Introduction to Art Therapy: Sources & Resources
... When combining the individual aims of art and therapy in art therapy, whether art or therapy as the parents will dominate is a matter of debate. For example, theorists such as Adrian Hill and Edith Kramer who think art should be a priority adopted the art as therapy approach, while theorists such as Margaret Naumberg who think that therapy should be a priority adopted the art psychotherapy approach (Edwards, 2004;Junge & Asawa, 1994;Malchiodi, 2007;Rubin, 2010;Ulman, 2001). ...
... While the expression of art can be used as another form of language in therapy, the act of making art taps into the universal human potential of creativity, a capacity related to health and wellness. Art therapy essentially believes that all individuals have the capacity to express themselves creatively (Malchiodi, 2012;Rubin, 2010). The idea that all individuals have the capacity for creative expression is also a familiar idea from Moreno, the founder of psychodrama group therapy. ...
... Although the emergence of art therapy as a defined profession is relatively recent, the idea of using art for healing has ancient and universal roots (Malchiodi, 2006). Whether the prehistoric artists who painted animals or carved fertility figures on the walls of caves, 2 Egyptians who painted protective symbols on mummy boxes, Tibetan Buddhists who created sand mandalas, the creators of African ritual masks, the Byzantines who painted sacred icons, or Ethiopian artists who painted healing scrolls, all of them represent the historical precursors of modern art therapy (McNiff, 1992;Rubin, 2010). ...
Art therapy is based on the idea that creative artistic processes facilitate repair and healing and is a form of psychotherapy where image creation and object usage are the primary forms of expression and communication. Although art therapy’s emergence as a profession is relatively recent, the roots of using art for healing are as old as the symbolic rituals ancient cultures used in religious ceremonies. Art therapy also spread universally, from mummy’s ornaments in Egypt to Tibetan monks’ sand mandalas. The ancient intertwined history of the relationship between art and spirituality as well as between spirituality and healing has aroused curiosity about the nature of the relationship between art therapy and spirituality. Based on this curiosity, the article will address within its scope the definition of art therapy and its early roots, followed by discussion on the relationship between art therapy and spirituality with regard to six propositions. By considering the close old friendship art has with therapy and spirituality in the context of art therapy, the study can contribute to the currently relevant literature on both art therapy and spirituality, as well as to the theoretical framework of spiritually oriented practices in art therapy.
... Świadczyć mogą o tym zachowania dzieci, które nawet bez zewnętrznej zachęty czy nauki samoistnie podejmują różne formy aktywności twórczej, zarówno w postaci operacji umysłowych, jak i działań mających znamiona twórczości artystycznej. Świadczyć może o tym również fakt, że nasi najbliżsi zwierzęcy krewni -małpy człekokształtne -angażują się w rysowanie i malowanie do tego stopnia, że czasem odkładają na bok spełnienie podstawowych potrzeb fizjologicznych (Rubin, 2010). Jak pokazują zaawansowane technologicznie badania, z niektórymi naszymi krewnymi z rzędu naczelnych dzielimy również wiele ważnych systemów neuronalnych, które stanowią podstawy doświadczeń estetycznych (Zaidel i in., 2013). ...
... W najogólniejszym ujęciu sprzyjała dostosowywaniu się do warunków oraz poprawie życia w nich. Można zatem uznać, że uprawianie twórczości wiązało się z zachowaniem oraz poprawą ogólnego funkcjonowania i życia (Rubin, 2010). ...
... Przykładem może być napis z egipskiego papirusu: "Muzyka leczy duszę" oraz przepiękne greckie zakłady lecznicze -Asklepiejony (Szulc, 2011). Dalszy rozwój działań z zakresu prozdrowotnego wykorzystania twórczości i sztuki może być traktowany jako formalne przekształcanie długotrwałych tradycji, do których z czasem dołączyły się prądy intelektualne i społeczne kolejnych wieków (Malchiodi, 2003;Rubin 2010). Szczególnym zainteresowaniem zaczął cieszyć się związek pomiędzy twórczością a zdrowiem i funkcjonowaniem psychicznym. ...
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.
... Bu araştırmanın verilerinde %8,4 (f=6) oranındaki sanat terapisi uzmanının, mevcut durumda tedavi hizmetlerine destek olduğu görülürken; sağlık personelinin görüşlerine göre bu oranın -%50,7 (f=36)-daha çok olması gerekmektedir. Bu görüşü destekler şekilde Rubin (2010), sanatın iyileştirici gücünün bilinmesinin bazı konularda karışıklık yarattığını ifade eder. Hastanede yatan hastalara boyamada yardım eden biri, hemşire, gönüllü, sanatçı, öğretmen ya da sanat terapisti olabilirken; hastaların klinik uygulamalarında çizim yapmak veya yaratıcı görevler almak isteyen psikologlar, sosyal hizmet uzmanları, psikolojik danışmanlar ve psikiyatristlerin de olduğuna dikkat çeker. ...
... 120). Bu görüşü desteklerce Rubin (2010) ise psikanalitik klinisyenler tarafından sanat terapisinin tedavide önemli bir ifade biçimi olarak kullanıldığını belirtir (s. 47). ...
... Aksi takdirde; profesyonellikten uzak bir kadro ile bu tür bir uygulamaya girilmesi, sanatımsı denemeler yapılmasından öte bir durumu ortaya çıkarmamaktadır (Salderay, 2014a, s. 7). Bu görüşü destekler şekilde Rubin (2010), sanatın derin anlayışını ve yaratıcı sürecinin; psikoloji ve psikoterapi gibi eşit derecede karmaşık bir anlayışla birleştirmenin gerekli olduğundan bahsetmektedir (s. 26). ...
Araştırmada, hastanelerin psikiyatri hizmetlerinin sunulduğu birimlerde görsel sanatlar eğitiminin tamamlayıcı tedavi olarak uygulanabilirliğine ilişkin mevcut durumun ne olduğu sağlık çalışanlarının görüşlerine göre ele alınarak değerlendirilmiştir. Araştırmanın örneklemini ise; Ankara ilinde bulunan ruh sağlığı ve hastalıkları, çocuk ve ergen ruh sağlığı ve hastalıkları ve TRSM birimlerine sahip üç üniversite hastanesi ile Sağlık Bakanlığına bağlı iki eğitim ve araştırma hastanesi içinde ilgili birimlerde çalışan sağlık personelleri oluşturmaktadır. Araştırmada, uzman görüşlerine dayalı olarak geliştirilen bir anket formu kullanılmış, verilerin analizi SPSS 22 paket programıyla yapılmış ve grafikler için excel programından faydalanılmıştır. Ankette yer alan açık uçlu sorulara verilen yanıtlar içerik analizi yöntemi ile derinlemesine incelenerek kategoriler oluşturulmuştur. Araştırmada; çalışmaya katılan sağlık personelinin görüşleri doğrultusunda görsel sanatlar yoluyla tedavi uygulamasının (a) psikiyatri birimlerinin %49’unda yapıldığı; (b) farklı meslek grupları tarafından verildiği; ancak %36 oranıyla sanat terapi uzmanı ve %32 oranıyla uzmanlardan oluşan bir ekip tarafından verilmesini daha uygun gördükleri (c); kullanılan yöntem ve/veya tekniklere ilişkin %73,23 oranla yanıt verilemediği ve/veya bilgi sahibi olmadıkları beyan edildiği; buna ek (d)“kil-seramik” çalışmalarını alanlarında en etkili uygulama olarak gördükleri (e) ve %35,2 oranıyla “gerekli ve önemli bir yöntem olarak” görüldüğü anlaşılmıştır.(f) Ayrıca çalışmaya katılan sağlık personelinin %69 oranında görsel sanatların tedavi/terapi olarak kullanımına yönelik eğitim talep ettiği sonucuna ulaşılmıştır.
