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Art therapy with children after a disaster: A content analysis
Abstract
The following paper is based on a review of 31 communications consisting of refereed journal articles, news articles, television interviews, and books. Each communication focused on working with children using art after a disaster. Each communication was analyzed in six key areas: design of communication, theoretical basis of art therapy conducted, environment surrounding art therapy practice, the art therapist, the client, and the artwork. The following patterns emerged: only two communications met the criteria for research studies; the communications described art therapy in short-term crisis situations and longer-term therapeutic settings; it takes strong, resourceful, compassionate, and resilient people to work as art therapists in this setting; art interventions ranged from free choice activities to very structured craft activities; no prevalent theory about working with children emerged. It is concluded that semi-structured art interventions work well with this population, but more reliable research and planning is needed on working with children after a disaster.
... Natural disasters like earthquakes, hurricanes, and fires are current events experienced globally. Added to these catastrophes are human-made disasters like war, terrorism, forced relocation and ethnic conflicts (Orr, 2007). Generally, children are affected most as their lives totally depend on adults. ...
... This negative impact "has a ripple effect, tearing through families, schools, and the greater community" (Fearon, 2018, p. 4), possibly producing the "intergenerational cycle of domestic violence" (Holt, Buckley, & Whelan, 2008, p. 802). Unresolved trauma needs early intervention as children's life-long wellbeing is at risk (Anda et al., 2006Briggs, 2012Guedes, Bott, Garcia-Moreno, & Colombini, 2016;Malchiodi, 2012;Kapitan, 2014;Orr, 2007;Perry & Szalavitz, 2017;Rubin, 1984;Supin, 2016). ...
... This might result in lifelong problems affecting intellect and somatic development (Anda et al., 2006;Malchiodi, 2012). Interventions are necessary (Auer, n. d.;Cozolino, 2005;Malchiodi, 2012;Orr, 2007;Rubin, 1984;St Thomas & Johnson, 2007) as further in life the traumatic experience can result in mental health conditions like depression and anxiety, negative risk taking, suicidal intent or can develop into post-traumatic stress disorder (PTSD), continuously replicating the body's reaction to threat (Cozolino, 2005). Intrusive memories can occur when "traumatic experiences break into consciousness and are experienced as happening in the present" (Cozolino, 2005, p. 25). ...
The process of creating art seems to be a healing as much as an expressive practice for children. Not only are art activities recognized as a necessity for children’s cognitive development, but also as a voice to express the trauma of their distressing experiences. The following article is based on art making as an effective trauma intervention therapy, adding to previous knowledge of childhood trauma and liminality for teachers and health community services. In our diverse, fast changing, challenging times, we need to encourage reflecting and utilising social justice in professionalism to achieve lasting changes in society. Therefore, the authors investigated the concept of “liminality” (a phase of change, transition and transformation) as a framework for understanding how the process of art making soothes “childhood trauma.” Recent research has revealed that the beneficial effects of drawing are due to children entering a time and phase of liminality. Emotions and states such as despair, depression and fear, accompanied by intuitive knowledge, memory, resilience and wellness might be experienced. This leads to an integrative process: while children are drawing, they are completely engaged in a non-verbal activity which needs their total involvement, concentration, imagination and creativity. The healing effect of drawing while in the flow, which helps children with trauma, has been translated from research findings into a poem. This unique contribution to the literature on art therapy’s transformative effects summarizes the results of the above study.
... Children and young people might experience loss of security, safety and predictability (Betancourt and Kahn, 2008;Gordon, 2002;McDermott & Palmer, 2002). They might feel guilty, helpless, vulnerable or without hope (Betancourt and Kahn, 2008;Orr, 2007). They might experience nightmares, bedwetting or clinginess (Prinstein et al., 1996). ...
... They might experience nightmares, bedwetting or clinginess (Prinstein et al., 1996). They might exhibit behavioural changes, such as withdrawal, depression, anxiety, irritability, hyperactivity, poor impulse control or heightened aggression (Bonanno et al., 2010;Cahill et al., 2010;Orr, 2007, Prinstein et al., 1996. ...
... Using the arts as a form of emotional processing is increasingly recognised as a useful treatment to help children and young people suffering from mild trauma (Gordon, 2002;Orr, 2007;Prinstein et al., 1996). The arts have proved to be a useful tool in reducing trauma symptoms across different types of events and in enabling children and young people to begin to process and absorb these experiences in a way that helps restore their emotional equilibrium (Mutch, 2013a;Mutch & Gawith, 2014;Latai & McDonald, 2016Gibbs et al, 2013;Orr, 2007). ...
Schools regularly find themselves dealing with the aftermath of family, community and national tragedies. In this article, two university-based educators share their experiences of working with schools to engage children in arts-based activities to support the processing of the traumatic events they endured. In both cases, children in local schools had been traumatised by natural disasters and needed support to enable them to make sense of what had happened and to begin to absorb these events into their own personal histories.
The article summarises the relevant literature on the importance of post-traumatic processing and the use of arts-based methods for this purpose. The two case studies, one from the 2010–2011 New Zealand earthquakes and the other from the 2009 Samoan tsunami, are described separately before common themes are drawn from both cases. The joint findings are discussed using a framework that brings arts-based interventions and post-trauma processing together. The article concludes with the lessons learned from these experiences that might have broader applicability in other pastoral care contexts.
... Emotions, feelings, and perceptions, which constitute the memory of the traumatic event, assume the form of a "corps étranger (…) qui menace le système dans son ensemble" [3], as they may suddenly break through the consciousness in the forms of nightmares, flashbacks, hallucinations, and unconscious trauma reenactments [4,5]. The segregation of the traumatic memory out of the consciousness and its threatening nature block the process of symbolization, as cognition linking affects may lead to re-experiencing the trauma [2,6]. Crocq [7] has defined the main effect of a psychological trauma as a "trou noir où un panne psychique par défaut de parole et de pensée." ...
... -Provide a means of communication by which the child can express grief, loss, feelings, perceptions, thoughts, and memories linked to traumatic events and, as a result, succeed in bridging language barriers [6,43,44]. ...
... -Present a way for children to become active participants in their own healing process and to see themselves as "survivors," rather than "victims" [6,45] -Bring to the surface, through the employing of drawings, issues relevant to treatment and accelerate, as a result, the capacity of helping professionals to intervene and assist traumatized children [26]. Furthermore, drawing is considered a useful tool in trauma debriefing as it provides sensory-based methods, which have been proved to be helpful in disclosure and crisis resolution [46][47][48]. ...
Expressive therapies are considered effective intervention modalities with children who have experienced traumatic events such as natural disasters. Particularly, drawing consent to trauma affected children to convey the complexity of traumatic feelings by giving them a shape and a sense. But the efficacy of art therapies with children exposed to natural disasters, has not been research proved. This chapter present an exploratory and pilot study on the use of the specific technique “Test de trois dessins: avant, pendant et avenir” (Three Pictures Test: Past, Present, and Future), which may accomplish the double function of diagnostic instrument, for detecting the presence of psychological trauma, and therapeutic technique, for facilitating recovery from psychological distress, with children exposed to natural disasters. The graphic tool has been employed with children victims of the Italian earthquake which affected the region of Abruzzi, on the 6th April 2009. The case studies analysis illustrates the efficacy of the test in both detecting the presence and the extent of the psychological trauma, and in enhancing the trauma recovery process. Further researches need to be done in order to validate the use of the “Three Pictures Test: Past, Present, and Future” as a validated technique with children experiencing disasters.
... Bu sonuca göre de katılımcıların "sizler bize ilaç gibi geldiniz", sizi tekrardan görmeyi çok isterim" gibi sözler ile kaygı ve endişe düzeylerinin azaldığı bunun yanında iletişim kurmanın başlaması ve artmasıyla eğitimin olumlu yönde fayda sağladığı düşünülmektedir. Böylelikle katılımcıların olumlu duygu ve davranışlarına odaklanarak olumsuz davranış ve duygularını daha az gösterdiği görülmüştür (Orr, 2007). 11-15 yaş grubunun bu felaketten daha çok etkilenmesine rağmen bir süre sonra evlerine dönmek istediklerini, göç ettikleri yerde yaşamak istemediklerini ifade ederken 6-10 yaş grubunun böyle bir isteği olmadığı görülmüştür. ...
... Yaşanan felaket sonrasında çocukların yanında ebeveynlerinde korkuları, göç etmelerinden kaynaklı sınırlı ortamlar ve öncelik temel ihtiyaçlar gibi durumlardan bu tarz etkinliklerin çok yaşanmaması da çocukların şikâyetleri ile bağlantılı olduğunu düşündürmektedir. Günümüzde çocuklar adına sanata daha çok ihtiyaç olduğu kaçınılmaz bir gerçektir (Ayaydın, 2017). Bunun nedenlerinden birisi ise karşılaşılan kötü olaylar sonucu mutsuz duygular ve zihin arasında bağlantı kurarken meydana gelen doğal savunmaları aşabilmenin yolu olduğudur (Orr, 2007). Bu anlamda yapılan çalışmada katılımcıların ruh hallerine zarar vermeden dışavurumcu sanat terapi yöntemiyle problemin kaynağına inilerek çalışma gerçekleştirilmiştir. ...
... Þó að flestir rannsakendur telji að þörf sé á frekari rannsóknum á listmeðferð fyrir fólk sem orðið hefur fyrir áföllum (Orr, 2007;Schouten, de Niet, Knipscheer, Kleber og Hutschemaekers, 2015; van Westrhenen og Fritz, 2014) hafa allnokkrir bent á að listmeðferð sé áhrifarík meðferðaraðferð fyrir börn (Eaton o.fl., 2007;Orr, 2007;Ottarsdottir, 2005 Sumir listmeðferðarfraeðingar hafa haldið því fram að áfallaminningar séu geymdar án orða (Gantt og Tinnin, 2009;Hass-Cohen, Clyde Findlay, Carr og Vanderlan, 2014;Langer, 2011;Pifalo, 2007;Talwar, 2007). Einnig er því almennt haldið fram í listmeðferðarfraeðum að áföll geti rifjast upp við listsköpun (Appleton, 2001;Campbell, Decker, Kruk og Deaver, 2016;Gantt og Tinnin, 2009;Johnson, 1999;Kozlowska og Hanney, 2001;Malchiodi, 1998;Pifalo, 2007;Talwar, 2007). ...
