Psychosocial Processes through Graffiti

Analysis of the capacity of Graffiti to establish positive psychosocial bonds.

We know that the context conditions, but the individual in turn is an agent of change. agent of change of the environment. This is one of the many reasons why psychology must be especially sensitive to the psychobiological processes of people in order to understand them and establish effective strategies to promote these processes of change and reciprocal learning between professionals and participants.

In the case of participatory murals through the graffiti technique in different educational environments, in this case non-formal, we see how a strategy properly adapted to the context is a very useful tool to detect possible problems and transform the participants' perception of reality.

Why graffiti?

We call participatory murals through the graffiti technique because graffiti itself is given with other pretexts, but at the same time it is a tool through which the feeling of belonging to a team can be fostered, and at the same time the individualizing elements of each subject can be brought to light. A visual and striking technique such as this one transforms the environment, and if it is done through teamwork, it creates endless creative possibilities in the process of creating a mural.

The graffiti is framed within the movement Hip Hop. In May 2001 a document was presented to the UN called "Hip Hop Declaration of Peace"in which the philosophical foundations of the movement were established by leading figures in the field. These articles are in tune with the educational practices that are considered valid for social transformation and the development of the self, therefore it can be considered a decalogue to understand what theoretical framework encompasses the practice of this discipline of Hip Hop.

Theories of development: Piaget and Vigotsky

According to the theories of Jean Piaget and Lev Vigotsky we can observe how the environment and genetics interact in the creation of identity and cognitive schemas. Taking into account the main criticisms of each model, in this case, it is better adapted the theory of proximal developmentis better suited, since we do not deal with the same profiles depending on the context, for example a CRAE and a neighborhood center. It is necessary to take into account the stages of development, but the inherent differences in each environment mean that there may be a gap between the ages proposed by Piaget.

A point to take into account for the practice of psychology is the cross-cultural competencies cross-cultural competenciesIn a context of globalization such as the present one, we can deal with people of different beliefs and cultures. The adaptation of technique and treatment to the principles of each culture becomes indispensable for the creation of positive bonds between psychologists and participants (Wen-Shing, 2004).

Individual differences and the creation of contexts felt as their own

The use that is made of the environment is not the same in an CRAE as in a neighborhood centerOn this basis, it is necessary to detect the emotional attachment to the space and among the participants in order to generate strategies that can transform negative connotations into a range of possibilities with a positive approach. These relationships are observed in the course of the activity, in how they treat each other and how they interact with each other. To this end, a free space is created in which to express ideas and act in a natural way under the premise of respect. The previous decalogue must not be forgotten in order to give meaning to the activity and the real background it has.

The exposition of ideas and consensus are used to decide which elements will be part of the mural and its interpretation. In this process, the subjective concepts of perception and beauty come to light. beauty in art, but the main objective is not to create works that will be judged later, but rather to generate a graphic expression of the psycho-biological and emotional processes of the participants. To foster the capacity for abstraction can be a positive factor when interpreting a drawing, a detail, a set of colors... because as in the principles of art therapy, the meaning is not only in the symbolism and in what is perceptible at first sight.

Once the sketch of the mural has been created through the opinions of the participants, it is possible to propose the creation of a "crew"which in the context of graffiti means: "organized group that works to achieve collective goals". It serves to materialize the feeling of belonging to a group through the combination of words and numbers that give meaning to the "why". why they are together and work as a team.

To finalize the process of creating a participatory mural, it must be it is necessary to capture it through the graffiti technique on a wall. wall or a wall or ceiling. The objective of creating this graphic expression is to transform the context according to the individual differences of the participants in each environment, and that in turn, this transformation has a positive influence on the individuals. The results The pictorial and interpretative results will be different in each environment, but the point of linkage in each context is the internalization of an experience and of the processes lived in it.

Conclusions

The creation of creative contexts in which the dynamics are adapted to the participants, in a way in which they themselves set the pace and can be free to express themselves, is a way of minimizing the Pygmalion Effect associated with conventional educational practices and the paradigm from which we start when it comes to "educating". The learning learning processes are reciprocaland an open position on the part of professionals helps this.

Since the different realities from which the participants come from according to their environment can create cognitive dissonances for the professionals between the expectations and the processes experienced in the course of the activity. It must be taken into account that the theories that are the object of study in psychology and in other disciplines were generated in a given context, but that context can be transformed, and we must do it with it..

Bibliographical references:

• Wen-Shing, T. (2004). Culture and psychotherapy: Asian perspectives. Journal of Mental Health, 13(2), 151-161.