... En el libro Introduction to art therapy, Rubin (2009) exploró el caso de Randy, un niño con psicosis, quien no lograba distinguir la fantasía de la realidad. A partir del trabajo terapéutico con dibujos, Randy fue creando diferentes mundos hasta que encontró uno propio. ...
... Los tres autores considerados anteriormente, Bayro-Corrochano (2012), Pérez (2012) y Rubin (2009), abordan casos de personas con psicosis intervenidos por medio del arte. Sin embargo, no todos lo hacen desde un punto de vista psicoanalítico (e.g., Rubin, 2009). En los trabajos de Bayro-Corrochano (2012) y Pérez (2012) se puede ver una aproximación a la técnica utilizada en un proceso psicoterapéutico en pacientes con psicosis, uno a partir de una orientación psicodinámica y otro desde el psicoanálisis, específicamente. ...
... La diferencia de los trabajos propuestos radica en que Bayro-Corrochano (2012) realizó un acercamiento a la psicosis infantil, a partir de un único caso y con una mirada y aplicación basada en el psicoanálisis. Por su parte, aunque Rubin (2009) también expuso un caso de psicosis infantil, lo hizo sin muchos detalles y sin la presencia de un análisis VOLVER A INICIO desde un enfoque particular. Aunque el estudio de Pérez (2012) se aproxima a una enfermedad mental como la psicosis, no es la única enfermedad mental a la que se dedica. ...
... Judith Rubin (2009) believes that the source of art therapy lies in the natural world. This idea of a connection between art and the natural world seems to resonate with other therapists as well. ...
... This translates to a practice of art therapy that puts art in the service of all life forms (Atkins, 2017). This also aligns with Rubin's (2009) ...
... The key is the intent and purposeful use of the materials and products to help an individual. The goal of the use of art is ART THERAPY, ECOTHERAPY AND CHILDREN MOTOR DEVELOPMENT 16 therapeutic and not recreational or educational (Rubin, 2009). In the therapeutic practice, art becomes a third therapeutic element. ...
In the highly technological society we currently live in, children are spending more time in front of screens instead of engaging in play or spending time in nature. Screen time has increased significantly in the past year due to the Covid-19 pandemic. Excess screen time poses a threat to the motor development of preschool-age children. The fields of art therapy and ecotherapy have theoretical and practical groundings that make them an alternative to traditional therapies in the area of skill development and deficit prevention for children's motor skills. This study focuses on the benefits that art therapy and ecotherapy can have on the motor skill development of preschool-age children. A literature review was conducted to find the benefits of art therapy and ecotherapy concerning the motor development of preschool-age children. Existing research indicates that art therapy and ecotherapy individually and together (eco-art therapy) have benefits in the area of child motor development and well-being. These benefits can serve as protective factors and help mitigate the negative impact on motor development of preschool-age children that are associated with excessive screen time.
... On these grounds, it is possible that arts therapies can provide an alternative approach to psychological therapies in primary schools (Tomlinson, Derrington and Oldfield, 2011). For example, they can be especially useful for children with extreme difficulties in communicating their needs verbally, and whose needs cannot be met in the classroom (Rubin, 2010). Providing support is even more needed for vulnerable children whose problems are "hidden", or not addressed because of discrimination reasons or lack of awareness (i.e. ...
... Through the process of arts-making, children's tension can be reduced, and their stresses can be relieved. Also, they may be able to redirect energies that were previously used either in negative behaviours, or turned inwards (Rubin, 2010). This can happen because unfolding experiences through the arts can link to healthier connections between the mind and the body. ...
Embedding arts therapies (i.e. music, drama, dance movement and art therapy) within
the educational system may contribute to address children’s emerging needs and
result in a positive impact on their wellbeing, bridging the gap between health and
education. However, research in this area remains limited in scope and size, with
evidence of effectiveness not yet firmly established. Furthermore, children’s
perspectives are not taken to heart, relying heavily on either the views of therapists,
teachers, or parents.
This study attempted to fill this gap through a two-staged design. The first stage
consisted of a systematic review that aimed to identify, appraise and synthesise the
evidence relating to child-reported outcomes of arts therapies. This review included
seven studies and 358 participants. The findings informed the development of the
second stage; a pilot cross-over randomised controlled study investigating the process
and outcomes of an arts therapies intervention delivered to 62 children with mild
emotional and behavioural difficulties. The most important outcomes identified were:
emotional regulation; self-confidence; positive appraisal of health and perceived
quality of life; positive relationships; and reduced stress. Links were made with
positive psychology as well as self-determination and self-actualisation theories.
Furthermore, the pilot study shed light into the practicalities of conducting a
randomized controlled study in educational settings, as well as the power size needed
to reach statistical significance. Although results did not reach the accepted level of
statistical significance for all outcome measures, there were improvements in children’s
quality of life and wellbeing which sustained at 3, 6 and 12 months follow-up. There
were also significant changes in duration of sleep as determined through acti-watchers,
and in emotional and behavioural difficulties as reported by teachers.
This project highlights areas for improvement in future research and practice based on
evidence that is grounded on children’s perspectives. It is expected that the
implementation of these suggestions will benefit children’s health and wellbeing, and
the wider inclusion of arts therapies in national and international health-related
guidelines.
... Art therapy was founded in the early half of the twentieth century when psychiatrists and artists realized Afr. J. Biomed (Rubin, 2010). Thus, art therapy is one of the forms of treatment that has been recognized in the spectrum of mental health care in recent decades. ...
Art therapy can be described as one of the most efficient methods of treating mental health disorders and a form of communication that does not entail the use of language. Therefore, this work aimed to evaluate the efficiency of art therapy in the context of mental rehabilitation considering the description of clinical practice. The subjects in this study participated in various forms of art therapy including visual art, music, and dance for six months employing mixed-method research. The results of the analysis of qualitative data were the identification of the following main topics: individuality, assertiveness, and catharsis. The quantitative results also showed an improvement in the participants' mental health concerning PTSD, anxiety, and depression symptoms. Therefore, the findings of the study show the potential of art therapy, although there were some shortcomings, including the participants' attrition and variability of the number of attendees. According to the authors, art therapy should be included in the treatment plans, and there should be a specific protocol and collaboration with other workers to improve the patient's quality of life. The next research should therefore be longitudinal in a bid to establish the long-term therapeutic effects of such treatments.
