From the author: I have been using this approach for many years, working as a psychology teacher at a university. Engages students, gives long-term results in memorizing and understanding complex information. The use of art therapeutic techniques in preparing students in the disciplines of the psychological cycle. Susanina I.V. Art therapy as a method of psychotherapy and practical psychology is successfully used for psychocorrectional purposes, as well as as a developmental technology. However, the potential of art therapy as an educational technology has not been sufficiently explored. It is difficult to disagree with the statement that students of humanities universities experience significant difficulties in understanding and assimilating information within disciplines that operate with an abstract conceptual apparatus. The latter can confidently include philosophy, as well as a number of psychological disciplines. This problem is aggravated in teaching correspondence students, when the number of classroom hours is minimal, and up to 92% of all educational material is offered for independent study. It is obvious that the use of art therapeutic techniques in teaching is based on the activation of imaginative thinking. Figurative thinking is a process of cognitive activity aimed at reflecting the essential properties of objects (their parts, processes, phenomena) and the essence of their structural relationship. The significance of this type of thinking is due to the fact that the vision and understanding of the reality of objects and phenomena of the surrounding world is determined by the forms of their cognition and reflection. (1). Thinking in images is included as an essential component in all types of human activity without exception, no matter how developed and abstract they may be. There is no direct way to master concepts. Their assimilation is always mediated by mental images. In the real process of thinking (knowledge acquisition), both figurative and conceptual logic are simultaneously present, and these are not two independent logics, but a single logic of the thought process. The mental image itself, with which thinking operates, is by its nature flexible, mobile, and reflects a piece of reality in the form of a spatial picture. (2) According to V.P. Zinchenko, “science is increasingly attracted by” living knowledge, which is expressed, in particular, in the fact that it increasingly uses living metaphors and images, and begins to move from “scheme vision” (Descartes) to “living consideration” (Gogol). Indeed, an attempt, a search for the interpretation of scientific concepts through the prism of emotional and visual-figurative thinking, according to the scientist, “should be used by any reasonable didactics.” (3) The ideas of the art therapeutic approach in the psychoanalytic understanding are easily transformed in the process of applying them to training. Namely, the creation of an image reflecting the content of the unconscious, followed by analysis of the created creative product, in the learning process will be similar to the creation of a visual representation of the studied, rather complex, abstract concept, and the subsequent discussion allows us to understand the structure of this concept, again, through the analysis of the created image. As an example of the use of art therapeutic techniques in teaching students within the framework of some psychological disciplines, an approximate methodology for conducting a practical lesson is given below. Methods of using art therapeutic techniques in practical classes in the course “Pedagogy and psychology of adolescent delinquency.” As part of this course, students are invited to familiarize themselves with the basics of differential psychology, in particular, with the classifications of types of accentuations and psychopathy of adolescents (according to E. G. Lichko). It is advisable to use art therapeutic techniques in this case due to the fact that the visual, three-dimensional representation of types teenage.25