\u00e9ben jelenik\u00a0meg. Ez az egyik legnagyobb er\u00e9nye, \u00e9s egyben neh\u00e9zs\u00e9ge is a csoportter\u00e1pi\u00e1nak,\u00a0hiszen ezzel a szeml\u00e9l\u0151 befogad\u00f3 csoporttag is \u00f6nmag\u00e1r\u00f3l, bels\u0151 vil\u00e1g\u00e1r\u00f3l tesz
\nvalamilyen fajta kijelent\u00e9st. Am\u00edg ez a saj\u00e1t \u00e9rz\u00e9sek\u00e9nt \u00e9s meg\u00e9l\u00e9sek\u00e9nt ker\u00fcl k\u00f6zl\u00e9sre\u00a0\u00e9p\u00edt\u0151 jelleg\u0171 lehet, \u00e1m kritikak\u00e9nt megfogalmazva a csoport dinamik\u00e1ja megv\u00e1ltozhat,\u00a0ez\u00e1ltal kezd\u0151dhet el egy m\u00e1sfajta kommunik\u00e1ci\u00f3 \u00e9s interakci\u00f3 mindenki \u00e9p\u00fcl\u00e9s\u00e9re.\u00a0Ezen esetekben meghat\u00e1roz\u00f3 a csoportvezet\u0151 k\u00e9pzetts\u00e9ge \u00e9s jelenl\u00e9te, kipr\u00f3b\u00e1lts\u00e1ga.<\/p>\n
![\"2bfcc84f-3d29-4c9b-ad9a-b85fe71b4001.jpg\"](\"https:\/\/m.blog.hu\/ra\/rajzoljvelempontrolpontra\/image\/2bfcc84f-3d29-4c9b-ad9a-b85fe71b4001.jpg\")
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\u00a0A\u00a0csoportkoh\u00e9zi\u00f3 egyfajta csoporttestk\u00e9nt \u00e1ll \u00f6ssze a nyitott, vagy z\u00e1rt csoportokban,\u00a0l\u00e9trehoz egy megtart\u00f3 k\u00f6zeget, ahol a jelenl\u00e9v\u0151k fel merik v\u00e1llalni sebezhet\u0151s\u00e9g\u00fcket.\u00a0Bels\u0151 tartalmaik kev\u00e9sb\u00e9 n\u00e9pszer\u0171, vagy titkolt r\u00e9szeik megmutat\u00e1s\u00e1val, j\u00f6n l\u00e9tre a\u00a0kor\u00e1bban eml\u00edtett \u201c\u00c1rny\u00e9k munka\u201d. A csoportokban l\u00e9trej\u00f6v\u0151 korrekt\u00edv emocion\u00e1lis\u00a0\u00e9lm\u00e9ny a csoporton bel\u00fcli egym\u00e1sra figyel\u00e9s, valamint az az \u00e9lm\u00e9ny, hogy a kliens\u00a0egyre szabadabban fejezheti ki az \u00e9rz\u00e9seit a csoport \u00e9s a vezet\u0151 t\u00fckr\u00e9ben, er\u0151sen hozz\u00e1j\u00e1rul ahhoz, hogy a kor\u00e1bbi mechanizmusaira r\u00e1tekintsen, \u00f6nmaga \u00e9s\u00a0interperszon\u00e1lis kapcsol\u00f3d\u00e1si mint\u00e1ira r\u00e1l\u00e1sson, majd ezeket ebben a biztons\u00e1gos t\u00e9rben\u00a0el tudja kezdeni \u00e1t\u00edrni, az \u00faj mint\u00e1k \u00e9s viselked\u00e9sm\u00f3dok begyakorl\u00e1s\u00e1val. Ez alak\u00edtja \u00e1t\u00a0az \u00e9nk\u00e9pet egy\u00e9ni, valamint csoportos szinten, \u00e9s ez \u00e1ltal kezd m\u00e1shogy m\u0171k\u00f6dni a\u00a0k\u00e9s\u0151bbiekben. \u00cdgy az \u00f6nfelt\u00e1r\u00e1s \u00edt\u00e9letmentes m\u00f3don, csoportos befogad\u00e1s \u00e9s megtart\u00e1s\u00a0\u00e1ltal integr\u00e1l\u00f3dik vissza \u00f6nazonosabb kapcsol\u00f3d\u00e1ssal. Mindezek sz\u00fcks\u00e9gess\u00e9 teszik a\u00a0csoportszab\u00e1lyok megl\u00e9t\u00e9t \u00e9s betartat\u00e1s\u00e1t, a keretek megh\u00faz\u00e1s\u00e1t \u00e9s a kommunik\u00e1ci\u00f3\u00a0tisztas\u00e1g\u00e1t.<\/p>\n
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M\u0171v\u00e9szetter\u00e1pi\u00e1s csoportokban fontos az alkot\u00e1sok sor\u00e1n t\u00f6rt\u00e9n\u0151\u00a0kommunik\u00e1ci\u00f3val kapcsolatos szab\u00e1lyokat is r\u00f6gz\u00edteni, k\u00fcl\u00f6n\u00f6sen a testet \u00e9s \u00e9rint\u00e9st\u00a0felhaszn\u00e1l\u00f3 mozg\u00e1sos feladatokn\u00e1l. Mindezek egy \u00fagynevezett biztons\u00e1gos teret\u00a0hoznak l\u00e9tre, ahol a csoportvezet\u0151 felt\u00e9tel n\u00e9lk\u00fcli, \u00edt\u00e9letmentes hozz\u00e1\u00e1ll\u00e1ssal van jelen\u00a0\u00e9s ezt tartja a csoportfoglalkoz\u00e1s ideje alatt. Figyel az etikus magatart\u00e1sra a sz\u00fcnetekben\u00a0is, valamint a foglalkoz\u00e1sok k\u00f6z\u00f6tti id\u0151szakokban is.<\/p>\n
A k\u00e9pek \u00e9s az alkot\u00e1sok a gyakorl\u00f3csoportok sor\u00e1n k\u00e9sz\u00fcltek, az alkot\u00f3k \u00edr\u00e1sos beleegyez\u00e9s\u00e9vel. K\u00f6sz\u00f6n\u00f6m nekik a bizalmat, a r\u00e9szv\u00e9telt \u00e9s a csod\u00e1s alkot\u00e1sokat!<\/p>\n
Irodalomjegyz\u00e9k:<\/p>\n
Yalom, I.D., & Leszcz, M. (2023) A csoport-pszichoter\u00e1pia elm\u00e9lete \u00e9s gyakorlata.
\nPark Kiad\u00f3.<\/p>\n
Internetes forr\u00e1s:<\/p>\n
Wikip\u00e9dia. (2025, december 16). Johari-ablak. In Wikip\u00e9dia: A szabad enciklop\u00e9dia.
\nhttps:\/\/hu.wikipedia.org\/wiki\/Johari-ablak<\/p>\n