... Art therapy was founded in the early half of the twentieth century when psychiatrists and artists realized Afr. J. Biomed (Rubin, 2010). Thus, art therapy is one of the forms of treatment that has been recognized in the spectrum of mental health care in recent decades. ...
Art therapy can be described as one of the most efficient methods of treating mental health disorders and a form of communication that does not entail the use of language. Therefore, this work aimed to evaluate the efficiency of art therapy in the context of mental rehabilitation considering the description of clinical practice. The subjects in this study participated in various forms of art therapy including visual art, music, and dance for six months employing mixed-method research. The results of the analysis of qualitative data were the identification of the following main topics: individuality, assertiveness, and catharsis. The quantitative results also showed an improvement in the participants’ mental health concerning PTSD, anxiety, and depression symptoms. Therefore, the findings of the study show the potential of art therapy, although there were some shortcomings, including the participants’ attrition and variability of the number of attendees. According to the authors, art therapy should be included in the treatment plans, and there should be a specific protocol and collaboration with other workers to improve the patient’s quality of life. The next research should therefore be longitudinal in a bid to establish the long-term therapeutic effects of such treatments.
... The field of occupational therapy often uses arts activities in treatments, and, in fact, it originally developed out of art therapy before morphing into an independent field in the late twentieth century (see Rubin, 2010). While occupational therapy sometimes employs arts activities, the 'art' involved in those activities is of less priority to practitioners than how the activities achieve the ultimate goals of their treatments. ...
Art group Another Kind of Girl Collective offers a case study of what teaching practical film-making outside formal education settings can look like, by offering film-making and photography workshops to young women around the world, including to young Syrian women living as refugees in Jordan. Another Kind of Girl Collective’s approach prioritises flexibility, mentorship and building trust between students and tutors. Rather than focus exclusively on the technical skills of film-making, the collective’s workshops are as much about mentorship and developing self-expression as they are about imparting the technical expertise required to operate a camera; this dual focus allows the technical to become a vehicle for the socioemotional. This article analyses Another Kind of Girl Collective’s approach to informal practical film-making education, contextualising it in how it differs from more formal, institution-based approaches, as well as how this approach compares to similar international development-focused programmes that prioritise product over process. Another Kind of Girl Collective presents a model of practical film education that not only educates a new generation of innovative film-makers, but also speaks to the socioemotional needs of students living as refugees.
... Looking at a picture or drawing pictures, constitutes a projective space where internal content can be externalized. 18 The American Art Therapy Association describes art therapy as a mental health profession in which clients facilitated by the therapist use art media, the creative process, and the resulting work, to explore their feelings, reconcile conflicts, foster self-awareness, develop social skills, reduce anxiety, and increase self-esteem. 19 Pictures provoke feelings and thoughts, thus accelerating participants' engagement in the therapeutic process. ...
In light of the growing needs of people for mental health services and the limited resources available, the literature calls for moving from individual therapy to group therapy. Parents of challenging children may be considered one such vulnerable population for whom the lack of professional assistance not only affects parents’ mental health and functioning but also that of their children. Group psychotherapy is an efficient and effective solution for parents: Research has concluded that group therapy is equally or more effective compared to individual therapy. Yet, group therapy is not frequently used with parents, mainly because psychologists are not trained to conduct such groups. Parent groups require therapists who understand parent-child relationship and who are trained in special methods and techniques that help parents engage in the group process. The aim of this paper is two–fold: 1. Present a group therapy modality to increase intimacy in parent-child relationships that relies on the creative arts; 2. Provide outcome and process research based on four large studies, to support the validity of the intervention.
... Art therapy, which is based on the theories of Freud and Jung and the techniques of psychoanalysis (Malchiodi, 2003;Rubin, 2010), is one of the preferred types of therapy in group therapies and psychoeducation programs. Art therapy is defined as the use of various art materials in providing diagnosis and treatment to cause positive development in individuals, resolve conflicts, reduce physical and mental problems, solve problems, and help cope with stress (Case & Dalley, 2006;Geue et al., 2010;Malchiodi, 2005). ...
It can be said that the main goal of psychotherapy approaches is to change dysfunctional attitudes and behaviors. The therapeutic effectiveness of psychotherapy methods that lead to change, in other words, the establishment of a causal relationship between the change in the target behavior, symptom or disorder and the intervention is examined through effectiveness studies. Emotion regulation processes play an important role in the development of many psychopathologies. The aim of this study is to examine the effect of the art therapy program on reducing the emotion regulation difficulties of individuals and to compare it with the effect of the same practices on reducing the emotion regulation difficulties of individuals participating in art therapy training, which is carried out in an experiential way. In the study, art therapy program was applied to the first experimental group and art therapy training was applied to the second experimental group. Psychology undergraduate and psychology graduate students participated in the study. Individuals who scored high on the Difficulties in Emotion Regulation Scale and volunteered were assigned to the first experimental group (11) and the second experimental group (11) by random sampling method. The program was applied to both experimental groups once a week for a total of ten sessions, each session lasting 180 minutes. The same program developed by the program coordinator was applied to both groups. Wilcoxon Signed Rank Test was used to compare the groups within each other. As a result, it was found that the emotion regulation difficulties of the individuals who participated in the art therapy program decreased, and the difference between the mean pre-test and post-test scores of the individuals who participated in the art therapy training program was not significant at the .05 level. From this point of view, treatment motivation is an important issue for art therapy as in other treatment methods. It can be stated that being ready for change and taking steps towards recovery is an important factor in emotion regulation.
... Compared to a classic therapy, art therapy doesn't rely on a conversation only to communicate thoughts with the patients, it uses the full spectrum of art and other creative practices as a form of treatment (Malchiodi, 2003). Drawing, for instance, was used by Christopher, a child whose mom committed suicide, to symbolically represent her death, allowing him to release part of his grief (Rubin, 2010). Art therapy also relies also on a non-linear approach seen above to grief work through for instance balancing the loss orientation stressors with activities that emphasize joyful memories (Lister, Pushkar and Connolly, 2008). ...
The proliferative expansion of social media applications and technologies has brought drop-shipping as an effective order-fulfilment mechanism for many start-ups and online retailers (e-tailers). A model that exploits the concept of the Theory of Planned Behavior (TPB) is adopted in this research, which provides an entry point to better understand social media-based retailers’ behaviors towards drop shipping that intercepts concepts of logistics-driven and consumer behavior-oriented performance drivers. A mixed method is employed: While the in-depth interviews provide the base for measurement instrument design that has the contextual relevancy needed to form the content validity and reliability, the questionnaire-based survey facilitates the statistical confirmation for the validity of the adapted use of TPB, which is statistically significant to p < 0.01 level.