... Þó að flestir rannsakendur telji að þörf sé á frekari rannsóknum á listmeðferð fyrir fólk sem orðið hefur fyrir áföllum (Orr, 2007;Schouten, de Niet, Knipscheer, Kleber og Hutschemaekers, 2015; van Westrhenen og Fritz, 2014) hafa allnokkrir bent á að listmeðferð sé áhrifarík meðferðaraðferð fyrir börn (Eaton o.fl., 2007;Orr, 2007;Ottarsdottir, 2005 Sumir listmeðferðarfraeðingar hafa haldið því fram að áfallaminningar séu geymdar án orða (Gantt og Tinnin, 2009;Hass-Cohen, Clyde Findlay, Carr og Vanderlan, 2014;Langer, 2011;Pifalo, 2007;Talwar, 2007). Einnig er því almennt haldið fram í listmeðferðarfraeðum að áföll geti rifjast upp við listsköpun (Appleton, 2001;Campbell, Decker, Kruk og Deaver, 2016;Gantt og Tinnin, 2009;Johnson, 1999;Kozlowska og Hanney, 2001;Malchiodi, 1998;Pifalo, 2007;Talwar, 2007). ...
Gerður var samanburður á því hversu vel 134 þátttakendur í megindlegri rannsókn mundu teiknuð og skrifuð orð. Níu vikum eftir að þátttakendurnir lögðu orðin á minnið mundu þeir að jafnaði fimmfalt fleiri teiknuð orð en skrifuð. Enginn munur var á því hversu mörg orð þátttakendurnir mundu þegar þau voru rifjuð upp strax eftir að þau voru teiknuð eða skrifuð. Einnig var framkvæmd eigindleg tilviksrannsókn sem sýndi hvernig minnisteikning getur auðveldað nám. Minnisteikningin og meðferðarferlið gaf vísbendingar um að viðkvæmar tilfinningar gætu komið upp á yfirborðið í teikniferlinu og að mögulegt væri að vinna úr þeim í gegnum slíka teikningu. Kenningar og aðferðir listmeðferðar reyndust mikilvægar við að skilja og útskýra hvernig minnisteikning hefur áhrif á úrvinnslu tilfinninga og hjálpar fólki að muna námsefni. Einnig reyndist mikilvægt að hafa umgjörð listmeðferðar til hliðsjónar þegar siðferðisleg mörk fyrir minnisteikningaraðferðina voru ígrunduð með það að markmiði að skapa öruggt rými fyrir nemendur og skjólstæðinga sem búa til minnisteikningar í meðferð eða námi.
... Nonostante la maggior parte dei ricercatori sostengano la necessità di ulteriori studi di arteterapia su individui traumatizzati (Orr, 2007;Schouten, de Niet, Knipscheer, Kleber & Hutschemaekers, 2015;van Westrhenen & Fritz, 2014), un numero considerevole di ricercatori ha indicato nell'arteterapia un metodo efficace nei bambini (Eaton et al., 2007;Orr, 2007;Ottarsdottir, 2005;Schouten et Alcuni arteterapeuti hanno sostenuto che i ricordi traumatici sono immagazzinati in modo non verbale (Gantt & Tinnin, 2009;Hass-Cohen, Clyde Findlay, Carr & Vanderlan, 2014;Langer, 2011;Pifalo, 2007;Talwar, 2007). Nella letteratura relativa all'arteterapia esiste un consenso generale sul fatto che l'arte sia un mezzo attraverso cui le esperienze traumatiche possano essere rievocate (Appleton, 2001;Campbell, Decker, Kruk & Deaver, 2016;Gantt & Tinnin, 2009;Johnson, 1999;Kozlowska & Hanney, 2001;Malchiodi, 1998;Pifalo, 2007;Talwar, 2007). ...
... Nonostante la maggior parte dei ricercatori sostengano la necessità di ulteriori studi di arteterapia su individui traumatizzati (Orr, 2007;Schouten, de Niet, Knipscheer, Kleber & Hutschemaekers, 2015;van Westrhenen & Fritz, 2014), un numero considerevole di ricercatori ha indicato nell'arteterapia un metodo efficace nei bambini (Eaton et al., 2007;Orr, 2007;Ottarsdottir, 2005;Schouten et Alcuni arteterapeuti hanno sostenuto che i ricordi traumatici sono immagazzinati in modo non verbale (Gantt & Tinnin, 2009;Hass-Cohen, Clyde Findlay, Carr & Vanderlan, 2014;Langer, 2011;Pifalo, 2007;Talwar, 2007). Nella letteratura relativa all'arteterapia esiste un consenso generale sul fatto che l'arte sia un mezzo attraverso cui le esperienze traumatiche possano essere rievocate (Appleton, 2001;Campbell, Decker, Kruk & Deaver, 2016;Gantt & Tinnin, 2009;Johnson, 1999;Kozlowska & Hanney, 2001;Malchiodi, 1998;Pifalo, 2007;Talwar, 2007). ...
La memorizzazione tramite disegni e parole è stata oggetto di una ricerca quantitativa in 134 soggetti. Nove settimane dopo la memorizzazione iniziale, la mediana del numero dei disegni ricordati era cinque volte maggiore rispetto alle parole scritte. Subito dopo la memorizzazione iniziale, non c’era nessuna differenza tra il numero dei disegni e delle parole ricordate. Le ricerche qualitative condotte hanno dimostrato come la memorizzazione attraverso il disegno (memory drawing da ora in poi) possa facilitare il processo di apprendimento. Il memory drawing e il procedimento terapeutico hanno rivelato che attraverso questo tipo di disegno può emergere ed essere elaborato del materiale emotivo sensibile. La teoria e i metodi dell’arteterapia si sono rivelati importanti per comprendere come il memory drawing contribusica all’elaborazione delle emozioni e faciliti il processo di apprendimento. L’impostazione arteterapeutica è importante per considerare l’etica e i confini del memory drawing e per creare un ambiente sicuro per gli studenti e i pazienti che lo utilizzano durante il processo educativo o terapeutico.
... Existing literature has discussed the potential of arts to depict and excavate stress, enhance resilience [12,[19][20][21][22], and situate phenomenological experience within specific contexts [14,23]. Art enables depiction of how stress emerges from society into the individual, and this understanding constitutes the first step in addressing it [10,11,14]. ...
... Arts-based methods enable access and organization of embodied images of stress, and the ignition of new perceptions and creativity towards managing that stress [13]. The arts can re-ignite creative ways of addressing old problems with new perceptions [19,22,25,26]. Images contain content that is intensely relevant to the individual, and the details enable further elaboration of meanings and access to how concrete subjective experiences can be transformed [21,23,[27][28][29]. ...
Community crises require the provision of short-term reflective intervention methods to help service users identify stressors, and access and intensify their adaptive coping. Here, we demonstrate the use of a single-session online cognitive behavioral- and art-based (CB-ART) intervention within the context of the COVID-19 pandemic. In this method, the individual draws three images: his/her COVID-19-related stress, his/her perceived resources, and an integration of stress and resources. This method provided a reflective space in which individuals could identify their experienced stressors, acknowledge their coping resources, and integrate these two elements within the context of the current pandemic. In this article, we use illustrative examples from a study implemented during the first national lockdown in Israel and present a tool that can be easily implemented by mental-health professionals in ongoing community crises. The aims of this intervention were to co-create knowledge with service users, access their self-defined needs and strengths, and enhance their coping by enabling them to view stress and coping as part of the salutogenic continuum.
... For years, social workers and artists have been considering the diverse settings in which community collaborations can occur, giving voice to marginalised populations (Heise and Macgillivray, 2011). Several artsbased programmes have focused on healing following traumatic events, including after terrorist attacks (Bleiker, 2006), natural disasters (Orr, 2007) and life-altering medical diagnoses (Wexler, 2004). Despite the need for arts-based programming in shelters and ancillary service providers, the research on arts-based programming with individuals experiencing homelessness is limited. ...
... I consider it "this place"' (* Iliya, 2011, p. 21). Orr (2007) finds that art therapy facilitates a changing mindset from victim to survivor. These studies demonstrate a similar paradigm shift. ...
Homelessness is a global phenomenon that contributes to and exacerbates social exclusion and marginalisation. The objective of this study is to generate a rich description of the experience of participating in arts-based programming as told by adults experiencing homelessness using a qualitative interpretive meta-synthesis. The synthesis includes eight studies, using direct quotes provided by fifty-three individuals in Canada, the USA and Australia. Synthesis of the eight studies results in three themes that describe the experience of participating in arts-based programming across geographic locations and art mediums: ‘arts as healing’, ‘arts as advocacy’ and ‘arts as self-empowerment’. While social workers, homelessness service providers, arts-based educators and researchers may be intuitively aware of the power of the arts, the synergistic findings of these eight articles indicate its influence among marginally housed populations. Implications and opportunities for future research are discussed.
... For years, social workers and artists have been considering the diverse settings in which community collaborations can occur, giving voice to marginalised populations (Heise and Macgillivray, 2011). Several artsbased programmes have focused on healing following traumatic events, including after terrorist attacks (Bleiker, 2006), natural disasters (Orr, 2007) and life-altering medical diagnoses (Wexler, 2004). Despite the need for arts-based programming in shelters and ancillary service providers, the research on arts-based programming with individuals experiencing homelessness is limited. ...
... I consider it "this place"' (* Iliya, 2011, p. 21). Orr (2007) finds that art therapy facilitates a changing mindset from victim to survivor. These studies demonstrate a similar paradigm shift. ...
Homelessness is a global phenomenon that contributes to and exacerbates social exclusion and marginalisation. The objective of this study is to generate a rich description of the experience of participating in arts-based programming as told by adults experiencing homelessness using a qualitative interpretive meta-synthesis. The synthesis includes eight studies, using direct quotes provided by fifty-three individuals in Canada, the USA and Australia. Synthesis of the eight studies results in three themes that describe the experience of participating in arts-based programming across geographic locations and art mediums: 'arts as healing', 'arts as advocacy' and 'arts as self-empowerment'. While social workers, homelessness service providers, arts-based educators and researchers may be intuitively aware of the power of the arts, the syn-ergistic findings of these eight articles indicate its influence among marginally housed populations. Implications and opportunities for future research are discussed.
... Although, most researchers suggest that further research on art therapy for traumatised people is needed (Orr, 2007;Schouten, de Niet, Knipscheer, Kleber, & Hutschemaekers, 2015;van Westrhenen & Fritz, 2014), quite a few researches have indicated that art therapy is an effective treatment method for traumatized children (Eaton et al., 2007;Orr, 2007;Ottarsdottir, 2005;Schouten et al., 2015;Ugurlu, Akca, & Acarturk, 2016), adolescence (Rowe et al., 2017) and adults (Gantt & Tinnin, 2007). ...
