|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
References
American Art Therapy Association. AATA Facts: Frequently Asked Questions. Retreived October 12, 2002 from http://www.arttherapy.org/ A Mom's Love. (2002). Pregnancy and babies. Retrieved October 12, 2002, from http://www.amomslove.com/pregnancy-babies.html DeVore, J. (1998). Milissa Hicks -- art therapist (interview). School Arts, 97(6), 42. Cochrane, J. L. (1996). Using play and art therapy to help culturally diverse students overcome barriers to school success. School Counselor, 43(4), 287. Goodman, R., & Williams, K. (1998). Talk, talk, talk, when do we draw? American Journal of Art Therapy, 27(2), 39. Emporia State University Masters of Science in Art Therapy. (2001). What, Where, Who, Why, and How of Art Therapy. Retrieved October 12, 2002 from http://www.emporia.edu/psyspe/arttherapy/atinfo.html Kahn, B. B., (1999). Art therapy with adolescents: making it work for school counselors. Professional School Counseling, 2(4), 291-299. Sina, S. K. (1998). Design-a-dad. In Kaduson, H., & Schaefer, C., (Eds.) 101 favorite play therapy techniques. Northvale, NJ: Jason Aronson. Liebmann, M. (1986). Art therapy for groups. Cambridge, MA: Brookline. Neufeldt, V. (Ed.). (1989). Websters new world compact school and office dictionary. New York: Prentice Hall. Ontario Art Therapy Association (OATA). (2001). About art therapy - what you need to know. Retrieved October 12, 2002, from http://www.oata.icomm.ca/a_little_bit_about.htm Riles, S. (2001). Art therapy with adolescents. The Western Journal of Medicine, 175(1), 54. Rubin, J. A., (1999). Art therapy: An introduction. Lillington, NC: Edwards Brothers. Spitzer, J. E. (2001). Emotion cube (project for high-school
art therapy programme). School Arts, (100)8, 50.
|
Objective:
Procedure: To start this activity there are two possible options:
After the figure is ready, the most important aspect of the activity starts. The counselor provides different shapes for feeling words. For example, a happy face for feeling happy, an exclamation mark for feeling excited, a question mark for feeling worried or confused, a frowning shape for feeling sad, and other also additional material for the child to make the shape he desires for the relevant feelings. The counselor asks the child to choose the shapes of how the father feels (if we want to focus on the father) or of how the child feels about his/her father (if we want to focus on the child). Then ask him/her to place the shapes anywhere he wants. Some options are to be more directive and ask to place them either outside or inside the body or to place them where the feelings come from, like the chest or the belly, for example. At this moment, we can facilitate the discussion of each feeling as he is placing it, or we can wait and discuss them afterwards. As the feelings are being discussed, they can be moved from the inside to the outside of the body. Focusing on the here-and-now would allow the child to explore how expressing his feelings make him feel. An alternative is to ask the child to change the figure?s clothes and to place feelings related to each. For example, how he feels about his father when he is in a working suit, in sporty clothes, etc. Processing Questions: The focus of the discussion can be on the father or on the child.
This activity can be used with children who are having problems communicating about their relationship with the father figure. Some children have this difficulty for diverse reasons, so we can direct the process to explore them. For example, if the child does not have a father, we can direct the process to explore how he would like his father to be or what he misses about his father. According to Stazan K. Sina, author of this technique, it can be used with any age child and for almost all diagnoses except cases of psychosis and victims of sexual abuse, since the activity deals with dressing and undressing.
|
Objective: To help participants conceptualize and discuss their academic progress of study in an academic institution. Materials: A variety of pens and paper. Procedure: Assemble a small group of students (age-appropriate; middle school through college). Ask each to draw, on a piece of paper, their progress through the academic institution. Abstract rather than realistic images should be recommended. Successive approximation can be achieved by warming up students with abstract symbol-drawing activities.
|
A. The objectives for this activity include rapport building, group building, and self-perception. B. Materials needed include construction paper, yarn in a variety of colors, scissors, glue, and markers or crayons. C. Steps and Procedures:
D. After asking students how they would describe a lion (i.e. big, brave, tough, king, etc.), a mouse (quiet, small, shy, etc.), or another animal, the counselor could ask the children to think of a time when they felt the same as that animal. Depending on the situation, the counselor could make a
LEAP into practical application. For the mouse example, the counselor
might say, "Is this what a person might be experiencing when they start
a new school?" or "when they are teased by others."
E. Reference: This activity has been adapted from the art therapy website: http://www.macalester.edu/~psych/whathap/ubnrp/aesthetics/therapy.htm
|
Art Activities in Pairs: 1. Dialogue: Paint something to express a current feeling or concern. Discuss what you draw. Then the partner paints something in response. Reverse roles and repeat. It allows clients to be aware of how they are feeling and of how to respond to someone elses feelings. Increases communication and empathy. 2. Masks: Make a mask or use a prepared blank
mask. Paint on it an impression of your partner. This allows
the client to be aware of how others perceive him/her. After they
finish painting, give time for discussion. Possible process
questions: How do you feel about how your partner portrayed you?
Is it pleasant or unpleasant feeling? In which situations does your
partner see you in this way? What can you do to change? (If
unpleasant feelings arise).
Art Activities in Groups: 3. Shared feelings: Choose a topic or concern to the group members (for example a shared situation) and ask them to draw the good and bad aspects of that situation. Each student uses a small piece of paper and then they come together as a group and make a collage. Discuss the images and how they feel. 4. Visual Whispers: First person makes a
drawing and shows it to the person next to him/her. Then this person
makes a sketch of it from memory. Second person then shows it to
the person next to him/her, who sketches it from memory. Keep going
until all members participate. Discuss the distortions that have
been made and how they feel. Make a leap to how this happens when
there are rumors spreading out about someone, and how the story gets distorted
each time.
Art Activities for Self-Portrait: 5. Draw images of: Your nickname when a child, your proper name, a fantasy name. This increases self-awareness. 6. Advertisement: Draw/paint and advertisement
for yourself. This can include different roles, for example, advertise
yourself as a friend, as a student, as a worker, as a daughter or son,
etc. A variation of this activity is to do it in a group and present
our advertisement with others. The other members can add aspects
left out.
Family Relations: 7. Family mobile: With a coat-hanger, cardboard and string make a mobile of their family. Represent members and how they relate to each other. 8. Inheritance: Fold paper in four and draw in each section: what you have inherited; what you would have liked to inherit; what you most disliked inheriting; what you would like your children to inherit. Source: Liebmann (1986)
|
http://www.emporia.edu/psyspe/arttherapy/atinfo.html http://www.oata.icomm.ca/a_little_bit_about.htm http://www.macalester.edu/~psych/whathap/ubnrp/aesthetics/therapy.htm
|