... Compared to a classic therapy, art therapy doesn't rely on a conversation only to communicate thoughts with the patients, it uses the full spectrum of art and other creative practices as a form of treatment (Malchiodi, 2003). Drawing, for instance, was used by Christopher, a child whose mom committed suicide, to symbolically represent her death, allowing him to release part of his grief (Rubin, 2010). Art therapy also relies also on a non-linear approach seen above to grief work through for instance balancing the loss orientation stressors with activities that emphasize joyful memories (Lister, Pushkar and Connolly, 2008). ...
TAM (Technology Acceptance Model) and TPB (Theory of Planned Behaviours) are adapted to study the factors that drive the continuing intention of GPS-based fleet management owners to expand the usage and build the various domains of performance. Based on exploratory factor analysis, market development, business, service, risk and cost control are the performance areas perceived as vital to fleet management owners. As the operationalization details of the relevant constructs are not easily available in the extant literature, a mixed method is employed. While the in-depth interviews serve to identify the contents that match the key constructs of TAM and TPB, which establishes the content validity and reliability, a questionnaire-based survey has enabled this research to confirm the validity of the proposed theoretical model that intercepts both TAM and TPB. Besides, practical implications to both GPS-fleet management systems sellers and the owners would be delineated to help them identify the areas of challenges and significance that need particular attention and strategic investments.
... Compared to a classic therapy, art therapy doesn't rely on a conversation only to communicate thoughts with the patients, it uses the full spectrum of art and other creative practices as a form of treatment (Malchiodi, 2003). Drawing, for instance, was used by Christopher, a child whose mom committed suicide, to symbolically represent her death, allowing him to release part of his grief (Rubin, 2010). Art therapy also relies also on a non-linear approach seen above to grief work through for instance balancing the loss orientation stressors with activities that emphasize joyful memories (Lister, Pushkar and Connolly, 2008). ...
A model that exploits the concept of RBV (Resource-based View) of sustainable competitive advantage, which centralizes on supply chain competency and external lean practices, is theoretically reasoned and empirically supported for application to the chili-paste industry in Chiang Rai, Thailand. Sustainable competitive advantage is operationalized based on the principles of VRIO (Value, Rare, Inimitability, Organized) and the ability of the organization to deliver operations performance objectives in aspects of order winners or/and order qualifiers. External lean practices identify the important roles of suppliers and customers as leanness supports. The use of a mixed method incorporating in-depth interviews with the producers and questionnaire-based surveys has led to the supportability of the hypotheses raised and with variants of details. This research has clear implications, by suggesting a prioritization of the different facets of supply chain competencies, and in particular production and product factors. Supplier feedback and customer involvement are the two external lean practices that support both competencies and sustainable competitive advantage. The empirical outcomes also shed light on four performance categories perceived as relevant and useful to the chili-paste industry: customer loyalty, profit, market expansion and revenue. Limitations of this research are caused by the difficulty in assessing and convincing the producers, both registered and non-registered with the government, for the survey participants.
... Art-based analysis, conversely, seeks to uncover each person's complexity and subjectivity. To this end, arts assessment values equally the overtly recognizable, culturally shared, depicted content and the more covert, personal meanings connoted and encoded in the formal elements of the image (such as color and texture) (Rubin, 2009). The FEATS (Formal Elements Art Therapy Scale) is the pre-eminent validated instrument that analyzes Formal Elements (Gantt, 2015). ...
Introduction
Parkinson’s disease (PD) is the second most prevalent neurodegenerative disease. Complementary and alternative therapies are increasingly utilized to address its complex multisystem symptomatology. Art therapy involves motoric action and visuospatial processing while promoting broad biopsychosocial wellness. The process involves hedonic absorption, which provides an escape from otherwise persistent and cumulative PD symptoms, refreshing internal resources. It involves the expression in nonverbal form of multilayered psychological and somatic phenomena; once these are externalized in a symbolic arts medium, they can be explored, understood, integrated, and reorganized through verbal dialogue, effecting relief and positive change.
Methods
42 participants with mild to moderate PD were treated with 20 sessions of group art therapy. They were assessed before and after therapy with a novel arts-based instrument developed to match the treatment modality for maximum sensitivity. The House-Tree-Person PD Scale (HTP-PDS) assesses motoric and visuospatial processing–core PD symptoms–as well as cognition (thought and logic), affect/mood, motivation, self (including body-image, self-image, and self- efficacy), interpersonal functioning, creativity, and overall level of functioning. It was hypothesized that art therapy will ameliorate core PD symptoms and that this will correlate with improvements in all other variables.
Results
HTP-PDS scores across all symptoms and variables improved significantly, though causality among variables was indeterminate.
Discussion
Art therapy is a clinically efficacious complementary treatment for PD. Further research is warranted to disentangle causal pathways among the aforementioned variables, and additionally, to isolate and examine the multiple, discrete healing mechanisms believed to operate simultaneously in art therapy.
... A widely held assumption among art therapists is that these materials have their own properties that evoke specific experiences during art making. They assume that art materials that provide more structure, such as pencils, are easier to control and evoke cognitive processes, whereas art materials that provide less structure, such as wet clay, are more difficult to control, and evoke affective and sensory processes (Haiblum-Itskovitch et al., 2018;Hinz, 2020;Hyland Moon, 2010;Malchiodi, 2012;Naff, 2014;Pénzes, 2020;Regev & Snir, 2018;Rubin, 1984Rubin, , 2009Snir & Regev, 2013). Art therapists systematically apply art materials' properties to evoke specific experiences to enhance and/ or restore clients' balance between thinking and feeling, adaptability, resiliency and psychological flexibility (Pénzes, 2020). ...
... However, creative arts therapies can be differentiated from arts and culture-based interventions. A key aspect of art therapy interventions is that they are delivered and designed by trained art therapists rather arts and culture interventions are arts activities that are delivered by researchers, trained facilitators, educators or volunteers (Rubin, 2009). Creative art therapies can be defined as, ' a form of psychotherapy that uses art media as its primary mode of expression and communication' (BAAT, 2022). ...
There is a growing body of evidence indicating the arts have a role to play in promoting good health and preventing and managing illness. WHO has called for governments to take an intersectoral approach, both within and across traditional areas of policy, to realise the potential of the arts for public health. To explore what global progress is being made towards this aim, we present examples of arts and health policy development from diverse government areas: health, arts, local governments, and cross government. These examples, which have been selected from a scoping review of 172 relevant global policy documents, indicate that many health and arts policy makers view the relationship between arts engagement and improved health in quite general terms, although some are investing in more targeted applications of the arts to address specific public health issues. The most promising and concrete commitments are happening when health and arts ministries or agencies work together on policy development.