... Although, most researchers suggest that further research on art therapy for traumatised people is needed (Orr, 2007;Schouten, de Niet, Knipscheer, Kleber, & Hutschemaekers, 2015;van Westrhenen & Fritz, 2014), quite a few researches have indicated that art therapy is an effective treatment method for traumatized children (Eaton et al., 2007;Orr, 2007;Ottarsdottir, 2005;Schouten et al., 2015;Ugurlu, Akca, & Acarturk, 2016), adolescence (Rowe et al., 2017) and adults (Gantt & Tinnin, 2007). ...
Memory of drawings and words were compared for 134 subjects in a quantitative research. Nine weeks after the initial encoding the median amount of recalled drawings was five times higher, than for written words. There was no difference between memorised drawings and words when recalling took place right after encoding. Qualitative case studies were also conducted which demonstrated the way in which memory drawing can facilitate coursework learning. The memory drawing and the therapeutic process indicated that sensitive emotional material can be brought up and processed through such drawings. Art therapy theories and methods were found to be important in terms of memory drawing in order to explore, understand and explain the function of memory drawing for processing emotions and facilitating memory of coursework. An art therapy framework was also found to be important for considering the ethics and drawing boundaries for the memory drawing method in order to create safe spaces for students and clients who engage in creating memory drawings within therapy or education.
... There is a paucity of research on long-term art therapy programming in emergency settings (Orr, 2007), though art therapy research highlights a significant effect on behaviors and trauma symptoms when individuals receive long-term care (Siayton et al., 2010). It is our recommendation that a long-term evaluation framework is created for future programs, with a focus on researching lasting impacts. ...
... While further research is needed to show a more in-depth picture of the impact of expressive art therapy techniques in emergency settings like the Ebola epidemic, a growing number of reports are showing the effects of expressive art therapy on reducing trauma stress symptoms (Orr, 2007). The theory states that art and expression provide a portal for children to give meaning to confusion and fear. ...
Background
This paper reviews the efficacy of a community psychosocial arts program focused on building mental health capacity within post-Ebola Liberia. The aim of this paper was to evaluate the outcome effects of two groups using pre- and post-treatment data. We hypothesized that there would be a difference in symptoms pre- and post-treatment, and the longer program would yield more significant results.
Methods
There was a total of 870 child participants. Of 40 sites, 24 were selected for a 5-month treatment (TG1) while the remaining 16 sites received 3 months of treatment (TG2). Paired t tests and a mixed-model analysis of variance (ANOVA) were used to analyse pre- and post-psychological stress symptoms (PSS) for samples from both groups.
Results
Separately, treatment group 1 (TG1) and treatment group 2's (TG2) paired t test yielded significant results ( p < 0.001) for the decrease of PSS. The mixed-model ANOVA found that there were significant differences in total pre- and post-test PSS and a significant difference in PSS means over time.
Conclusions
Results indicated that there was a statistically significant decrease in reported symptoms in both treatment groups pre- to post-intervention and a significant difference in total symptoms over time. However, the findings do not indicate that the longer programming was statistically different compared to the shorter programming. The study presented had gaps in data, largely due to limits in research during the crisis. However, this paper provides a unique case study for challenges that can be faced for project evaluation in emergency settings.
... Child-centered play therapy has been found to be an effective tool to combat these negative effects of childhood trauma (Gonzalez & Bell, 2016). While children typically store trauma memories deep in their subconscious brain (Orr, 2007), the action of engaging in expressive art activities activates complex brain connections between the left and right side of the brain, which facilitates healing (Kaplan, 2000). Due to a child's limited vocabulary, art, play, and movement can help children communicate through expression, explore their grief and trauma, and explore their healing process (Coholic, Eys, & Lougheed, 2012;Orr, 2007). ...
... While children typically store trauma memories deep in their subconscious brain (Orr, 2007), the action of engaging in expressive art activities activates complex brain connections between the left and right side of the brain, which facilitates healing (Kaplan, 2000). Due to a child's limited vocabulary, art, play, and movement can help children communicate through expression, explore their grief and trauma, and explore their healing process (Coholic, Eys, & Lougheed, 2012;Orr, 2007). Ebola caused such severe trauma experiences words could not do it all justice. ...
From 2014 to 2015, Liberia experienced the largest Ebola epidemic in world history. The impact of this disease was not only physical; it created fear, loss, and trauma throughout the country. This article will describe the process of three phases of a community-based psychosocial expressive arts program, which used theory from the fields of expressive arts therapy to build mental health capacity during and after the epidemic. This article will highlight the background of Ebola virus disease and the Ebola virus disease epidemic, provide an overview of current theory and research for expressive arts therapy and the impact of trauma, describe the process of how the program developed and was implemented, the process of partnering with the community, program components, the two pilot programs, and the large-scale community program. We performed a mixed-methods analysis of the large-scale program's activity data to evaluate the impact. The results highlight a positive response from the participating children and facilitators. The authors discuss the findings from the results, best practices, and limitations. Additionally, the authors discuss implications and considerations for future programming.
... While children are channelling their energy, threatening thoughts, and feelings into a positive task (Orr, 2007), careful facilitation can enable them to explore, process, and move on from the traumatic event (Mutch & Latai, 2019). Music, dance, and other arts therapists have developed innovative ways to enable children living in traumatised communities to experience the nurture and care that is needed to booster their resilience. ...
Mauri Tui Tuia is a professional development programme established by the first and second authors who are a Registered Arts and Dance Movement Therapist and a Registered Music Therapist respectively. Mauri Tui Tuia seeks to empower educators to develop a kete of tools to support children in building resilience and maintaining wellbeing, through the medium of trauma-informed music and dance movement therapies. In this paper we discuss the theories that underpin the mahi (work) and give a broad overview of some of the ways our unique collaborative practices can potentially provide sustainable support for our communities in the wake of traumatic events, including the Covid-19 pandemic.
... Seminal models of open studio art therapy were created by founders such as Pat Allen [30] and Timm-Bottos [31], and more recent social action frames further articulate the needs to which these models respond [32]. Community initiatives have grown in recent years as they seek to enhance the wellbeing of people living with disabilities [33], support processing grief [34] in psychiatric hospitals [35], for refugees, unhoused and displaced individuals, and survivors of domestic violence in shelters [36,37], or undertake an intensive intervention after disasters [38,39] Children and adolescents are of course part of the communities that are served by these art therapy approaches and seem to greatly benefit from the intergenerational and social opportunities that they bring. In the last couple of years, due to the COVID-19 closures and a necessary shift to Telehealth, some programs started offering online open studios that serve children as well [40]. ...
This paper explores the current theoretical frames of working with children and adolescents, considers the socio-political and developmental considerations for art therapy practice within settings, and systems in which children are embedded. An illustration of the use of art materials, processes, and products for children and adolescents based on an art therapist’s clinical experience in school settings, mental health hospital, adolescents’ clinic, and private practice then follows.
... Istnieje również bogata literatura wskazująca korzyści płynące z działań twórczych w niesieniu pomocy w przypadkach wystąpienia stresu pourazowego (PTSD; Ahmed, Siddiqi, 2006;Orr, 2007). Na przykład rysowanie może zmniejszać ogólne skutki traumatycznego wydarzenia i redukować objawy PTSD, takie jak: symptomy lękowe, depresyjne czy bólowe, poprawia rozumienie i nadawanie znaczenia trudnemu wydarzeniu oraz funkcjonowanie społeczne (Hass- Cohen, Bokoch, Findlay, Witting, 2018;Spiegel, Malchiodi, Backos, Collie, 2006;Thomson, Jaque, 2016). ...
Książka zawiera przegląd badań na temat znaczenia twórczości dla kształtowania, utrzymywania oraz powracania do zdrowia oraz dobrostanu. Ukazuje również model wyjaśniający mechanizm „prozdrowotnego” oddziaływania twórczości, na podstawie dotychczasowych ustaleń teoretycznych oraz najnowszych wyników badań empirycznych. Dla uzyskania pełnego obrazu tego zjawiska uwzględnione zostały zarówno procesy pozytywnie oddziałujące na zdrowie, jak i czynniki ryzyka towarzyszące twórczości, które mogą być dla niego pewnym zagrożeniem. Ukazane zostały także najważniejsze kierunki rozwoju i wyzwania w zakresie badań naukowych i praktyki w obszarze związków między twórczością a funkcjonowaniem zdrowotnym.
... For all the above reasons, the adoption of drawings has been a common methodological procedure in previous studies investigating the traumatic impact on children of events such as earthquakes or wars, with the double valence of a diagnostic and a therapeutic tool (Malchiodi, 2001(Malchiodi, , 2008Romano, 2009Romano, , 2010. Regarding the graphical tool, it has already been repeatedly used in taking care of children victims of natural disasters (Malchiodi, 2001(Malchiodi, , 2008Crocq et al., 2005;Eaton, 2007;Orr, 2007), as it allows to express emotions and events that were too painful to be told, in a structured way. The expression of feelings and thoughts through the graphic object is less explicit and therefore less threatening than the real word (Steele et al., 1995;Malchiodi, 1997). ...
The COVID-19 pandemic and the measures to face it have placed children and their caregivers in front of many challenges that could represent sources of stress. This work aims to explore the point of view of children through drawing, as a spontaneous means of expression, relating it to parents’ perceptions of children’s difficulties, strengths, and mentalization skills. The sample consists of 18 children (mean age = 8.22, SD = 1.79). Parents were asked to complete: a socio-demographic questionnaire with information on the impact of COVID-19 on the family, the Strengths and Difficulties Questionnaire, and the Everyday Mindreading Scale. Children were asked to draw three moments: “Before” the pandemic, “During” the lockdown, and “After,” when the COVID-19 will be passed. The drawings were coded by constructing a content and expressive analysis grid, adapting coding systems found in the literature. Data were collected at the beginning of the summer of 2020, just after the first lockdown period (from March to May 2020 in Italy). The results of the present work are in line with previous studies that reported experiences of wellbeing and tranquility of children in time spent at home with family during the pandemic. From the drawings emerges that children feel sufficiently able to master the situation, as reflected by including themselves in drawings and providing many details of the house in “During” drawings. The literature also reports a feeling of sadness/loneliness caused by the lack of friends, an element that we also find in the tendency to represent friends significantly more in the drawings concerning the future. Some contents of drawings (inclusion of friends, relatives, and parents) appeared associated with emotional, interpersonal, and mentalizing abilities of children, as perceived by parents. Exploring children’s representations of a stressful event like the pandemic through drawings allows to focus both on their difficulties and on their resources, with useful implications for the educational support.
... Numerous studies have documented the value of artbased interventions with survivors of natural disasters and have analysed the ethical and cross-cultural considerations these entail (Hass-Cohen, Clyde Findlay, Carr, & Vanderlan, 2014;Hollingsbee, 2019;Kapitan, 2015;Malchiodi, 2008;Orr, 2007;Potash & Kalmanowitz, 2012;Talwar, 2007). Art therapists involved in international relief work often state that it is crucial to balance the urgent need for assistance with ethical attunement to the local community and its specific responses to trauma (Kapitan, 2015;Potash et al., 2017). ...
