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Art therapy with children after a disaster: A content analysis

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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.

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... 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). ...
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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). ...
Article
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.
... 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. ...
Article
Bu çalışmanın amacı 6 Şubat 2023 tarihinde meydana gelen Kahramanmaraş merkezli depremden etkilenen farklı yaş grubundaki depremzede katılımcıların insan ilişkilerini geliştirme ve sosyalleşmelerini sağlamak amacıyla dışavurumcu sanat terapi yöntemiyle korku duygularını aza indirgenmesi ve çizimlerinin incelenmesi hedeflenmiştir. Verilen eğitim her bir oturumu 180 dakika süren toplamda 2 farklı grupla gerçekleştirilmiştir. 10 günlük olarak planlanan eğitim programı depremzede ailelerin farklı KYK yurtlarına yerleştirilmesi nedeniyle 5. günde sonlandırılmıştır. Bu çalışmada yer alan ısındırma, hikâye oluşturma, korku figürlerinin çizimleri ve değerlendirme çalışmaları planlanan eğitimin 2. günü yapılmıştır. İnsan ilişkilerini geliştirme ve sosyalleşme temelli verilen dışa vurumcu sanat yöntemindeki etkinlikler Olcay Güler ve Nur Dinçer Genç tarafından yazılan sanat terapisi kitabından birkaç etkinlik bütünleştirilerek alınmıştır. Çalışma grubu, tesadüfi örneklem yöntemi kullanılarak Konya iline göç eden yaşları 6-15 arası değişen 40 gönüllü katılımcı ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu kullanılmıştır. Verileri çözümlemek için içerik analizi yöntemi kullanılmıştır. Sonuçlara göre insan ilişkilerini geliştirme ve sosyalleşme temelli eğitim öncesinde depremzede katılımcıların %91,67’sinin korkularını herhangi bir kişiyle paylaşmadığı, gergin, genellikle mutsuz ve iletişime kapalı oldukları saptanmıştır. Eğitim sırasında yaşanılan korkuyu en fazla %61,11 oran ile kalplerinde hissettikleri, yaşadıkları deprem korkusunu resimlerinde %38,89’’u çizmişken %61,11’i resmetmediği, çizim aşamasında %8,33’ü resimde belirtilen sınırın dışına çıkarken %91,67’sinin ise sınır dışına çıkmadığı, %41,67’sinin korkularının üzerine giderek yendiği, korktukları zaman ise en fazla oranla 58,33’ünün korkularından kaçtığı ve korku figürlerini komikleştirme sürecinde 36 katılımcıdan %66,67’si komik figür resmetmişken %33,33’ü resmine komik figür çizimi yapmadığı sonuçlarına ulaşılmıştır. Eğitim sonunda daha önce duygularını ve korkularını paylaşmayan katılımcıların duygu ve korkularını paylaştığı, kendilerini daha rahat hissettiklerini, kurdukları cümleler ile iletişime açık hale geldikleri ve korkularının azaldığını, daha az korktuklarını ya da korktukları zaman korkularının komik hallerini hatırlayarak korkmayacaklarına dair geri dönütler alınmıştır.
... 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). ...
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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). ...
Article
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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]. ...
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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. ...
Article
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. ...
Preprint
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). ...
Article
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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. ...
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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.
... The top two articles were written by Eaton et al. (2007) (#312), whose study is a review of research and methods used to establish art therapy as an effective treatment method for children experiencing trauma, and or (2010) (#441), whose study is about clay sculpting of mother and child figures encourages selfreflection. The majority of the publications focus on art therapy for different types of children suffering different disabilities, such as behavioral disabilities (Rosal, 1993), children after a disaster (Orr, 2007), children with learning disabilities (Freilich & Shechtman, 2010), children with sexual abuse trauma (Meekums, 1999), children undergoing bone marrow transplantation (G€ unter, 2000), and children and adolescents with epilepsy (Stafstrom et al., 2012). Regev and Snir's (2014) study mentioned working with parents in combined parentchild art psychotherapy. ...