... The research programmes was based on various visual art activities in order to learn about visual art techniques and materials, as well as art motifs (UNLVOŠ, 2011). The focus of the art-based support was on conversation and reflection (expressing opinions, thoughts, desires, feelings), as well as directing the student's attention, concentration, and perseverance in the process of visual art activities (Rubin, 2009;Moschini, 2018). Art activities are designed to enhance the student's affective, psychomotor, and cognitive development (Tacol, 2003), while supporting accuracy, expression of thoughts, emotional states, feelings, needs, desires, and interests (Kay, 2020). ...
Primary school teachers in Slovenia are regularly confronted with a large number of students with special needs who show deficits in perseverance, attention, and concentration. Therefore, considerable professional support is required to provide an inclusive approach to visual art-based activities, including art-based interventions. In this study, a 12-step qualitative action research programme was conducted over a 3-month period in order to help with the integration of a 10-year-old boy who had deficits in individual learning areas, such as perseverance, attention, and concentration. Our results show that art-based interventions using different visual art areas, techniques, materials, expressive methods, and concepts in art classes had a positive effect on the student’s perseverance, attention, and concentration abilities. During the study period, his concentration and perseverance levels improved. He also accepted the fact that effort and perseverance are essential to complete a work of art, leading to better quality art and personal satisfaction.
... 15 In recent years, painting therapy has received significant attention as a nonpharmacological and complementary intervention to relieve depression and anxiety caused by different children's diseases. 16 Painting therapy is a form of art therapy mediated by painting activities. 17 This term was used in 1986 in a program called "We can weekend" to help families to cope with cancer in the form of drawing and painting. ...
Background: Diabetes-induced anxiety, depression, and decreased self-efficacy lead to poor adherence to treatment in diabetic children. Since painting therapy seems to be helpful to express their feelings, this study aimed to investigate the effects of virtual directed painting therapy on anxiety, depression, and self-efficacy in diabetic children.
Methods: This randomized controlled trial was conducted on 40 children with type 1 diabetes aged 8-12 years who were referred to Imam Reza Clinic of Diabetes in Shiraz, from July to October 2020. Children were randomly selected and assigned to intervention and control groups, using block randomization. The intervention group received the routine care plus virtual painting therapy directed by WhatsApp (six 2-hour group sessions once a week for six weeks). Spence Children’s Anxiety Scale, Maria Kovacs Children’s Depression Inventory, and Diabetes Management Self-Efficacy Scale were completed before and after the intervention. Data were analyzed through SPSS 23, using Chi-square, Mann-Whitney U, and Wilcoxon tests. P value Results: After the intervention, the median (interquartile range) total scores for anxiety, depression, and self-efficacy in the intervention group were 48.50 (45.00-51.75), 7.00 (4.00-9.00), and 169.00 (154.00-
178.00), and in the control group 55.00 (48.50-62.25), 13.00 (10.00-17.50), and 152.00, respectively (110.50-184.00). After the intervention, there was a significant difference between the groups regarding anxiety (P=0.02) and depression (p <0.001); however, the difference in self-efficacy was not significant (P=0.20).
Conclusion: Painting therapy should be considered as a part of care programs in diabetes centers and other community settings to control anxiety and depression of diabetic children.
... Moreover, mastering artistic techniques and visual perception is not the fundamental purpose of art therapy, but falls within the scope of art education (Stańko-Kaczmarek 2013: 29). Thus, the boundary between art therapy and other adjacent disciplines has been already researched and delineated by science (Szulc 2011;Rubin 2010) as well as discussed in a less academic manner (Handford 2009a(Handford , 2009b. ...
The aim of the study presented in the article was to demonstrate the benefits of education and art therapy for students returning to traditional learning after the period of online education caused by the COVID-19 pandemic. The article presents selected Polish and foreign studies on the relationship between the use of information and communication technologies (ICT) and psychological deterioration in schoolage children. Taking into account the probable intensification of such cases related to the widespread use of ICT in teaching during the pandemic, the need for systematic psychological support of the majority of students in the reality of the “post-pandemic school” is observed. Hence, the suggestion to introduce elements of art therapy in Polish schools. Art therapy as an activity facilitating group integration, expression of emotions and self-regulation using art and creative expression was presented as a possibility of adapting educational activities to the new challenges and needs of students. The reflections of Herbert Read, which serve as the conceptual framework for the article, indicate the interpretation of his ideas as a prototype of modern, visionary education incorporating elements akin to the purposes of art therapy.
... The starting point was the boy's behavioral problems after his father's death. A modest description by J. Rubin (2010) indicates the adoption of an interview-based model, which was used to diagnose the problem, observe the jointly performed task, a drawing, and to view and exchange the meanings in their own and the other person's works. More data can be found in the publication of H. Manicom and T. Boronska (2003), in which the authors emphasize the interdisciplinary nature of their project and, consequently, the adoption of therapeutic and educational goals in working with families in crisis. ...
The main purpose of the article is to present various ways of conducting art therapy with families, which is often referred to as Family Art Therapy. In the first part, the author explains the sources and unique features of this form of work, before proceeding to characterize therapeutic interventions described in the literature on the subject. Although they are not numerous, they present a wide range of possibilities for the use of Family Art Therapy. The author, therefore, proposes a division into three main groups of problems: (1) the functioning of the family is disturbed as a result of the health condition of one of its members; most often it is a child who is experiencing severe mental disorders, e.g. schizophrenia, mood disorders, depression, suicide attempts, etc. or ADHD, ASD and neurodevelopmental disorders; (2) the functioning of the family is disturbed as a result of external conditions: a crisis situation, or domestic violence; (3) disturbances in the relationship between the parent(s) and the child. These various family problems require different techniques and exercises, which has been highlighted in the characteristics of the different ways of working with families. The article is also complemented by short descriptions of art-therapy works prepared by art therapy students, the starting point for which was the use of a diagnostic and therapeutic genogram technique for creative, artistic work and self-reflection on one’s own family.
The article ends with the significant words of the precursor of Family Art Therapy, Hanna Kwiatkowska showing the value of this form of work not only for its participants but also for art therapists.
... El arte es el medio idóneo para trabajar esta capacidad, ya que no nos da una única solución sino múltiples. Uno de los aspectos más placenteros de la arteterapia consiste en el desafío creativo de decidir qué hacer y cómo hacerlo (Rubin, 2010). El proceso creador en el arte tiene algunas diferencias respecto al proceso creador que se realiza en arteterapia. ...