This study focuses on an arts-based mental health and psychosocial support (MHPSS) intervention in the form of TOT (training of trainers) conducted under the auspices of IsraAID in the aftermath of the Yolanda typhoon in the Philippines in 2013. Interviews were conducted with 10 female education and healthcare professionals, who also made drawings of their experiences. The goal was to better understand how they evaluated the training program, both for themselves and their communities. Analysis of the interviews and drawings, based on the principles of Consensual Qualitative Research (CQR), identified three main domains: (1) Supportive and inhibiting factors for participants in the training course; (2) Supportive and inhibiting factors with respect to the participants’ implementation of the training goals in their local communities; (3) Perceptions of the benefits of the training program for the participants and their communities. The discussion centers on the value of the creative process, the importance of the group in the training course and in the context of multiculturalism, and the impact these factors in interventions applying the TOT model.
... The unstructured nature of the therapy, which depends on the client's pace, the therapist's skills, and the severity of symptoms, are challenges in conducting controlled experimental research into the effectiveness of these therapeutic approaches. The scientific research which can be found dealing with this subject consists of review articles (68)(69)(70), case studies (71)(72)(73), and research into the effectiveness of specific forms of art therapy with small groups of children exposed to traumatic experiences (8,(74)(75). There is very little research dealing with an examination of the theoretical basis for using art therapy with children and adolescents exposed to traumatic experiences (71,76). ...
This article is theoretical in nature and sets out to explore how creative art therapies create useful intervention and therapeutic approaches for working with children and adolescents. Creative art therapy is an approach in the treatment of child trauma widely used by art therapists as well as psychologists and counsellors. Published articles and books that focus exclusively on the use of creative art therapies for treating children who have experienced a traumatic event were included in this review. An overview of the unique characteristics and potential difficulties of treating children and adolescent who have been exposed to traumatic experiences with individual and group creative art therapies is presented. Finally, the article provides an overview of the effectiveness of creative art therapies in working with children and adolescents who have experienced trauma. Conclusion − The research, albeit few in number and methodologically limited, shows that expressive creative therapies help children and adolescents express their traumatic experiences in a safe way and gives them the skills and hope they need to enjoy life to the fullest despite their traumatic experience. Several methodological issues are discussed and suggestions for future research are provided in this review.
... In the context of war, AT provides soldiers with an opportunity to explore their experiences, thoughts, and feelings through a nonverbal way [131]. The trauma children experience after a disaster can be treated with semi-structured artistic interventions [132]. Moreover, AT helps displaced people with strengthening their connection with society [128]. ...
Considering the physical, and psychological impacts and challenges brought about the coronavirus disease 2019 (COVID-19), art therapy (AT) provides opportunities to promote human health and well-being. There are few systematic analysis studies in the fields of AT, which can provide content and direction for the potential value and impact of AT. Therefore, this paper aims to critically analyze the published work in the field of AT from the perspective of promoting health and well-being, and provides insights into current research status, hotspots, limitations, and future development trends of AT. This paper adopts a mixed method of quantitative and qualitative analysis including bibliometric analysis and keyword co-occurrence analysis. The results indicate that: (1) the current studies on AT are mostly related to research and therapeutic methods, types of AT, research populations and diseases, and evaluation of therapeutic effect of AT. The research method of AT mainly adopts qualitative research, among which creative arts therapy and group AT are common types of AT, and its main research populations are children, veterans, and adolescents. AT-aided diseases are trauma, depression, psychosis, dementia, and cancer. In addition, the therapeutic methods are mainly related to psychotherapy, drama, music, and dance/movement. Further, computer systems are an important evaluation tool in the research of AT; (2) the future development trend of AT-aided health and well-being based on research hotspots, could be focused on children, schizophrenia, well-being, mental health, palliative care, veterans, and the elderly within the context of addressing COVID-19 challenges; and (3) future AT-aided health and well-being could pay more attention to innovate and integrate the therapeutic methods of behavior, movement, and technology, such as virtual reality and remote supervision.
... For this reason, it is difficult to get a thorough picture of how drawing the setting in which they carry out their daily life is used with children living in difficult circumstances. Therefore, more reliable research and planning is needed, as Orr (2007) concludes in his review. ...
Drawing is a highly participatory mode of communication, particularly suited to allowing children to express their knowledge and ideas about various aspects of reality. It is necessary to ascertain whether children are able to master drawing sufficiently to place it at the service of their representational intentions, and whether they possess the pictorial flexibility needed to articulate and differentiate their graphic representations. The presence and development of this important cognitive-symbolic ability are investigated. This exploratory study aimed to investigate, in children living in socioeconomic and cultural disadvantaged conditions, (1) the emergence and development of the pictorial flexibility needed to effectively represent and differentiate the building in which they live from the building in which they wish they lived; and (2) the patterns in the number and quality of pictorial differentiation strategies adopted for representational purposes. Two-hundred 8-to-12-year-old Brazilian children living in a favela were asked to produce two specific thematic drawings, representing their real house vs. their desired house. The children's pictorial representations were coded according to their communicative efficacy (allowing the viewer to distinguish, in each pair of drawings, between the real house and the one desired by the drawer) and according to the number and type of pictorial strategies used to diversify the two types of buildings. The children were had sufficient representational flexibility to effectively perform a pictorial differentiation task, and express their point of view on the environment in which they live, and imagine alternative scenarios, adopting a variety of painting strategies. Drawing, prompted with a contrastive task, has proven to be effective in allowing even disadvantaged children to differentiate their real and desired urban environments. Children's pictorial flexibility manifests itself through a wide range of strategies, varying in number and quality according to the age of the artists. As such, its use can be encouraged by educational interventions aimed at broadening the expressive potential of children, and as a tool for fostering resilience.
... The art materials used included pencils, crayons, colored pens, colored pencils, 4B pencils, watercolor, India ink, markers, pastels, oily clay, salt, magazines, erasers, glue, scissors, various sizes of drawing paper (A2, A3, A4 size), wire, and items that could be decorated. Orr [32] suggests that painting can help participants talk safely about difficult experiences because it can be easily controlled, and the use of watercolors is useful for improving emotional expression because of its fluid properties. The activities that were performed were mostly facilitated, and the instructor waited for the participants to complete the work. ...
This study examined the effects of group art therapy on depression, burden, and self-efficacy in primary family caregivers of patients with brain injuries. This was a quasi-experimental, nonequivalent control group and a pre- and post-test design. This study was carried out in one national rehabilitation hospital targeting 41 primary family caregivers of patients with brain injuries. Group art therapy intervention was carried out three days per week comprising 12 sessions over four consecutive weeks. The experimental group (n = 20) received group art therapy, whereas the control group (n = 21) did not. We used a time difference method to minimize the risk of contaminating the control group by sampling sequentially. For depression, although there was a significant difference after the intervention (t = 3.296, p = 0.004), the mean difference score was not statistically significant between the experimental group and the control group (t = 0.861, p = 0.395). The experimental group showed a significantly greater decrease in burden (t = 2.462, p = 0.020) and significantly greater improvement in self-efficacy (t = −6.270, p < 0.001) than the control group. Group art therapy may be an effective nursing intervention for primary family caregivers of patients with brain injuries.
... The art materials used included pencils, crayons, colored pens, colored pencils, 4B pencils, watercolor, India ink, markers, pastels, oily clay, salt, magazines, erasers, glue, scissors, various sizes of drawing paper (A2, A3, A4 size), wire, and items that could be decorated. Orr [32] suggests that painting can help participants talk safely about difficult experiences because they can be easily controlled, and the use of watercolors is useful for improving emotional expression because of its fluid properties. The activities that were performed were mostly available, and the instructor waited for the participants to complete the work. ...
This study examined the effects of group art therapy on depression, burden, and self-efficacy in primary family caregivers of patients with brain injuries. This was a quasi-experimental, nonequivalent control group and a pre- and post-test design. This study was carried out in one national rehabilitation hospital targeting 41 primary family caregivers of patients with brain injuries. Group art therapy intervention was carried out three days per week for 12 times over four consecutive weeks. The experimental group (n = 20) received group art therapy, whereas the control group (n = 21) did not. We used a time difference method to minimize the risk of contaminating the control group by sampling sequentially. The experimental group showed a significantly greater decrease in burden (t = 2.462, p = 0.020) and significantly greater improvement in self-efficacy (t = −6.270, p < 0.001) than the control group. Group art therapy may be an effective nursing intervention for primary family caregivers of patients with brain injuries.
... Given that it is an everyday activity for children in kindergartens and schools, drawing is generally considered an accessible, inclusive, and participatory method of data collection (Mannay, 2016;Green and Denov, 2019). As researchers have increasingly turned to art-based methodologies due to their restorative, therapeutic, and empowering qualities (Orr, 2007;Leavy, 2020), several studies of disasters involving children have used drawings as a data-gathering method to highlight the social consequences of an event. (Fothergill and Peek, 2015) used drawings, together with poems, games, and songs, in a longitudinal ethnographic study that followed the lives of children in the aftermath of Hurricane Katrina. ...
In the aftermath of catastrophes, art based participatory research has proven to be a useful tool for evoking emotions and knowledge in affected children, as well as for informing risk education and recovery psychology practices. Framed by disaster risk reduction and environmental philosophy, this article analyses a sample of drawings produced by schoolchildren aged 6–10 years old affected by the wildfires of October 2017 in the central inland region of Portugal, obtained using a ‘draw and write’ technique. The children’s narratives expressed concerns for their own safety and that of others, as well as concern for ecological damage. Emotional distress was also reported. The verbal statements accompanying the drawings helped the children to express their narratives carefully, allowing them to become active participants in their own process of thinking about the phenomena. We argue that children’s drawings constitute a valuable methodology to access children’s experiences after a disaster, as their visual richness reaches more than humans worlds. We recommend training for professionals, age-appropriate levels of informational support and a children’s disaster intervention model.
... Results indicated that both treatment groups reached significant responses for the decrease of psychological stress symptoms, suggesting the urgent need for psychosocial support programming after a trauma. According to the authors, children who have access to psychosocial support and resources after trauma have a higher potential for recovery and resiliency [30] and reducing trauma stress symptoms [31]. ...