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Self-Awareness and Art Therapy \u2013 The Johari Window and Group Therapy<\/p>\n
In my previous post, I wrote about the relationship between self-awareness and art therapy, using excerpts from my thesis. In this continuation, I explore the four quadrants of the Johari Window.\u00a0Art therapy provides an excellent opportunity for both individual and group-based self-awareness and therapeutic work. Therefore, when examining group therapy and art therapy, Yalom\u2019s approach is an essential point of reference.With this, I conclude the theoretical introduction. In my upcoming posts, I will also touch upon Ken Wilber\u2019s integral approach and use a selection of my own artworks to present some aspects of my personal story.<\/p>\n
The Johari Window was developed in 1955 through the collaboration of Joseph Luft and Harry Ingham. Its name is a combination of the first parts of their first names.\u00a0The model aims to provide a kind of coordinate system that can help us navigate self-awareness by examining the information we know about ourselves and the information known to others about us. Exploring the relationships between these different areas can contribute to the development of interpersonal relationships and group dynamics.For me, this theory is particularly significant because it clearly draws attention to the blind-spot areas, highlighting the fact that a \u201cblind spot\u201d can exist both at an individual and at a group level.<\/p>\n
The OPEN AREA, or public \u201cself\u201d, includes those aspects of personality, patterns of behaviour, feelings and abilities that are known both to the individual and to their environment. In this area, the individual tends to function effectively, confidently and successfully, with relatively few conflicts.<\/p>\n
The so-called BLIND AREA consists of aspects that are unknown to the \u201cself\u201d. These are blind spots of which the individual is not consciously aware. They may not recognise certain patterns in their own behaviour, functioning, reactions or communication style.<\/p>\n
The HIDDEN AREA, also referred to as the \u201chidden self\u201d, contains information that is known to the individual but, for some reason, is not shared with others or is deliberately kept from the surrounding environment.<\/p>\n
The fourth quadrant is the UNKNOWN AREA, which is unknown and unexplored both to the \u201cself\u201d and to those in relationship with them. It represents the unconscious realm. Consequently, its contents cannot be accessed consciously through purely cognitive means.<\/p>\n
A number of non-dual therapeutic approaches, including art therapy, are connected to this area and can provide limited access to its contents within certain boundaries.\u00a0Identifying and marking the relevant areas at any given moment can help us formulate goals and provide orientation towards exploring unknown areas, both vertically and horizontally.\u00a0According to Yalom and Leszcz (2023), experiencing the \u201c<\/strong>here and now\u201d<\/strong> is a central element of group psychotherapy. It enables participants to consciously observe their own emotions and reactions within the framework of group dynamics, thereby supporting the process of self-awareness and personal development.In a broader sense, any helping process taking place within a group can be regarded as group psychotherapy, whether the group is supportive, skills-based, problem-solving or focused on creative therapeutic work.<\/p>\n Yalom identified the following as therapeutic factors:<\/p>\n I would like to explore the latter two in greater detail, together with interpersonal relationships, as these are also highly significant during art therapy group sessions.Interpersonal connection is particularly important within a creative therapeutic space, as the artwork itself, the creative process and the self-reflection that follows are constantly reflected in one another.This is one of the greatest strengths\u2014and at the same time, one of the challenges\u2014of group therapy. Through their response to an artwork, even the group member who is observing and receiving the work may reveal something about themselves and their inner world.