[Máster en Profesor de Educación Secundaria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas]
El presente trabajo de fin de máster realiza una revisión sistematizada, descripción y análisis del estado de la investigación científica en relación con la arteterapia en el ámbito escolar en diversos países y más concretamente en España hasta la actualidad. De este análisis, se derivan las posibles implicaciones que la arteterapia tiene para hacer frente a los retos de la educación vigente en nuestro país desde el ámbito de la orientación educativa. Se plantea la pertinencia metodológica de esta disciplina para la atención a la diversidad, inherente a todo individuo, así como para la prevención de los malestares presentes en el contexto educativo. Asimismo, se examinan las posibilidades de la arteterapia para trabajar la educación emocional en las aulas, la creatividad, así como sus efectos en el desarrollo cognitivo y el aprendizaje. Por último, se plantean futuras líneas de estudio en este ámbito con una alta implicación en la innovación educativa.
Palabras Clave: Orientación educativa, arteterapia, educación, escuela, educación emocional
... Narrating one's own story becomes vital when the experience offers an "untold and/or underrepresented perspective" (Kaimal, 2015, p. 136). Just as scholars have underscored the importance of creating art as an outlet for reflection (Case & Dalley, 2004;Rubin, 2010), my art gave me a channel to express my feelings. Through sharing the paintings that I created during my studies, between September 2015 to May 2017, I offer the experiences I had during the early stages shaped with anxieties and uncertainties and how that impacted my self-identity. ...
The formation of a professional identity is a continuous process. A Ghanaian art educator shares her experiences of studying to become an art therapist in the United States by exploring her use of art and narratives. She describes a journey of overcoming her anxieties and as part of her evolving identities – cultural, social, professional.
Background and Aim: Attention deficit hyperactivity disorder (ADHD) is a developmental neurological disorder and a common childhood disorder that has attracted the attention of psychologists, psychiatrists, and clinical specialists; hence, the present study aimed to determine the effectiveness of painting therapy on attention deficit hyperactivity disorder, and separation anxiety in second-grade female students at primary schools of Bastak County in the school year 2020-2021. Methods: The study had a quasi-experimental design with pretest-posttest and a control group. The statistical population of the study consisted of all female second-grade students of Bastak primary schools in the school year 2020-2021. The sample group was selected by the convenience sampling method and divided into two experimental (n=20) and control (n=20) groups using random assignment. The Child Symptom Inventory-4 (CSI-4) was used to collect data. After performing the pre-test, the experimental group received painting therapy for ten 90-minute sessions, but the control group did not receive any intervention. After collecting pre-test and post-test, the data were analyzed using the statistical method of analysis of covariance (ANCOVA) and statistical software (SPSS). Results: The results of analysis of covariance indicated that there was a significant difference between attention deficit hyperactivity disorder and separation anxiety in the control and experimental groups in the post-test after eliminating the pre-test effect, and painting therapy had a significant effect on attention deficit hyperactivity disorder and separation anxiety in female second-grade students. Conclusion: Therefore, the results of painting therapy can be used as a useful non-pharmacological therapy in clinical situations and the treatment of separation anxiety problems in children.
In the review article, the author actualizes the problem of socio-pedagogical technologies in working with young people with disabilities. According to many domestic and foreign researchers artistic techniques, contribute to socialization, formation of critical thinking, purposefulness, self-confidence, etc. Therefore, today social pedagogy faces the task of justifying and methodically describing artistic techniques for the successful development of youth with disabilities. The purpose of the article is to carry out a theoretical and practical review of the possibilities of using artistic techniques in socio-pedagogical work with young people with disabilities and to determine the specifics of this process. Research methods and techniques used in the article are the following: theoretical analysis and synthesis; generalization – for processing and interpretation of achievements from the researched problem and formulation of conclusions. The groups of artistic techniques include the following ones: theater techniques, music therapy techniques, fine art techniques, dance therapy techniques. Features of the use of these groups of techniques in working with youth with disabilities are the following: (1) person-oriented and individualized approaches to the selection of artistic techniques and their use; (2) taking into account psychophysical characteristics of youth and disabling pathology; (3) creation of saturated artistic conditions for the implementation of tasks of socio-pedagogical interaction; (4) technological competence of the specialist, his/her (5) development and self-improvement during his life; (6) the orientation of artistic techniques on the inner world of the individual, the formation of the system of personal values. The prospect of further research is a detailed study of the possibilities of theater techniques in inclusive education in the following directions: adaptation of means and methods of theater art to the possibilities of young people with disabilities, analysis of domestic and foreign experience of using theater art in socio-pedagogical work with young people with disabilities.
Yaratıcı Sahnemizde Bir Keşif Yolculuğu: “Yaratıcı Dans ve Yaratıcı Drama Bağlamında Sanatın Dönüştürücü Gücü” İpek T. GİRGİN Banksy, Toplumsal Olaylar ve Sanat Olarak Grafiti İlişkisi Nurşen SERTKAYA Özdüşü nümsel Bir Değerlendirme: Franco ile Açılan Bir Çemberi Kapatmak Sinem TAŞ Toprağın Sesi 1: Bayramiçli Annelerin Paylaşım ve İfade İhtiyaçlarına Yönelik Yaratıcı Atölyeler Serisi Betül KATIGÖZ Derin ULUDAĞ Sanatıyla İyileşen Sanatçılar Elif YARIMOĞLU Müzeler ve İyilik Hali Saadet Ufuk YURDALAN Fethiye ERBAY Bilinçli Farkındalık Temelli Sanat Terapisi (MBAT) Oya Sevcan ORAK Ekolojik Deneyim Olarak Kültürel Bellek Yansımaları Özlem CIBIR CİNKAVUK Eda ÖZ ÇELİKBAŞ Yaşlı Bireylerde El Sanatları Uğraşının Ruh Hali Üzerindeki Etkisinin İncelenmesi (Amerika Teksas-Denton Brookdale Senior Solution Yaşlı Bakım Evi Örneği) Esra EKİNCİ
Duygu Düzenlemede Sanat Terapisinin Etkisi Ezgi GÜRLEVİK Dışavurumcu Sanat Tedavisi Kapsamında Resim Sanatının Terapötik Etkisi İnci ALIÇ ÖZASLAN Sanat Terapisi ve Resim Analizi Elif Şule ŞANLI Gerçek Kendilik ve Sanatsal Yaratıcılık Üzerine Özlem SERPEN Psikoanaliz ve Freud Kesişiminde Salvador Dali Resimleri Burhan YALÇIN Ümit PARSIL Adana Sanat Eğitimcileri Çalıştayı ve Öğretmenlerin Etkinliğe İlişkin Görüşleri Sinem ALPASLAN Abdulgafar TERZİ Ramazan BALTACI Sanatın İyileştirici Yönünün Tasarıma Yansıması: Yayoi Kusama Örneği Itır ARAT Sanatta Lacancı Psikanaliz Yaklaşımı ve Bedenin Sınırları Üzerine Bir Sanatçı Örneği: Marina Abramovic Ahmet Göktuğ KILIÇ Abdulmusa YÖNYOL Sanat Terapilerinde Travmatik Yaşantılar ile Çalışmak Serap GÜLEÇ KESKİN Arzu YALÇINKAYA
Carl Gustav Jung’un, yaşam mücadelesi sırasında iç alemindeki dinamikleri anlamlandırma süreci, yaşamının eşsiz bir sanat eseri haline dönüşmesini sağlamıştır. Yaptığı seyahatler, mitolojiye olan merakı, astroloji bilgisi, kadim teorilere yönelik hakimiyeti, farklı kültürlerden almış olduğu birikimler ve sanat ruhlu bir yapıda olması gibi bir dizi niteliği onun orijinal ve zengin bir ekol oluşturmasına zemin hazırlamıştır. Yarattığı kavramlar, teknikler ve yöntemler insanın doğasında mündemiç olan potansiyellerin keşfini ve varlığının ötesine geçişini sağlayan farkındalıkların anahtarı niteliğinde olmuş ve Sanat Terapisi (Art Therapy) alanının köklerini oluşturmuştur. Ayrıca ruhun derinliklerini bütünsel olarak keşfetmeye yol olmasıyla terapi alanında sıklıkla kullanılmış ve böylece onun bilinçdışı ile bilincin uzlaşımını ve bütünleşmesini sağlama amacı da kendini gerçekleştirmiştir. Sanat terapisinde aktif imgelemin kullanımı, kendini keşfetmek, kendini gerçekleştirmek, yeniden inşa etmek, iç dünyadaki yapılarla yüzleşmek, varlığının derin boyutlarıyla bütünleşmek isteyen bireyler için alternatif bir pusula niteliğinde olmaktadır.