Since the earliest stages of the Corona Virus Disease-19 (COVID-19) spread, the elderly has been identified as the most vulnerable and health authorities have rightly focused on that population. Minor attention was paid to pediatric populations and their emotional reactions. Actually, children and adolescents faced severe anxiety, fear and stress conditions. An efficient management of the pandemic, therefore, must take into account the pediatric population which cannot be neglected as a minor matter compared to the elderly, the economy and health care. Since the lockdown time is over, children and adolescents must recover sociality, return to living in the open air, rediscover playing, free time, aiming for the beauty of their everyday life. In order to mitigate the long-term impact of COVID-19, the key response is the reassuring presence of the adult as 'a secure base'. The current study aimed to collect an overview of the recent references that report evidence on the role of adults in containing pandemic anxiety COVID-19 in pediatric populations, suggesting the need to ensure a reassuring presence of the adult, an effective child-parent communication, a child-friendly day and a long-lasting shared time with parents.
... Art therapists have long used trauma-informed models that center on building resiliency and coping to treat posttraumatic stress reactions (Chilcote, 2007;Decker et al., 2017;Gantt & Tinnin, 2009;Hass-Cohen et al., 2018;Kalmanowitz, 2016;Lee, 2017;Orr, 2007). Resiliency is defined as the ability to deal with a stressful situation and function positively in the face of distressing emotions (Hass-Cohen et al., 2018;Kalmanowitz, 2016). ...
This article describes the significance of an art-based psychosocial intervention with a group of 9 head kindergarten teachers in Japan after the 2011 tsunami, as co-constructed by Japanese therapists and an Israeli arts therapist. Six core themes emerged from the analysis of a group case study: (1) mutual playfulness and joy, (2) rejuvenation and regaining control, (3) containment of a multiplicity of feelings, (4) encouragement of verbal sharing, (5) mutual closeness and support, and (6) the need to support cultural expression. These findings suggest that art making can enable coping with the aftermath of natural disasters. The co-construction underscores the value of integrating the local Japanese culture when implementing Western arts therapy approaches. It is suggested that art-based psychosocial interventions can elicit and nurture coping and resilience in a specific cultural context and that the arts and creativity can serve as a powerful humanistic form of posttraumatic care.
... Numerous studies have documented the value of artbased interventions with survivors of natural disasters and have analysed the ethical and cross-cultural considerations these entail (Hass-Cohen, Clyde Findlay, Carr, & Vanderlan, 2014;Hollingsbee, 2019;Kapitan, 2015;Malchiodi, 2008;Orr, 2007;Potash & Kalmanowitz, 2012;Talwar, 2007). Art therapists involved in international relief work often state that it is crucial to balance the urgent need for assistance with ethical attunement to the local community and its specific responses to trauma (Kapitan, 2015;Potash et al., 2017). ...
Background: This article describes a psychosocial art-based group intervention for professional caregivers in Japan led by Israeli and Japanese mental health professionals, and explores the cross-cultural dilemmas related to this intervention.
Context: The interventions took place from 2012 to 2016 in response to the tsunami and its aftermath. Two case descriptions explore the role of art and the implementation of art therapy in Japanese culture.
Approach: The art-based group interventions were developed in conjunction with local Japanese mental-health professionals and include individual and group artistic expression.
Outcomes: Several dilemmas associated with the cross-cultural encounter emerged. These touch on the ways in which a culture-bound phenomenon such as art can relate to the development of coping methods attuned to Japanese culture.
Conclusions: Although psychosocial art-based interventions may elicit cultural dilemmas as depicted here, joint art-making can function as a societal process that enables the expression of community trauma, and can contribute to building individual and shared resilience.
Implications for research: It is likely that art-based interventions will be needed all over the world. Future studies should continue to identify the dilemmas associated with the adaptation of art-based psychosocial interventions as a function of individual cultures.
Plain-language summary
This article describes a series of psychosocial art-based interventions in Japan led by Israeli and Japanese mental health professionals and funded by IsraAID, an Israeli non-profit organization that works with natural disaster survivors. The interventions took place from 2012 to 2016 in response to the 11 March 2011 earthquake and tsunami, and its aftermath. Local mental health professionals, health workers and educators collaborated with the IsraAID team to build a training programme using the arts, while at the same time providing self-care and support to these professionals who had experienced this disaster. The art-based group interventions methods are presented in vignettes from two groups, which highlight the role of art and the important cross-cultural aspects about these interventions. These case studies show that creating art together can serve a societal function and enable the expression of community trauma, while fostering individual and community resilience. As reflecting on the process, several dilemmas associated with the cross-cultural encounter in these art-based interventions came to the surface. Future researches could examine the participants' experiences in using art in trauma care, in the context of the cross- cultural encounter, by examining the long-term effects of these interventions.
... Consequently, the relevance of the present study is based on the need to continue contributing scientifically to the field of art therapy. Along the same lines, Orr, 2007 in a review of 31 papers and different types of communications regarding the use of art therapy with children after a disaster, concluded that there is a need to develop more reliable research when working with art therapy in disaster contexts [50]. Even though the results of this study focused on art therapy with children, the conclusions can be expanded to the use of art therapy with first response teams. ...
Chile is a country that is constantly affected by natural disasters. In this article we present the results of a qualitative follow-up study with members of the Chilean Red Cross, who led the evacuation of the Pucón area after the Villarrica volcano eruption in 2015. The objectives were: to examine the experience of these volunteers throughout the evacuation; to describe their experience during a psychosocial intervention with art therapy called “Emotional Containment with Emergency Volunteers” to help them release their emotional exhaustion, and to determine the relevance of implementing psychosocial interventions with art therapy during the disaster response stage. First, we describe this art therapy intervention. Second, we present the study that included in-depth group interviews and a workshop called “Reflection on the intervention experiences after the eruption of the Villarrica volcano”, which uses art therapy techniques. The findings showed the importance of implementing psychosocial interventions with volunteers, both during the emergency and after the disaster. In this sense, the art therapy activities used allowed participants to identify and become aware of their physical and emotional levels of personal exhaustion. They also realized the importance of self-care and to take care of the other volunteers on the team. Another finding that is an emerging issue in the humanitarian organizations' work is the potential impact and stress level in volunteers during and after the response phases. Therefore, it is important to evaluate the responsibility of the organizations towards their volunteers for providing rest time, support and spaces for their emotional expression.
... A growing body of literature supports the therapeutic and healing benefits of using works of art to support those who have experienced trauma (Ahmed & Siddiqi, 2006;Huss et al., 2016;McManamey & Sparkes, 2009;Orr, 2007;Wahl-Alexander, 2017). Engaging with and creating art can help to express feelings, promote conversation, use one's imagination, communicate and interact with others. ...
... Standard number of earlier CBTbased interventions have been specifically tested and shown to be effective with the trauma of child sexual abuse (Cohen, Deblinger, & Mannarino, 2005;Deblinger, Mannarino, Cohen, & Steer, 2006;Kirsch, Fegert, Seitz, & Goldbeck, 2011;McDonagh et al., 2005). A variety of delivery methods for CBT based interventionshave been shown to be effective in the management of PTSR including written forms with older children (Saskia Van der, Lucassen, Emmerik, & Emmelkamp, 2009), incorporation of art work (Orr, 2007) or online delivery (Amstadter, Broman-Fulks, Zinzow, Ruggiero, & Cercone, 2009). One form of therapy for child sexual abuse, trauma-focused CBT (TF-CBT) as used with adults, has also been shown to be effective with children who experienced other traumatic events including physical abuse and maltreatment, terrorism, disasters, accidents, exposure to domestic violence, grief or multiple traumas (Allen & Johnson, 2012;Cohen, 2005;Cohen & Mannarino, 2008;Cummings, 2011;Kowalik, Weller, Venter, & Drachman, 2011;Resick, Nishith, & Griffin, 2003). ...
... This project has demonstrated the benefit of artistic interventions for children and adolescents in areas devastated by natural disasters and adds to the findings of other studies (Morabito, Ladakakos, Schreier, & Knudson, 2001;Orr, 2007) highlighting the cathartic effect and the reduction of PTSD among these children. ...
This article forms part of a research project on the subject of resilience and the creative process in Haitian street children and adolescents who have been victims of natural disasters. A creative art group initiative was set up with street children in order to assess their ability to engage in creative activity and the extent to which such an activity could facilitate their reintegration into society, as well as offering an outlet for expressing their reactions to the various traumatic experiences they had undergone. Our working hypothesis was that the development of a relationship between the children, the artists, the workshop facilitators, and also with the context and creative process, could help to initiate a process of personal and cultural expression. It was also thought that the artists and workshop facilitators would provide substitute parental figures, who might act as catalysts in the children’s symbolisation process.
... Johnson & Sullivan-Marx, 2006). In a content analysis, Orr (2007) found that art therapy allows children to who have experienced a disaster to "make sense of their experience, to express grief and loss, and to become active participants in their own process of seeing themselves as survivors rather than victims" (p. 351). ...
Survivors of armed conflict may experience traumatic stress, psychological symptoms, distress, or other behavioral health issues related to the disaster of war. This article outlines the historical background of the Russian-Georgian war, details the implementation of social work in the developing country of Georgia, and describes the training and application of social work knowledge and values using macro and micro examples of interventions that provide Masters of social work students and social workers with tools to address the needs of refugees affected by disaster. Following the macro- and microexamples, pedagogy and implications for social workers and social work students working with victims of trauma with few available resources are discussed.
... Resiliency art works encourage children and attract their attention to the product rather than the process. Thus, they facilitate their reactions and enhance their power of choice (Orr, 2007). Painting is one of the most important factors in the expression of thoughts, opinions, and internal needs. ...
Objective: Self-awareness is the ability to accurately perceive the aspects of our personality,
behavior, emotions, and motivations. It is the foundation of all kinds of emotional restraints.
Moreover, the feeling of having control over everything is associated with improved mental health.
Self-awareness skills are characterized as a set of coping and self-management skills that increase
self-efficacy.
Methods: This semi-experimental randomized controlled study was conducted on 80 individuals
divided into an intervention and a control group. All 80 subjects were selected from 150 eligible
orphaned adolescents under the coverage of Imam Khomeini Relief Foundation. The educational
intervention was conducted through five 120-minute sessions. simple random sampling and were
divided into two groups using balanced block randomization The data were collected using selfawareness
and self-efficacy questionnaires and then were analyzed by SPSS version 19.
Results: The results showed a significant difference between the 2 groups regarding self-efficacy
and self-awareness scores before and then 1 and 6 weeks after the intervention (P<0.001). The
intervention group’s mean(SD) scores of self-awareness were 27.00(2.97), 34.1(2.09), and
34.55(2.04) in the pretest, first posttest (1 week after the intervention), and second posttest (6 weeks
after the intervention), respectively. Also, the intervention group’s mean(SD) scores of self-efficacy
were 126.00(19.56), 164.55(19.56), and 173.66(15.84) in the pretest, first posttest, and second
posttest, respectively.