<\/p>\n When such a response is communicated as an expression of one\u2019s own feelings and personal experience, it can be constructive. However, when it is formulated as criticism, the dynamics of the group may shift. This can open the way to a different kind of communication and interaction, potentially contributing to the development of everyone involved.\u00a0In situations such as these, the training, professional competence, experience and presence of the group facilitator are of particular importance.Group cohesion comes together almost like a collective group body within both open and closed groups. It creates a containing environment in which participants feel able to acknowledge and take responsibility for their vulnerability.By revealing less socially accepted or previously concealed aspects of their inner world, the previously mentioned process of \u201c<\/strong>shadow work\u201d<\/strong> can emerge.<\/p>\n The corrective emotional experience created within groups\u2014through mutual attention and through the experience that clients can increasingly express their feelings freely in the presence of the group and the facilitator\u2014can strongly contribute to their ability to observe their previous mechanisms and recognise their own patterns of interpersonal relating.\u00a0Within this safe environment, they can begin to rewrite these patterns by practising new ways of relating and behaving.This process can transform the individual\u2019s self-image, both on an individual and a group level, and can subsequently lead to different ways of functioning.\u00a0In this way, self-disclosure can be integrated in a non-judgemental manner through group acceptance and containment, allowing for more authentic and self-congruent connections. All of this makes it essential to establish and maintain clear group rules, define appropriate boundaries and ensure clear communication.<\/p>\n In art therapy groups, it is also important to establish rules concerning communication during the creative process, particularly in movement-based exercises involving the body and physical touch.\u00a0Together, these elements create what can be described as a safe space, in which the group facilitator is present with an unconditional and non-judgemental attitude and actively maintains this atmosphere throughout the session.The facilitator also pays attention to ethical conduct during breaks and in the periods between sessions.<\/p>\n The images and artworks featured here were created during training groups, with the written consent of their creators.<\/p>\n I would like to thank them for their trust, participation and wonderful artworks!<\/p>\n Yalom, I. D., & Leszcz, M. (2023). A csoport-pszichoter\u00e1pia elm\u00e9lete \u00e9s gyakorlata<\/em> [The theory and practice of group psychotherapy]. Park Kiad\u00f3.<\/p>\n Wikip\u00e9dia. (2025, December 16). Johari-ablak<\/em> [Johari Window]. In Wikip\u00e9dia: A szabad enciklop\u00e9dia<\/em> [Wikipedia: The Free Encyclopedia].<\/p>\n \n","protected":false},"excerpt":{"rendered":" Az \u00f6nismeret \u00e9s m\u0171v\u00e9szetter\u00e1pia kapcsolat\u00e1r\u00f3l a kor\u00e1bbi bejegyz\u00e9sben \u00edrtam a szakdolgozatom r\u00e9szleteinek felhaszn\u00e1l\u00e1s\u00e1val.\u00a0 A folytat\u00e1sban a\u00a0 Johari-ablak kvadr\u00e1ns\u00e1r\u00f3l \u00edrok. A m\u0171v\u00e9szetter\u00e1pia egy\u00e9nileg, \u00e9s csoportban is remek \u00f6nismereti \u00e9s ter\u00e1pi\u00e1s lehet\u0151s\u00e9get biztos\u00edt, ez\u00e9rt a csoportter\u00e1pia \u00e9s m\u0171v\u00e9szetter\u00e1pia vizsg\u00e1lata sor\u00e1n kihagyhatatlan Yalom szeml\u00e9lete. Ezzel z\u00e1rom az elm\u00e9leti bemutat\u00e1st, hogy a k\u00f6vetkez\u0151 bejegyz\u00e9sekben Ken Wilber integr\u00e1lszeml\u00e9let\u00e9t…<\/p>","protected":false},"author":1,"featured_media":1243,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[30],"tags":[],"class_list":["post-1242","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog"],"acf":[],"yoast_head":"\n\n
References<\/h5>\n
Online source<\/h5>\n