Örseleyici yaşantılar, ruh ve beden bütünlüğüne yönelik tehditler ile şiddet ve ölümle karşılaşma içeriğine sahiptir; özellikle kronik olarak yaşanması halinde kadınlar ve çocuklar üzerinde travmatize edici bir durum yaratmaktadır. Bu çalışmada, kız çocukların ve kadınların travmatik yaşantısının aile resmi çalışması üzerinden değerlendirilmesi amaçlanmıştır. Bunun için nitel modelde fenomenolojik desen ile tasarlanan çalışmada görsel materyaller kullanılmıştır. Çalışmaya Türkiye’de farklı illerde yaşayan travmatize yaşantısı olan çocuklar ve kadınlar ile travmatize yaşantısı olmayan çocuklar ve kadınlar dâhil edilmiştir. Çalışmada toplam 20 resim incelenmiştir. Araştırma verileri araştırmacı tarafından oluşturulan Sosyodemografik Veri Formu ve Aile Çiz testi kullanılarak toplanmıştır. Bulgular fenomenolojik bakış açısı ile yorumlanmıştır. Bunun için verilerin çözümlenmesinde betimsel analiz teknikleri kullanılmış, kişilerin aile özellikleri ile çalışmalarındaki renk, kompozisyon, içerik analiz edilerek değerlendirilmiştir. Elde edilen verilerde travmatize yaşantıların aile resmi çalışmalarında aile üyelerinin resimden elenmesine yol açtığı, içe kapanık ve depresif örüntüleri olan çocuk ve kadınların sınırlı renk seçiminde bulundukları ve aileye tek figür çizdikleri belirlenmiştir. Gerçekleştirilen bu çalışma ve alanyazındaki bilgiler doğrultusunda travma mağduru olan çocukların, ergenlerin ve yetişkinlerin psikolojik müdahaleye ihtiyacı olduğu ortaya koyulmaktadır. Travma yaşantıları karşısında koruyucu unsurlar açısından kişilerin yaşamında sosyal destek yapısının güçlendirilmesi önerilmektedir. Anahtar Kelimeler: Aile Çizimleri, Travma, Dışavurumcu Sanat
In this paper I use theory on craft and psychophysical wellbeing to extract insights on the value and meaning I found in woodcarving after being diagnosed with terminal brain cancer. I continued to carve wood throughout the entire diagnosis and treatment period. I was already an experienced woodcarver and had done extensive research on my own making processes. Both the making and research provided meaning and value for me in my ordeal. I discuss three lessons I learned: 1) Deliberate controlling of attention on the here and now worked as a coping mechanism, giving meaning and value to my situation; 2) Grounding myself in physical touch with a close connection to the material contributed to maintaining my positive identity as both maker and researcher, and acted as another coping resource; and 3) As I made the objects, I re-made myself. My intention to save and finish these artifacts, and the joy I experienced as I finished them, gave meaning and purpose to my situation. These lessons support previous findings on craft and wellbeing, contribute insider insights on the use of wood in art making during cancer treatment, and they could potentially inspire others facing dire straits to use crafting to cope.
Work and Occupation in French and English Mental Hospitals, c.1918-1939 by Jane Freebody
Published OA by Palgrave Macmillan:
https://link.springer.com/book/10.1007/978-3-031-13105-9
Abstract:
The book explores the nature, meaning and therapeutic implications of work and occupation for mental hospital regimes, staff and patients. Focusing on the less examined interwar period, the book offers a comparative analysis of practices in France and England and in metropolitan and rural locations. The book demonstrates that, while occupation has been used to treat the mentally disordered since the early nineteenth century, approaches to its use have evolved across time and place. The book assesses the various medical, economic, political and social factors that shaped such approaches one hundred years after the heyday of moral therapy. The occupation prescribed for patients in French and English mental hospitals varied according to national and local responses to the different trajectories of professionalisation of French and English psychiatry, the influence of World War I on both psychiatry and institutional budgets, concerns around the degeneration of national populations, changing attitudes towards work in the early days of the welfare state, the impact of the Great Depression on unemployment and mental health, and the emergence of new approaches to occupation in the USA and Germany. The study reveals how the perceived need by one group of professionals (in this case, English psychiatrists) for a particular treatment (occupational therapy) can stimulate the growth of a new profession and the infrastructure to support it. It highlights how the justifications for certain practices can be adapted to suit different audiences and circumstances. The book also demonstrates how old ideas and practices (moral therapy) can be re-imagined and brought back into use, becoming the hallmark of a modern hospital once again.
Freebody explores how a patient’s class, gender, age, physical health and mental condition influenced the allocation of occupation in French and English institutions. Class was an important consideration since manual labour was considered unsuitable for the middle classes, particularly for women, despite its alleged benefits as a therapy. Whether a patient’s condition was perceived as curable or incurable made a difference to the type of occupation prescribed in England, and to whether it was prescribed in France. The reasons why curable patients at the acute stage of their illness were more likely to be prescribed occupational therapy in England, or unoccupied and treated biologically in France, are examined. In both countries, incurable patients, and those whose condition had deteriorated into chronicity, were allocated work around the hospital, provided they were physically fit, for the benefit of both institution and patient. Freebody compares the material conditions of English and French, rural and metropolitan institutions, that provided the context for patient work, and the varied approaches towards offering incentives to work.
