Introduction The Expressive Therapies Continuum (ETC) is a developmental model used by art therapists. It provides a framework that is used to evaluate expressive elements of a client's artwork. These elements are divided into levels on a continuum. There are three levels, each one is a spectrum, beginning with kinesthetic and going to sensory, perceptual to affective, and cognitive to symbolic. An additional element on the top of the continuum is creative expression which can occur at any of the levels or exist as integrated functioning of all levels, but it is a temporary state. Art therapists use client's artwork to gauge on which level or level(s) of the continuum the client's work falls. Based on the client's location on the continuum, …show more content…
The therapist is able to manipulate the client's creative expression through process and media to assist the brain in processing visual information (Lusebrink, 2015). Each type of media falls on a spectrum called the Media Dimensions Variable (MDV) which classifies art media and directives based on their inherent qualities. The MDV divides media onto a tri-level spectrum which begins with fluid media, such as watercolor, to resistive media, such as pencil. Next, the creative process can range from simple, such as pencil on paper, to complex such as printmaking. The third spectrum on the MDV is the level of direction given which ranges from unstructured to structured. The first part of this paper describes an intake session with Rachel, a seventeen year old girl who was assessed using the ETC. Post-assessment, the paper explores the course of therapy that was designed with the goal of reaching other levels of the ETC. The MDV was used to relate the media and the directives to Rachel's functioning level. The goal of our treatment was to help her process previous abuse and to …show more content…
She is a seventeen year old caucasian girl who arrived complaining of anxiety and depression from which she had been struggling since she was sexually abused by her mother's boyfriend at the age of seven. Upon discovering the abuse, Rachel's mother set up an appointment with a male cognitive behavioral therapist. She participated in an intake session with the therapist at the age of fourteen but did not feel safe or ready to talk about her experiences, so she did not return for additional sessions. Rachel stated that she felt apprehensive about beginning art therapy and was not sure if she could be helped. She rationalized that because she was unskilled at creating art, art therapy would not work for her. Throughout the conversation, she appeared anxious and
For example, adolescents are often forced into therapy by their parents or school as a result of an inability to cope with stress in a socially acceptable way. Patients at this stage are too old to engage in play therapy, where therapists analyze a child’s behavior during play and when presented with toys. Also, patients acting out during adolescence are often too young to obtain the maturity to verbalize their emotions in a socially acceptable form. Art therapy is useful at this stage of development because similar impulses expressed in play therapy are expressed through drawings, meanwhile not requiring verbal communication. Art therapy introduces the mature defense mechanism of sublimation to the patient, guiding them to achieve better self control as they learn to communicate their impulses through art and talking about their art. A particular form of therapy is managed in groups, and adolescents are encouraged to engage in conversation about their drawings while they are creating them. This creates an environment of low anxiety, allowing patients communicate internal conflict and disregard their normal defense mechanisms that are used to conceal these emotions. The defense mechanism of sublimation is apparent in this process, as the use of color, composition, space and shapes to provide an
In 1982, the Diagnostic Drawing Series (DDS) was introduced by Barry Cohen as an assessment which focuses on form in client drawings, rather than content, to gain insight about a client in a way that allows for greater objectivity. The DDS is supported by extensive research, has reports of high reliability and validity, and is the only art therapy assessment tool that can be linked to the DSM-5 standards (Cohen, 2013).
People from all around the world suffer from many different anxieties and troubles. They turn to things they enjoy so that they can forget reality and be somewhat happy or simply to communicate with one another. Most of the enjoyment is temporary and not sufficient, that is why they continue doing what they do. Creative Arts Therapy, also known as Expressive Arts Therapy, helps those who find themselves completely lost and have nowhere to go or anyone to go to. They can express themselves however they please. In order to better understand arts therapy one must have a knowledge of creativity, emotions and, of course, people.