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Abstract This bibliometric study analyzed characteristics of publications related to art therapy for children from 1990 to 2020, based on the datasets taken from Web of Science (WoS) core collections. The results indicate that the U.S.A., Israel, Germany, UK, Australia, and Canada were six leading countries in this field of research interest. The Top 5 most influential journals were identified by the number of publications, TLCS, TGCS and by their impact factor. Five leading journals in the art therapy studies include Arts in Psychotherapy, American Journal of Art Therapy, Child & Family Social Work, Frontiers in Psychology, and Monatsschrift Kinderheilkunde. Core themes from the 87 articles focus on surrounding socialization and attachment relationship, art therapy for the well-being of children with learning disabilities, alternative intervention for art therapy, and parent-child art therapy. This bibliometric study portrayed the development of art therapy for children by means of visualization techniques. The potential issues emerging from the data will contribute to future studies in this field. Multiple methods of art therapy are applied for all children’s well-being; as such, children’s art therapy in schools can be seen as the potential trend for researchers and teachers.
... Furthermore, in addition to personal healing and growth, the benefits of physical creation have also been documented for their merits in community building, social transformation, and collective healing, such as in coping with stressful work environments (Bojner Horwitz et al., 2017) and in overcoming disasters (Orr, 2007). For example, after health-care workers engaged in art-based workshops to improve workplace burnout, workers felt a greater sense of community, an enhancement in work-related relationships, and a challenge to the hierarchy of roles among staff (Bojner Horwitz et al., 2017). ...
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Across the globe, societies have experienced devastating losses during the COVID-19 pandemic. Due to social distancing guidelines, funerals and other forms of commemoration were put on pause. In response to the lack of ability to honor lives and the need for personal and collective healing, a team came together and formed the Crane Project—an expressive art therapy intervention to help the community process grief and foster resilience in the form of a public art exhibit. Specifically, through workshops, individuals were encouraged to write six-word poems to describe their COVID-19 experience and create a paper crane for display with their poem inside. In total, 457 individuals created 514 poems. Using a mixed-methods study design, researchers analyzed participants’ six-word poems and changes in subjective units of distress scores (SUDS) before and after the intervention. We found statistically significant decreases in mean SUDS in the full sample and within each intervention group; however, no statistically significant between group differences were found. Poems were also qualitatively coded into four main themes: (a) grief, loss, and challenges; (b) painful emotions; (c) gratitude, resilience, and hope; and (d) connection and community. Our quantitative and qualitative findings highlight the importance of arts-based experiential projects in processing the grief and loss experienced by individuals, as well as the critical importance of fostering hope, healing, and community in the face of tragedy.
... 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. ...
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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.
... Penelope carried out a study to ascertain the healing power of art therapy for children after a disaster (Penelope, 2007). The researcher reviewed a total of 31 studies from peer-reviewed journals and reported that art therapy is an effective intervention strategy for assisting children who have experienced a disaster. ...
Article
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.
... 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]. ...
Article
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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). ...
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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). ...
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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). ...
Article
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). ...
Article
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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]. ...
Article
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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. ...
Article
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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 top two articles were written by Eaton et al. (2007) (#312), whose study is a review of research and methods used to establish art therapy as an effective treatment method for children experiencing trauma, and or (2010) (#441), whose study is about clay sculpting of mother and child figures encourages selfreflection. The majority of the publications focus on art therapy for different types of children suffering different disabilities, such as behavioral disabilities (Rosal, 1993), children after a disaster (Orr, 2007), children with learning disabilities (Freilich & Shechtman, 2010), children with sexual abuse trauma (Meekums, 1999), children undergoing bone marrow transplantation (G€ unter, 2000), and children and adolescents with epilepsy (Stafstrom et al., 2012). Regev and Snir's (2014) study mentioned working with parents in combined parentchild art psychotherapy. ...
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Taken from publications on art therapy from 1989 to 2019, bibliometric characteristics were analysed based on datasets located in the Social Science Citation Index (SSCI) and Science Citation Index Expanded (SCIE). Terms relating to “art therapy”, “art therapies”, “art* therapy”, “art* therapies” were used as keywords to search journal articles as of May 24th, 2020. A total of 935 articles, representing 2,650 authors across 363 journals were scanned. The USA, UK, Germany, Israel, Canada, South Korea, Netherlands, and Italy were eight of the top 14 countries in this field. The top 10 most influential countries and journals were identified by the number of publications, Total Local Citation Score (TLCS), and Total Citations / Total Publications (TC/TP). The top three journals are Arts in Psychotherapy, American Journal of Art Therapy, and Frontiers in Psychology. Three emerging core themes determined from highly-cited articles and keyword co-occurrence are art therapy with cancer patients, art therapy with prison inmates, and art therapy for mental disorders. The “effects of art therapy on trauma” is likely a potential trend of art therapy. The topics on “parental mentalization” (or “mother-child relationship”) and “art-making experiences” (“art-materials”) in the process of art therapy are promising.