Conclusion: The findings of this study showed that self-awareness training directly increased selfawareness
skills and self-efficacy. Thus, self-awareness skills training with painting approach is
effective in promoting self-awareness and self-efficacy among adolescents.
... Resiliency art works encourage children and attract their attention to the product rather than the process. Thus, they facilitate their reactions and enhance their power of choice (Orr, 2007 ). Painting is one of the most important factors in the expression of thoughts, opinions, and internal needs. ...
Objective: Self-awareness is the ability to accurately perceive the aspects of our personality, behavior, emotions, and motivations. It is the foundation of all kinds of emotional restraints. Moreover, the feeling of having control over everything is associated with improved mental health. Self-awareness skills are characterized as a set of coping and self-management skills that increase self-efficacy. Methods: This semi-experimental randomized controlled study was conducted on 80 individuals divided into an intervention and a control group. All 80 subjects were selected from 150 eligible orphaned adolescents under the coverage of Imam Khomeini Relief Foundation. The educational intervention was conducted through five 120-minute sessions. simple random sampling and were divided into two groups using balanced block randomization The data were collected using self-awareness and self-efficacy questionnaires and then were analyzed by SPSS version 19. Results: The results showed a significant difference between the 2 groups regarding self-efficacy and self-awareness scores before and then 1 and 6 weeks after the intervention (P<0.001). The intervention group's mean(SD) scores of self-awareness were 27.00(2.97), 34.1(2.09), and 34.55(2.04) in the pretest, first posttest (1 week after the intervention), and second posttest (6 weeks after the intervention), respectively. Also, the intervention group's mean(SD) scores of self-efficacy were 126.00(19.56), 164.55(19.56), and 173.66(15.84) in the pretest, first posttest, and second posttest, respectively. Conclusion: The findings of this study showed that self-awareness training directly increased self-awareness skills and self-efficacy. Thus, self-awareness skills training with painting approach is effective in promoting self-awareness and self-efficacy among adolescents.
... Data from these qualitative and quantitative studies indicate that art therapy could be an effective treatment to address the negative psychosocial consequences of childhood trauma. Similarly, Orr (2007) conducted a review of art therapy with youth who experienced a disaster. Through content analysis, she found that art offered a way for youth to communicate grief and loss and hypothesized that it could be used as a long-term coping resource. ...
Art therapy is a promising form of therapy to address mental health concerns for refugee youth. This article describes the development and implementation of a pilot evaluation of an art therapy program for refugee adolescents from Burma currently living in the United States. Evaluation activities were based on the Centers for Disease Control and Prevention's evaluation framework and implemented through a partnership of art therapists and public health researchers in North Carolina. Findings indicate that evaluation activities were feasible, acceptable, and provided baseline measures of mental health for the adolescents sampled. Through a discussion of evaluation components and results, this pilot evaluation offers an example of how art therapy organizations can integrate program evaluation using existing evaluation frameworks, while engaging stakeholders and building organizational capacity.
... Interventions using arts and play activities, such as photography, mapmaking games, movies, and memorial marches, implemented after disasters can promote the positive psychological development of young disaster survivors (Zeng & Bordeaux Silverstein, 2011), which may in turn decrease their anxiety (Benight & Bandura, 2004;Cohen & Wills, 1995). Engagement in arts and play activities allows children to develop and test new coping behaviors in safe environments and recognize their personal strengths, such as self-efficacy (Bandura, 1997;Kim, Kirchhoff, & Whitsett, 2011;Orr, 2007). In addition, interventions using arts activities have been demonstrated to be effective in promoting the self-reliance and self-concept of young people, which are also psychological constructs related to self-efficacy (Eaton, Doherty, & Widrick, 2007). ...
A year after the earthquake in Sichuan, China, a strength-based arts and play support program was launched to promote the well-being of young survivors, and this study was designed to examine its effectiveness. It was hypothesized that participation in the program would have direct positive effects on general self-efficacy and peer support, and that these would mediate the effect of the program on anxiety. One hundred twelve Grade 4 students joined the study, the measures of which included the General Self-Efficacy Scale, the Classmate Support Scale, and the Generalized Anxiety subscale in the Spence Children’s Anxiety Scale. The results showed that participation in the program was associated with increased general self-efficacy and peer support, which lowered anxiety, although the relationship was not statistically significant. This study has provided insights for the development of a culturally sound arts and play program for young disaster victims in China.
This study was a quasi-experimental design that was aimed at understanding the impact of interactive television-based art therapy for treating post-traumatic stress disorder (PTSD) symptoms among school children who have experienced abduction. Participants took part in a 12-week art therapy delivered through interactive television. The result showed that art therapy was effective in reducing PTSD symptoms. A follow-up assessment after 6 months showed a steady decline in PTSD symptoms among participants in the treatment group when compared with their counterparts in the non-treatment group. The implications of these results have been discussed and recommendations made.
India has been frequently fraught with a substantial degree of severity of both natural and man-made disasters, which have taken a heavy toll on the lives and property of millions of people rendering them homeless and jobless and leaving them with deeply ingrained reflections and memories of pain and trauma which may even take generations to be healed completely. For thousands of years, the arts and crafts have been widely recognized as a medium of interaction, self-expression, empowerment, and resolving conflict by binding together various elements of the society, culture, heritage, environment, and ecology of a region. Thus, there is a dire need to understand the existence of arts and crafts not only within their cultural context but also in terms of their therapeutic usefulness and empowerment aspects in strengthening the voices, sustaining identities, and building capabilities of the disaster-affected victims by exploring various aspects of artistry and creativity associated with a particular craft. In this context, the present study attempts to (i) present a historical narrative of the role of visual arts in mitigating the after-effects of some of the prominent disasters in India by promoting a speedy process of recovery and normalcy of the affected victims over a period of time and (ii) eventually propose resilience-building policy recommendations by the inclusion and promotion of Indian arts and crafts as an important tool in the post-disaster recovery and redevelopment process in mitigating disaster-related aftermaths in India. The study is conducted by holding a series of discussions with some of the well-known NGOs and individuals working in the field of visual arts through telephonic and virtual conversations. Data is analyzed by applying the thematic analysis method.
Purpose
The objective of this study was to ascertain the effectiveness of social media-based music, art and drama therapies in treating PTSD symptoms among Nigerian evacuees from the Russia-Ukraine war.
Design and methods
This study was a quasi-experiment involving a sample of 330 participants that were randomly assigned to control and treatment groups. The treatment group was further classified into three groups according to the different contents of the therapies they received.
Results
The study result showed that social media-based therapies effectively reduced PTSD symptoms for participants in the treatment group, unlike those who did not receive the intervention. Comparatively, drama therapy was more effective than art and music therapies. The reason drama therapy was more effective could be because it engaged the minds and body of the participants more than the other therapies.
Conclusion
Although art, music and drama therapies are effective treatment options for reducing symptoms of PTSD among victims of war, drama therapy is the most effective among them all.
Practical implications
The result of this study has practical implications for health promotion from the perspective of nursing services by showing that social media-based therapies could serve as viable and cost-effectivealternativese to face-to-face group therapy.
This chapter explores how art therapy can help people recover from trauma. The chapter begins by defining trauma and examining why trauma is important to study. We learn about the different forms of trauma and how trauma is diagnosed. Four specific clusters of symptoms are discussed as well as how trauma affects the brain. Specific ways to prepare for trauma work are reviewed. Research evidence on art therapy interventions for trauma is provided and the chapter describes specific ways that art therapy is integrated into trauma treatment and work with children and adolescents. The second half of the chapter explores art therapy in response to disaster and tragedy. We explore art therapy interventions through psychology and art therapy first aid and learn about several real-life case examples. The chapter concludes with a discussion about the importance of self-care when working with clients with trauma.
A creative arts therapies program was implemented in 2018 at a special-needs school in Khartoum, Sudan as part of a humanitarian program initiated by an international nongovernmental organization that promotes art therapy, and their local Sudanese partners. Using a collaborative autoethnographic approach, this paper presents the personal experiences of the three arts therapists involved, emphasizing the complex intercultural context that involved diverse cultural, ethnic, and linguistic identities. This article shares an approach to intercultural work that can be used and built-upon by other professionals working in humanitarian contexts. The unique model of a three-step program that was implemented emphasized the transitory presence of the therapists as sojourners. The reflections and process of writing this article, illuminates the authors’/therapists’ own experiences as sojourner arts therapists, and how it influenced their approach in working temporarily in Sudan. This article concludes with the recommendation to incorporate tools of critical reflections in order to support the professional team working in humanitarian contexts, and encourage continuous dialogue with the community where the intervention takes place.
This article describes a qualitative research study designed to analyze the implementation of an art program for children in a homeless shelter. Using a socio-cultural lens and the framework of resilience theory, teacher researchers implemented community-art programs for children residing in a family emergency shelter. Data collection included field notes, artwork, analytical notes, and interviews with mothers and shelter staff. Research findings addressed three themes: redefining success, tensions in curriculum and implementation, and managing behavior. The findings indicate the importance of the cultural context for children living in crisis. Results also indicate that despite short-term implementation, art programs for children who are homeless can benefit the community and enhance teacher preparation by increasing knowledge about context. This article provides recommendations to guide educators teaching children in crisis, and suggests appropriate terminology for teaching art in informal learning contexts.
Please note: this is a book, therefore a copy cannot be shared. Instead, please order the book here: https://www.routledge.com/Art-Therapy-Research-A-Practical-Guide-1st-Edition/Betts-Deaver/p/book/9781138126114.
Art Therapy Research is a clear and intuitive guide for educators, students, and practitioners on the procedures for conducting art therapy research. Presented using a balanced view of paradigms that reflect the pluralism of art therapy research, this exciting new resource offers clarity while maintaining the complexity of research approaches and considering the various epistemologies and their associated methods. This text brings research to life through the inclusion of sample experientials in every chapter and student worksheets, as well as a full chapter on report writing that includes a completed sample report. This comprehensive guide is essential reading for educators looking to further the application of learning outcomes such as teamwork, communication, and critical thinking in their practice.
https://www.taylorfrancis.com/books/e/9781317296959
In the light of the unique challenges faced by child asylum seekers in Direct
Provision it is examined whether they have access to mental health care adequate for
their needs, and whether Art Therapy could be an effective intervention for this client
group.
To place this paper within appropriate context, current statistics regarding asylum
seekers and the system of Direct Provision were extensively researched (viewable
under Appendix A).
This Extended Literature Review explores current research regarding the mental
health of refugee and asylum seeking children; available literature regarding current
access to mental health services for child asylum seekers in Ireland; and the
appropriateness of Art Therapy as an intervention for asylum seeking children.