Freebody demonstrates how new theories regarding the therapeutic use of occupation, developed during the early twentieth century in Germany and the USA, were received very differently by French and English psychiatrists, highlighting the disparity in their respective interpretations of mental disorder. In England, where psychiatrists had come to regard mental disorder holistically after World War I, the new approaches were adopted as curative treatments. French psychiatrists, the majority of whom maintained their belief in the physiological nature of mental disorder, largely ignored the new theories. In England, occupational therapy (either in the form of arts and crafts or of carefully allocated and supervised work around the hospital) became the hallmark of a modern hospital. In France, patient work remained much as it had done before World War I, with the exception of the Henri Rousselle Hospital in Paris.
Tensions between the therapeutic value and the financial benefits of patient work were exacerbated by the difficult financial climate following World War I and during the Great Depression. In France, prefects and asylum directors were keen to maximise the use of patient work to offset institutional running costs, which did not always sit comfortably alongside its therapeutic remit. The transformation of the Asile Clinique into a hospital for acute patients was delayed because it involved losing the asylum’s incurable and chronic patients, who were its best workers. In England, the economic contribution made by patient work was downplayed, in the light of accusations of exploitation, while the curative role of occupation was emphasised. Occupational therapy added to, rather than offset, institutional running costs, but this was justified by its role in active treatment. The budget for entertainment was another contested area; whether expenditure in this area could be justified on the grounds of therapy.
The problem of inhibiting distance learning at all levels of education may be regarded in the context of methodological and psychological unpreparedness of both teachers and students. Refusal to actively introduce distance learning as an alternative form of traditional education significantly reduces the level of competitiveness of the Ukrainian education system in the global education market and weakens the country's economy, as it leads to a massive outflow of intellectual potential of our students abroad. The purpose of the article is to identify ways to improve the quality and effectiveness of training future primary school teachers to implement distance education in future professional activities. A significant problem that affects the development of distance learning technologies is the lack of inherent skills and demand for distance learning among students of secondary schools. Most educational skills are formed in primary school. However, at this stage the vast majority of children do not encounter distance learning, do not get acquainted with the principles of distance learning.
Aims
To explore and summarize studies investigating the effect of arts and culture interventions for people living with dementia and their caregivers on the well-being and cognition of the person living with dementia and, caregiver strain.
Methods
We carried out a systematic search of five electronic databases (PubMed, PsychINFO, Embase, CINAHL, and Cochrane Library). We included original research published in peer-reviewed journals including both qualitative and quantitative studies. We assessed quality of included studies using the Cochrane Collaboration’s Risk of Bias tools. A narrative synthesis was conducted of all included studies.
Results
Of the 4827 articles screened, 34 articles met inclusion criteria. A variety of interventions were identified, with more than half taking place in a museum or gallery. Five RCTs showed improvements in wellbeing outcomes but no cognitive improvements except in some subscales in a music intervention. Most non-randomised studies reported cognitive improvements and well-being improvements for people living with dementia and their caregivers. Studies primarily focused on individuals with mild to moderate dementia.
Conclusions
The use of arts and culture interventions may provide benefits for people living with dementia and their caregivers. However, heterogeneity of the interventions and outcome measures prevented generalization of the results. Further research of arts and culture interventions for people living with dementia and their caregivers should utilize larger controlled trials, standardized outcome measures and include individuals with moderate to severe dementia.
There is limited research on the health implications of Indigenous and traditional art practices. This study investigated the therapeutic value and meaning of these practices and their use in art therapy. Twenty-one art therapists who identified as belonging to or working closely with a culturally diverse or Indigenous community provided insights about the use of traditional art practices in therapy or their own artmaking. Through grounded theory methodology, we developed a framework to identify therapeutic potentials, individual and community benefits and risks of involving culturally significant art practices in art therapy. Results suggested that Indigenous and traditional art practices are embedded in the culture and land they emerge from. These practices are considered familiar if the client has learned them from older generations which can lead to increased cultural pride and reclaiming cultural identity. Certain art practices and art forms have specific therapeutic qualities that can be used with a larger population. Our findings lead to the development of an emerging ecological model of Indigenous and traditional art practices. The model suggests that the individual, family, community, and culture are deeply interlinked. When using traditional and Indigenous arts in art therapy, we suggest art therapists to consider this ecological model and make ethical choices to avoid appropriation.
Background
There are growing numbers of young children with complex life-limiting conditions as well as varying degrees of physical, sensory and cognitive limitations currently surviving birth.
Context
As a trainee art therapist, I needed to clarify exactly what art therapy actually was and how to implement it with this clientele, which initially looked the least likely of the creative therapies to be practical.
This article offers an account of my journey providing art therapy to a ten year-old girl during my final year trainee placement within a children’s hospice and what she contributed in terms of my development and understanding.
Approach
Neurobiological studies of sufferers of trauma (who can display similar restricted sensory, emotional and cognitive processing capacity) suggest that art can function in a direct manner on the brain, enabling expression and communication. Art therapy becomes feasible with these children if their anger and frustration is seen as embodied very much like trauma as generally understood. Initial sessions concentrated on creating routines and structures without expectation of an art product even though these could be mistaken for sensory or messy play.
Outcomes
Finally, my client engaged with art materials and was able to employ controlled gestures resulting in making marks on paper. A noticeable positive change over my client’s attitude occurred.
Conclusions
By not focussing on expectations around the marks produced in terms of art, a therapeutic relationship developed.
Implications for research
Neurobiological studies involving these children as a specific group and art therapy are recommended.
Plain-language summary
This article offers an account of providing art therapy to a ten year-old girl who has the cognitive facility of someone much younger, is registered blind, has limited fine-motor skills, and has a life-limiting degenerative neurological condition. That she could engage in any form of making art (an often assumed prerequisite of art therapy) may seem improbable. As a result, children with similar abilities are more likely to be offered sensory or messy play, as these might appear immediately more directly accessible. Nevertheless, art materials do feature in messy/sensory play, and though the end result may, indeed, present as a mess, drawing on neurological theory I reason this could still result in therapeutic value as a mode of expression/communication. Part of the initial difficulty for me involved issues around what art therapy was. Consequently, I struggled with the idea of whether what I was doing with my client was art therapy.
Although, at times, I felt I was offering sensory or messy play, I was finally able to accept that I had done so in the service of art therapy. A key factor was to do with the role of the art therapist as ‘container’ for the client’s emotions. The art therapist’s role is therefore upheld as essential to defining whether it was art therapy or not. Much of the time, what took place did not necessarily emulate what I thought of as ‘normative’ art therapy practice. However, these sessions were necessary to build up trust, and eventually, my client constructively engaged with art materials. The results were not pictorial, but they were controlled rather than random and were accompanied by a marked change of behaviour. I concluded that art therapy specifically was possible in this situation, and affirm that this client group should not be denied the opportunity because of potentially preconceived expectations.
ResearchGate has not been able to resolve any references for this publication.