... 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. ...
Article
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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. ...
Preprint
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. ...
Article
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]. ...
Article
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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). ...
Article
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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). ...
Article
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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. ...
Article
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.
Article
In times of disasters and adversity, children are among the most vulnerable. The United Nations Convention on the Rights of the Child (1989) highlights the importance of protecting children from harm and making decisions in their best interests—matters that become heightened in an adverse context. From 2020 to 2023, the government of Aotearoa New Zealand employed strict lockdown and vaccination requirements to ensure that such rights were upheld during the COVID-19 pandemic. This article reports on a small-scale research study conducted during and after the first COVID-19 lockdown, involving children aged 3–8. The article extends the discussion of children’s rights in a disaster or adverse context, such as a pandemic, to include Articles 12 and 13 of the Convention, which focus on children’s rights to express their views and to express them freely. Using the conduit of stories about a toy bear, along with willing parents, the research gained insights into children’s understandings, emotions, and experiences of this time. The study revealed children at home navigating a new identity in which they displayed connection, autonomy, responsibility, and compassion. A parallel finding was the way in which parents in the study used a “pedagogy of care” to make these informal learning situations ones in which children could freely and openly express their feelings, ideas, and opinions.
The aim of this study was to examine the impact of music and art therapies in reducing symptoms of PTSD among children and adults with abduction experiences in Nigeria. The study was a quasi-experiment with a pre-test, post-test and follow-up assessment design. The participants were divided into control (n = 107), music therapy (n = 108) and art therapy (n = 108) groups. The result of the ANCOVA analysis revealed no significant interactive effect of family happiness on the relationship between the interventions and reduction in PTSD symptoms, F(1,295)0.037 p = 0.848). However, there was a significant main effect of the treatment condition and PTSD scores of the participants at Times 1, 2, and 3, respectively F(1,295). 1640.756, p = 0.001). The degree of the relationship was assessed using partial eta squared, which yielded (ηp2= 0.848). It was also found that music therapy was more effective in reducing PTSD symptoms in children, while art therapy was more effective in reducing PTSD in adults. The result of this study could be useful for psychologists and mental health experts who may be interested in designing and implementing interventions targeting children and adults with PTSD symptoms. The result also has implications for control mastery theory by showing that music and art therapies could be useful in helping adults and children gain control of their minds after exposure to traumatic events.
Chapter
Refugee youth are vulnerable to poor mental health due to exposure to trauma and disruptions to their psychological, emotional, and physical development. Using the public mental health theoretical framework, this chapter will explore the need for early mental health intervention and support for refugee youth during and after resettlement in host communities. Many refugee youth experience adjustment challenges following prolonged exposure to the stress of insecurity, fear, and loss. Further discussion will critically examine the support programs and services that have been developed.
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Floods are one of the most common natural disasters in India, acutely affecting the people of Assam in the NorthEast Indian terrain. The flooding exposes victims to physical injury, financial losses, unemployment, social withdrawal, health related issues, and psychological morbidity. My research aims to investigate the Salmora village of the largest riverine island in the world, Majuli in Assam. Salmora is one of the most affected villages by floods or riverbank erosion. However, it stands out as an extraordinary village for being characterized by a large pottery barter economy with people's deep indulgence in art, a form of religio-cultural immersion. This thesis aims to explore the factors influencing PTSD preceding floods in Salmora and answer the question of whether art, religio-cultural immersion act as prime elements in the victims' journey to experience PTG.
Article
Researchers, acknowledging these challenges, seek to address this issue by drawing from existing literature and enhancing social interaction. This endeavor is applicable both in North American and Asian contexts. Verbal expression serves as a vital conduit for conveying their emotions and viewpoints effectively. Consequently, fostering oral expression holds immense significance as a bridge for interaction among autistic children. Facilitating verbal communication poses challenges for children with autism, yet the ability to communicate verbally remains a crucial skill in their developmental journey. In group settings, these children often encounter difficulties in articulating their thoughts verbally. Their communication tends to be emotional in nature, which not only hinders their integration into groups but also increases the likelihood of misunderstandings.
Chapter
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.
Article
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.
Chapter
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.
Article
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.
Article
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.
Book
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
Article
Full-text available
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.
Article
Full-text available
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.
Article
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.
Article
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.
Article
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.
Article
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.
Article
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.
Article
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.
Article
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.
Article
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)
Article
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).
Article
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)
Article
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)
Article
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.
Article
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.
Article
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
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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.
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Art used as therapy to aid young victims. ABC News
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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