According to Sladyk (2008), interventions following the Psychodynamic Frame of Reference often lead clients to gain awareness of themselves and release what is inside of them (p. 2). This being said, art would be appropriate for Maggie to participate in. Art would allow her to release her emotions, and learn more about herself. Having an intervention of art for therapy would not only relate to the Psychodynamic Frame of Reference, but it would also relate to CMOP-E. Art relates to this model because Maggie would be engaging in a client-centered activity, leading her to learn more about herself, which she would then realize what she enjoys and finds
He/she can cut and tear papers of their choice. Also, they can glue and create their piece of art without adult’s interference or directions. Dr. Laurel demonstrated the pros of the Process Art Experience as it supports many aspects of children’s development. For example, physical, language, and literacy, and social/emotional development. Those linked to each other as it will be presented through the child’s own work. In contrast, the child in the Product Art Experience will be restricted to follow adult’s instructions or directions to make a product that was determined previously. The Product Art Experience limits or restricts children’s imagination and creativity. The child will not have the opportunity to choose the material. He/ she should follow the educator’s steps to make any pre-determined product. The Art versus Craft example, which displayed by Professor Walton, was reliably linked to the aforementioned experiences. She promoted the significance of creative thinking by showing high regards toward children’s individual abilities in techniques and skill levels. I learned from the Walton’s perspective that in order to stimulate children’s creativity, we should focus on children’s works, skills, and
The clients will be asked as a group to recall any other times they have had these feelings, with the therapist validating and normalizing clients’ feelings, explaining interactions between childhood trauma and self-image, expectations of others (including difficulty trusting), and any feelings related to power (Slotoroff, 1994). The therapist will ensure that a thorough follow-up of intense emotional provocations is provided for each client for the rest of the sessions. A recorded musical listening exercise while painting or drawing will close this session, taking pieces that evolve from this potentially angry emotional place to a more contemplative, and then a more joyous
“Art therapy is a form of therapy in making of visual images (paintings, drawings, models etc.) in the presences of a qualified art therapist contributes towards externalization of thoughts and feelings which may otherwise remain unexpressed”(Walter & Gilory, 1992).
offered over time to explain a child’s artistic development. While many of these models differ, they
...t's problems. Instead, it should permit the client to feel that she has support to dive into emotions she might have been afraid to do so before entering client centered therapy.
The client stated that she came to therapy because she has been feeling really lonely and feeling as though that she is not enough since the death of her father. After the death of her father, her mother did not pay her any attention; she understood that her mother was grieving, especially when her grandfather passed a year later. I stated that the frequent death that surrounded her mother, seem to have caused her mother to distance herself from her. She responded “yes, and it even gotten worse when my mom started to date and eventually marry my stepfather”. She mentioned that once her little sister was born, she became jealous and envious. I emphasized with her by stating that she must have felt as though her little sister was going to take the attention that she sought from her mother. After confirming that her mother paid more attention to her sister and stepfather, she mentioned that during this time she began to cut herself in places that no one would notice. The pain did not take the feeling away, but she wanted to know that if she could still feel pain after the thought of losing everything. However, the only person who paid her any attention during this time, was her grandmother. Her grandmother showed her the love that her mother nor “father figure” never showed her. I stated, “the love that your grandmother showed was not the love you were
As we observe developmental progress, we see that structural growth in terms of representing and differentiating experience is a gradual process that can be partially attained. To foster differentiation and integration, use of therapeutic relationship and transference relationship is effective. In a developmentally based therapy, the therapist lets the patient do the construction of his own bridges. The therapist looks for those areas where the patient avoids making connections and lets the patient do the work so that he/she constructs his own emotional self.
Expressive arts therapy is the use of art modalities, creative process, and aesthetic experience in a therapeutic context. It is a therapy of the imagination (McNiff, 1992). Effective communication is an essential element in therapeutic relationships and, although verbal language is the most conventional means of conveying information, other forms can convey just as much as words. The arts are an alternative form of communication that has recently received recognition for their value in therapeutic settings. There is a long well-established connection between the arts and psychology. Expressive arts therapy builds on a natural, complimentary relationship between the two disciplines. As a formal therapy, this form is relatively new with its own influences, history, processes, techniques, and considerations.
Trauma, as defined by the American Psychological Association, is an emotional response to a terrible event like an accident, rape or natural disaster. In order to process and overcome a traumatic experience, most seek a therapist. This is especially true for individuals who have dealt with childhood sexual abuse. There are different types of therapy and therapists that exist that individuals go to. Art therapy is a kind of psychotherapy that uses art as it’s main technique of communications in order to improve the emotional and mental well being of the patients. It combines the areas of human development, visual art such as drawing, sculpture, painting and other kinds of art and the artistic process with counseling and psychotherapy.
The mind creates the emotions and ideals responsible for art. The brain is capable of imagining glorious things, and art is the physical manifestation of these ideals. These ideals are usually intense emotions with aesthetic power (Wilson, 220). Art organizes these emotions in a matter that can easily express the ideals to...