Following this recommendations are made by the author, and a final note regarding the
reflexive role of therapists in inclusivity, advocacy and activism is included.
Following the main body of the Literature Review, the Literature Review
methodology is presented for transparency and clarity. The paper concludes with the
author’s personal reflections.
The article is entitled "Using photovoice as a reflective tool with first year social work students". The article documents my experience as social work lecturer at a university in the Eastern Cape, South Africa, in using photovoice as teaching and learning tool. The use of photovoice was infused into a first year social work module that focused on enhancing students' academic literacy skills using information and communication technologies. The photovoice assignment allowed students to develop their skills in the use of photovoice and to also reflect on their experience of being first year students at a university. Photovoice proved a powerful tool in documenting the experiences of the students. It also served to enhance students reflective writing skills and the use of a digital tool.
This article explores the implementation and use of art therapy in the context of emergency and immediate post-emergency phases after a natural disaster. Skill sharing and support sessions were delivered to national and international mental health and well-being professionals living in Nepal both during and immediately after the devastating earthquakes in 2015. A range of sessions for children were offered within United Nations humanitarian disaster relief agencies, Child Friendly Spaces and other community-led initiatives. Through consultation with the local community, natural materials were incorporated into the therapeutic response to this natural disaster. There was an interest in whether working with natural media would support recovery and resilience, particularly through regaining control and reconnecting with the earth, the place we naturally call home. Potential benefits are discussed, drawing on wider art therapy literature and contemporary literature around working with the arts outdoors and working with natural media.
Art therapy literature is often based either on practice in a specific setting, art material or population, or if taking a more theoretical focus, on illustrative case studies. This book provides a theory-based approach to research, teaching, and practicing art therapy, including verbal and arts based techniques, settings, art processes and analyses, and the principles of supervision, evaluation, and research. It also offers an overview and discussion of how the different orientations of psychological and social theories are interpreted and implemented by art therapy. The book provides an integrative perspective that anchors methodology within a rigorous theoretical background. Focusing on three sub-groups of Dynamic, Humanistic and Systemic-social theories, each chapter outlines the central concepts of varying sub-theories within a general heading, and their interpretation from an art therapy perspective. Ephrat Huss explores the respective and shifting roles of art, client, and therapist through each theory, demonstrating the practical implications for creating a coherent intervention that informs all parts of the setting, therapy, client evaluation, and supervision. A Theory-based Approach to Art Therapy draws on the latest research in the field and will be a valuable text for art therapy theorists, educators, students and researchers, as well as for other social practitioners interested in understanding how to integrate the arts into their practice.
This article explores the grounds for the belief generally held that there are benefits to be derived by children from art activity. It describes nine consequences or potential consequences of art activity which lead to qualitative changes in the child's ability to think and perceive. Through art children learn that the world itself can be regarded as a source of aesthetic experience and as a pool of expressive form. The author concludes that since some aspects of artistic thinking are inherent in the human condition whereas others are culturally determined, education in the arts is one vehicle through which culture is brought to nature. Through this wedding, children's cognitive development will be enhanced.
The effects of instructional art projects on children's behavioral responses and creativity were compared in a sample of ten 4- to 13-year-old children residing in an emergency shelter. Children participated in three art projects selected to elicit selfexpression, empathy, and mastery. The projects differed in the amount of instructions and materials. One project involved multiple instructions and materials; another involved few instructions and materials; the third involved no preliminary stimulation or instructions and allowed the children to choose their subject and materials. It was found that children produced more formed expressions and creative/design elements and less chaotic discharge and stereotypic art through the art project that involved few instructions and few materials.
The authors were both privileged and challenged to provide art therapy groups for children and their families in the aftermath of the Pentagon attack on 9/11/01. As part of a comprehensive family support program provided by the Pentagon Family Assistance Center, the therapists provided interventions for many children whose lives were directly affected by the loss of a close family member. They endeavored to provide a holding environment and opportunities for these children to creatively experience what had occurred. This paper chronicles their participation with these children, describes their methods of working, and includes some information on the theoretical basis for the use of art in the treatment of trauma.
Although post traumatic stress disorder (PTSD) in children has been extensively studied during the past 15 years, little research exists regarding the efficacy of treatment interventions. This report describes an outcome-based art therapy research project currently conducted at a large urban hospital trauma center. Included are the theoretical rationale and overview of an art therapy treatment intervention called the Chapman Art Therapy Treatment Intervention (CATTI) designed to reduce PTSD symptoms in pediatric trauma patients. Used in this study, the CATTI was evaluated for efficacy in measuring the reduction of PTSD symptoms at intervals of 1 week, 1 month, and 6 months after discharge from the hospital. An early analysis of the data does not indicate statistically significant differences in the reduction of PTSD symptoms between the experimental and control groups. However, there is evidence that the children receiving the art therapy intervention did show a reduction in acute stress symptoms.
This paper reports on the medical evaluation processes and artbased assessments used in identifying the psychosocial health of homeless children in state shelters and private orphanages in Kiev, Ukraine. Because it quickly became known that American health professionals had come to Kiev to actually treat orphans and street children, they were invited to visit state-operated children's shelters never before open to foreigners. An art therapist/psychologist was a critical member of this multidisciplinary team. Fifteen art-based assessment illustrations and children's traumatic life histories are included. The paper begins with a brief review of Ukraine's tumultuous recent history.
The purpose of this paper is to share ideas and techniques employed in an effort to provide mental health intervention following a mass casualty disaster. The information presented in this paper comes primarily from work done with the survivors of the bombing of the federal office building in Oklahoma City, OK, on April 19, 1995. One hundred sixty-nine people died and over 500 were injured at 9:02 of that day. Each of these individuals had families, loved ones, friends, fishing buddies, and multiple acquaintances, and the ripples of trauma generated by this powerful blast were felt nation wide and around the world.
After the World Trade Center terrorist attacks on 9/11/01, New York's art therapy community found itself faced with difficult political, professional, and emotional challenges. As volunteerism across this country responded to the need for assistance, many New York art therapists were on the front lines of a wounded and frightened city while attempting to simultaneously cope with the devastation they themselves had survived or witnessed. This article presents the stories of five metropolitan-area art therapists who were actively engaged in relief efforts and who, by joining to write this paper, came together to offer solace and cope as a community.
On April 19, 1995, the most devastating act of terrorism ever perpetrated in the United States of America occurred in Oklahoma City, Oklahoma. In the immediate aftermath, there was a dearth of mental health professionals experienced in dealing with the sequela of violent, deadly trauma. The extensiveness of the tragedy, which included the destruction of the Federal Building and the death of 169 people and injury to another 500, was unparalleled. Due to considerable clinical experience in dealing with violent trauma, treating posttraumatic stress disorder (PTSD) patients, organizing critical incident response teams, and availability, the author was asked to spearhead the local Indian Health Science mental health team. This article describes the author's experience in providing clinical services to more than 120 victims and their families in the 6 months following the bombing. The following dimensions are discussed: (1) organization and employment of treatment/intervention teams; (2) unique dimensions of this traumatic event; (3) techniques of art therapy utilized in the stabilization and treatment of survivors; (4) reflections on the success of such intervention 1 year later; (5) the emotional impact on the therapist(s); and (6) the rationale for the use of art therapy with this population.
Addresses the social, emotional, and psychological needs of immigrant and refugee students and the use of art forms to communicate their feelings. Summarizes the identity crisis that immigrants and refugees experience. Considers art education as a helpful intervention. Discusses the characteristics of children's artwork and the art teacher's role. (CMK)
This paper describes a method for using art therapy with adolescents in crisis. A model developed for the study defines four trauma stages and associated art therapy goals. They are Stage I, Impact—Creating Continuity; Stage II, Retreat—Building Therapeutic Alliance; Stage III, Acknowledgment—Overcoming Social Stigma and Isolation Through Mastery; and Stage IV, Reconstruction—Fostering Meaning. An example of the application of the paradigm is presented through a case study, including the art therapy approaches and method for assessing the artwork and art processes across the continuum of these stages. It is found that hope is experienced through art and generative processes. The author draws on research conducted on an intensive care burn unit to develop a new paradigm for understanding crisis and trauma through art therapy (Appleton, 1990).
Describes art crisis-intervention in a school-based procedure that was used within a preventive conceptual framework with school children affected by the disaster of a train–school bus collision. Prevention refers to the intervention that is carried out when an observable stressful situation exists and is directed at the affected population. A creativity room was established where children could come and create artwork at the suggestion of mental health staff. The cases of 4 children and the art they created are discussed. Some crisis intervention characteristics of art creation (e.g., lowering one's defenses, tension release, tangibility and permanence, reaching out, a coping resource) are also discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Nine consequences of art activity that lead to qualitative changes in the child's ability to think and perceive are discussed. Children learn that (1) they can create images; (2) these images can function as symbols; (3) the symbols and images can transport them into a fantasy world; (4) the process of image-making requires the making of judgments; (5) images can be related to other images to create a whole; (6) they can create an illusion that is visually persuasive; (7) ideas and emotions not physically present can be symbolized by images; (8) there are some images and emotions that can be expressed through visual form only; and (9) the world can be regarded as a source of aesthetic experience. The author concludes that since some aspects of artistic thinking are inherent in the human condition whereas others are culturally determined, education in the arts is one vehicle through which culture is brought to nature. Through this, children's cognitive development will be enhanced. (10 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The developmental courses of high-risk and resilient children were analyzed in a follow-up study of members of a 1955 birth cohort on the island of Kauai, Hawaii. Relative impact of risk and protective factors changed at various life phases, with males displaying greater vulnerability than females in their first decade and less during their second; another shift appears under way at the beginning of their fourth decade. Certain protective factors seem to have a more general effect on adaptation than do specific risk factors.
The concept of heightened resilience or invulnerability in young profoundly stressed children is developed in terms of its implications for a psychology of wellness and for primary prevention in mental health. Relevant literature is reviewed, a skeletal model for studying resilience is outlined, and needed research directions are considered. The latter include expansion of the construct's nomological definitional net, inquiry into the antecedents and determinants of resilience, and the application of such generative information to frame preventive interventions for young, profoundly stressed children.
Almost since the beginnings of psychiatric practice, there has been a recognition that negative life experiences and stressful happenings may serve to precipitate mental disorders (Garmezy & Rutter, 1985). Nearly 200 years ago, Pinel wrote about the psychiatric risks associated with unexpected reverses or adverse circumstances, and it is reported that his initial question to newly admitted psychiatric patients was: “Have you suffered vexation, grief or reverse of fortune?” Nevertheless, although an appreciation that a variety of stressors may play a role in the genesis of psychiatric disorder has a long history, the systematic study of such effects is much more recent.
