Implementing the Emotional Openness Model through Inclusive Staging: A Therapeutic Approach for Children with Disabilities

Introduction: This study explores the utilization of the emotional openness model through the inclusion stage as an innovative therapeutic approach to enhance emotional expression in children with disabilities. This therapeutic approach is designed to provide a platform for emotional expression and social interaction through the performance “I Love the Sea.” Methods: include participatory observation, interviews, and analysis to assess the impact of the stage therapy program on the emotional openness of the children. Results: indicate significant improvements in positive emotional expression, enhanced interpersonal communication skills, and increased self-confidence among the participants. The study demonstrates that the inclusion stage approach serves as a therapeutic medium, creating a space for children with disabilities to express themselves creatively and foster more open social relationships. Conclusion: the implementation of the emotional openness model through the inclusion stage offers an innovative and inclusive solution to strengthen the emotional aspects of children with disabilities, supporting active interaction and enhancing their social integration.

Introductions

Children with disabilities experience physical, mental, intellectual, or sensory limitations that hinder their full and effective participation in their environment or community[1]. Kustawa argues that children with disabilities who have significantly below-average intelligence, coupled with adaptive behavior impairments, exhibit these challenges during their developmental period[2]. In social environments, children with disabilities are more likely to be bullied and harassed, and they often experience limited communication and interaction with others[3]. Additionally, families with members who have disabilities frequently feel discomfort due to their "abnormalities," leading to a sense of burden. Consequently, they tend to restrict the activities of these family members, confining them primarily to the home[4].

Children with disabilities can experience social exclusion and negative social stereotypes. Various social factors also contribute to the isolation of these children, potentially increasing their stress levels and lowering their self-esteem[5]. This condition aligns with the statement that individuals with disabilities often face negative perceptions from their surroundings, such as stigma and discriminatory behavior[6]. This condition certainly affects the emotions and character of children, highlighting the importance of the role of parents and close individuals in fostering emotional openness in children with disabilities. Parents play a crucial role in stimulating the adjustment of children with disabilities and ensuring their acceptance by others[7].

A warm, open, and communicative relationship between parents and children, with appropriate boundaries based on age and clear explanations of prohibited behaviors, can lead to increased self-confidence and improved social performance in children[8]. Collaboration between parents and teachers serves as a method to optimize the development of children with special needs. The practical implications include applying this model within the context of inclusive education to broaden its positive impact[9]. Parental involvement in a child's education can influence the child's response to the lessons taught; for example, the more positively parents demonstrate towards knowledge, the better the child will respond to it.[10]. Parents need to understand that children with disabilities can experience optimal growth when supported by well-planned and systematic interventions, alongside parental confidence[11]. Communication within the family environment plays a crucial role in the development and formation of a child's character. Parents are obligated to communicate their thoughts and feelings to their children. While communication is generally perceived as straightforward, communication breakdowns often occur due to various barriers. These barriers stem from factors such as the communicator, the medium used, or the recipient. This is especially evident in communication between parents and children with disabilities[12].

In promoting emotional openness in children with disabilities, engaging creativity and interacting with others are essential. Creativity stems from the tendency to self-actualize, realize

potential, and strive for maturity, thereby activating all abilities within oneself, with nature, and with others. Essentially, creativity entails everyday activities as individual or group endeavors within societal contexts[13]. Internal and external factors are major triggers influencing the motivation of individuals with disabilities. Internal factors are those originating from within the individual, representing innate drives. Each individual possesses intrinsic motivation, governed by their own internal management system. Meanwhile, external factors derive from outside the individual, such as influences from close individuals, their environment, or family[14].

Emotional openness plays a crucial role in the social and psychological development of children, particularly those with disabilities. Research by Houle et al. highlights that the mental organization of self-defining memories significantly contributes to emotional openness[15]. Additionally, studies by Bibikova emphasize the identification of socio-psychological problems in families with children with disabilities, underlining the importance of providing social and psychological assistance to address emotional burnout among parents[16]. Furthermore, the work of Fahrutdinova et al. stresses the need for creating accessible environments and inclusive educational settings for children with disabilities to support their social integration and development[17]. Understanding and promoting emotional openness in children with disabilities can lead to improved well-being, enhanced social interactions, and better overall psychological adjustment.

Emotional openness is a crucial aspect in the social and psychological development of children, particularly those with disabilities. Amid efforts to enhance social inclusion for children with disabilities, it is important to understand and develop models of emotional openness that support their emotional growth. The use of learning strategies for children with disabilities includes deductive, inductive, heuristic, expository, classical, group, individual, cooperative, and behavioral modification strategies. Implementing principles for children with disabilities should be supported by the development of learning, including character development, as it can effectively instill moral values. Education for children with disabilities is essential for societal continuity, as it enables them to interact with others and be treated similarly to typical individuals in society[18].

Based on the explanation above, this study aims to analyze the emotional openness model through inclusive stage as a specific therapeutic approach for children with disabilities. Physical or cognitive limitations often hinder children with disabilities from expressing and understanding their emotions effectively. Involving children with disabilities in inclusive stage experiences can be an innovative and effective means to facilitate emotional openness. The inclusive stage not only creates an environment that supports diversity but also provides a space for children with disabilities to engage in emotional expression through performing arts. This research explores the interaction between children with disabilities, artists, and non-disabled children to identify strategies and techniques that can enhance emotional openness. The study not only

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