A review of theories of traumatic neurosis or posttraumatic stress disorder reveals a relative neglect of the role of posttraumatic imagery. The broad range of imagery has not been recognized, nor its role in the disorder adequately formulated. A two-dimensional framework for understanding posttraumatic stress disorder based on 1) repetitions of trauma-related images, affects, somatic states, and actions and 2) defensive functioning puts into perspective the centrality of traumatic imagery, implies a reorganization of DSM-III criteria, points to new directions for research, and clarifies diagnostic and clinical confusion.
Editor's special section: Art therapists in their own words
- D Henley
- I Rosner-David
- L Greenstone
- R Goodman
- D Spring
- B Stoll
- C Doby-Copeland
- F Smokowski
- C Berk
- S Kappel
- B Bernath
Henley, D., Rosner-David, I., Greenstone, L., Goodman, R., Spring, D., Stoll, B., Doby-Copeland, C., Smokowski,
F., Berk, C., Kappel, S., & Bernath, B. Responses to the events of September 11, 2001. Editor's special section:
Art therapists in their own words. Art Therapy: Journal of the American Art Therapy Association, 179-189.
Art as therapy for attack victims
- M Mientka
Mientka, M.(2002). Art as therapy for attack victims. Retrieved February 9,2006 from U.S. Medicine Information
Central: http://www.usmedicine.com/article.cfm?articleID=340&issueID=35
The Phuket Experience Creative Art Therapy and Tsunami Relief
- S Wise
Wise, S. (2006, January). The Phuket Experience Creative Art Therapy and Tsunami Relief. Retrieved January 16, 2006, from
http://www.newyorkarttherapyassocaition.org/school.html
Art used as therapy to aid young victims. ABC News Risilient children, psychological wellness, and primary prevention
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- E Cowen
- W Work
Chachere, V. (2005, January). Art used as therapy to aid young victims. ABC News. Retrieved September 2, 2006, from http://abcnews. go.com/US/print?id=823059 Cowen, E., & Work, W. (1988). Risilient children, psychological wellness, and primary prevention. American Journal of Community Psychology, 16(4), 591–607.
The social and psychological adjustment of southeast Asian refugees Eric Digests Social foundations of thought and action: A social cognitive theory Listen to my picture: Art as a survival tool for immigrant and refugee students
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Ascher, C. (1984). The social and psychological adjustment of southeast Asian refugees. Eric Digests. Retrieved 2005, from http://www.ed.gov/databases/ERIC Digests/ef252638.html Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Brunick, L. (1999). Listen to my picture: Art as a survival tool for immigrant and refugee students. Art Education, 52(4), 12–17.
Art therapy lesson plan for elementary schools Crisis Corps Adapted from Peter Dowling's version, which was developed by Project COPE, a federally funded (FEMA) program with schools following the 1989 California earthquake. 13. CNN Healing the hidden devastation caused by Tsunami Children of War
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Dowling, P. Art therapy lesson plan for elementary schools. Crisis Corps. Adapted from Peter Dowling's version, which was developed by Project COPE, a federally funded (FEMA) program with schools following the 1989 California earthquake. 13. CNN.(2005, January 6). Healing the hidden devastation caused by Tsunami. Retrieved on February 9, 2006 from The Art Reach Foundation: http://www.artreachfoundation.org/news/060304.html 14. CNN (2002, December 1). Children of War. Retrieved on February 9, 2006 from The Art Reach Foundation: http://www.artreachfoundation.org/news/060304.html
Art used as therapy to aid young victims. ABC News
- V Chachere
Chachere, V. (2005, January). Art used as therapy to aid young victims. ABC News. Retrieved September 2, 2006, from http://abcnews.
go.com/US/print?id=823059
University of North Carolina Department of Psychiatry
- Child
Child/trauma coloring book project. University of North Carolina Department of Psychiatry.Retrieved February 9, 2006, from http://www.psychiatry.unc.edu/coloringbook/
Saturday program for mothers and children living in shelters. 2000 Annual Convention of the American Psychological Association
- J Henry
Henry, J. (2000, August 6). Saturday program for mothers and children living in shelters. 2000 Annual Convention of the American Psychological Association. Ed 448367.
Art therapy emerging response Disaster News Network Healing arts for Tsunami survivors: Using art activities to support trauma recovery in children Art acts as therapy for attack victims Resilience in the face of adversity: Protective factors and resistance to psychiatric disorders
- Kim S Malchiodi
Kim S. (2005, October). Art therapy emerging response. Disaster News Network. Retrieved January 1, 2006, from http://www.disasternews.net/ news/news.php?articleid=2915 Malchiodi, C. (2005). Healing arts for Tsunami survivors: Using art activities to support trauma recovery in children. Retrieved February 15, 2006, from http://www.icaf.org/programs/healingarts/tsunami/index tsunami2.html Mientka, M. (2002, February). Art acts as therapy for attack victims. U.S. Medical Information Central, (35). Retrieved January 15, 2006, from http://www.usmedicine.com/article.cfm?articleID=340&issueID=35 Rutter, M. (1985). Resilience in the face of adversity: Protective factors and resistance to psychiatric disorders. British Journal of Psychiatry, 147, 598–611.
post traumatic stress disorder, repressed memories, and the creative art process. Dissertation Ursuline College UMI#1414206 Avenues of hope: Art therapy and the resolution of trauma
- S Mcmillen
Mcmillen, S. post traumatic stress disorder, repressed memories, and the creative art process. Dissertation, 2003, Ursuline College UMI#1414206. References Appleton, V. (2001). Avenues of hope: Art therapy and the resolution of trauma. Art Therapy: Journal of the American Art Therapy Association, 18(1), 6–13.
Healing arts for Tsunami survivors: Using art activities to support trauma recovery in children
- C Malchiodi
Malchiodi, C. (2005). Healing arts for Tsunami survivors: Using art activities to support trauma recovery in children. Retrieved February 15, 2006,
from http://www.icaf.org/programs/healingarts/tsunami/index tsunami2.html
Trauma, children, and art
- B Stronach-Buschel
Stronach-Buschel, B. (1990). Trauma, children, and art. Art Therapy: Journal of the American Art Therapy
Association, 29(1), 48-52.
post traumatic stress disorder, repressed memories, and the creative art process. Dissertation
- S Mcmillen
Mcmillen, S. post traumatic stress disorder, repressed memories, and the creative art process. Dissertation, 2003,
Ursuline College UMI#1414206.
Art therapy lesson plan for elementary schools. Crisis Corps Adapted from Peter Dowling's version, which was developed by Project COPE, a federally funded (FEMA) program with schools following the
- P Dowling
Dowling, P. Art therapy lesson plan for elementary schools. Crisis Corps. Adapted from Peter Dowling's version,
which was developed by Project COPE, a federally funded (FEMA) program with schools following the 1989
California earthquake.
Using art in trauma recovery with children Retrieved February 9, 2006 from the American Art Therapy Association: http://www.arttherapy.org 19 Expressive therapies in a crisis intervention service. The Arts in Psychotherapy
- Therapy Association
American Art Therapy Association. Using art in trauma recovery with children. Retrieved February 9, 2006 from
the American Art Therapy Association: http://www.arttherapy.org
19. Farrelly, J. (1991). Expressive therapies in a crisis intervention service. The Arts in Psychotherapy, 18, 131–137.
Art therapy emerging response
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Kim, S. (2005, October). Art therapy emerging response. Disaster News Network. Retrieved February 3, 2006
from DisasterNews: http://www.disasternews.net/news/news.php?articleid=2915
Any items left blank indicates that this information was not given with or within the communication
- Note
Note. Any items left blank indicates that this information was not given with or within the communication.
- M Haeseler
Haeseler, M. (2002). In remembrance: September 11, 2001. Art Therapy: Journal of the American Art Therapy
Association,19(3),123-124.
’After the Big Wave’: Exhibition of children's art and photos from the Maldives shows the impact of the Tsunami
- Unicef
UNICEF (2005). After the big Wave: Exhibition of children's art and photos from the Maldives shows the
impact of the Tsunami. Retrieved from UNICEF on February 9, 2006: http://www.unicef.org/emerg/diasterinasia/
24615 25613.html
Haeseler 2002 Journal editorial World Trade Center Veterans Descriptive report No theory stated 28
Journal brief report
World Trade Center
Parents' group at a museum
Case example/report
Based on Jones (1997)
27. Haeseler
2002
Journal editorial
World Trade Center
Veterans
Descriptive report
No theory stated
28. Howard
1990
Journal article
Trauma unspecified
PTSD-diagnosed
Case study
PTSD
29. Stronach-Buschel
1990
Journal article
Trauma unspecified
Children unspecified
30. Brett and Ostroff
1985
Journal article
Trauma unspecified
Various
Overview of research
PTSD
31. McMillen
2003
Using art in trauma recovery with children
American Art Therapy Association. (2003). Using art in trauma recovery with children. Mundelein, IL: Author., pp. 1-4
- W More
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- S Julian
- E Lindemann
- L Spinelli
More, W., Corsetti, P., Endleman, O., Julian, S., Lindemann, E., & Spinelli, L. (2002). Techniques class: September
12, 2001. Art Therapy: Journal of the American Art Therapy Association,19(3),115-119.
Adapted from Peter Dowling's version, which was developed by Project COPE, a federally funded (FEMA) program with schools following the 1989 California earthquake
- P Dowling
Dowling, P. Art therapy lesson plan for elementary schools. Crisis Corps. Adapted from Peter Dowling's version,
which was developed by Project COPE, a federally funded (FEMA) program with schools following the 1989
California earthquake.
Healing the hidden devastation caused by Tsunami. Retrieved on February 9
- Cnn
CNN.(2005, January 6). Healing the hidden devastation caused by Tsunami. Retrieved on February 9, 2006 from
The Art Reach Foundation: http://www.artreachfoundation.org/news/060304.html
World vision art exhibition brings colour back into children's lives
CNN (2002, December 1). Children of War. Retrieved on February 9, 2006 from The Art Reach Foundation:
http://www.artreachfoundation.org/news/060304.html
15. World Vision International. ( 2006, January 10). World vision art exhibition brings colour back into children's lives. Retrieved February 9, 2006 from Reuters: http://www.alertnet.org/thenews/fromthefield/217167/
113765804048.htm
Saturday program for mothers and children living in shelters
- J Henry
Henry, J. (2000, August 6). Saturday program for mothers and children living in shelters. 2000 Annual Convention
of the American Psychological Association. Ed 448367.
Art acts as therapy for attack victims
- M Mientka
Mientka, M. (2002, February). Art acts as therapy for attack victims. U.S. Medical Information Central, (35). Retrieved January 15, 2006, from
http://www.usmedicine.com/article.cfm?articleID=340&issueID=35