Case Study 2.4 Arts As Healing: Expressive Arts Therapy

Communication with the hearing impaired learner will help the teacher to access what support would be suitable for the learner. The learner can inform the teacher as to what issues they are having and how the environment can be made more suitable. Agreement between the learner and the teacher about methods of communication will be useful; and the teacher should also take the opportunity to inform other learners in the group about their disabled peer although it will require the input of the disabled learner. Any negative behaviour in the classroom should be dealt with appropriately. All learners are encouraged to feel confident around each other

According to Naumburg (1966), the process of art therapy is based on one’s fundamental thoughts and feelings that are obtained from the unconscious and often express in images rather than in words. Understanding the techniques of art therapy are based on every individual’s knowledge that whether trained or untrained in art, the individual all have a unconscious ability to project inner thoughts or conflicts into images. In other words, everyone does not have to be a skilled artist to do art therapy; any form of art is acceptable. For example: scribbling on a piece of paper can be art therapy because the act of scribbling transforms the unconscious thought into an image. (Naumburg, 1966).

In Alice-Ann Darrow’s article “Teaching Students with Hearing Losses” she states that it can be difficult to involve students with hearing losses in the music classroom and in the regular classroom as well. There are a numerous amount of students with hearing losses ranging from the ages of six to twenty-one. About 71,000 of special education students struggle with a hearing loss. A majority of students go without knowing that they have a hearing problem. Although most people believe that a person must be good at hearing in order to be musical, it is stated to be not true. The music classroom is actually a great place for students to practice good listening skills. Since listening is a mental process and hearing is a physical. Objectives for hard at hearing students should include listening to music, singing, playing instruments, moving to music, creating music and reading music. Music should be presented to the student’s strength and preferences. It is also helpful to have students feel stereo speakers or instruments as well as the use of kinesthetic movements. Alice-Ann Darrow believes that involving students with hearing losses into the music class room can be difficult but in the long run beneficial to the student.

As a psychology student with an extensive background in Fine Arts, I bring a unique perspective to the mental health field. My interest in psychology began with the curiosity regarding the relationship between art and mental health. South Korea, my birthplace, has some of the longest working hours of any country. While working in Korea, I witnessed the results of work-related stress such as depressive mood and anxiety. However, there existed stigma related to mental disorders due to cultural expectations. Rather than visiting professionals in the mental health industry, many ascribed mental instabilities to their lack of willpower. This phenomenon spurred me to consider artistic activities in dealing mental distress. Eventually, I was motivated to study Psychology at Ryerson University; I hope to keep my path toward Art Therapy at Concordia University.

Transition: Let’s examine the aftermath of trauma on a child and how it affects their present lives and future development.

Music and drama: Arts Therapists, who specialise in art, drama or music, use their chosen art form as a therapeutic intervention to help people with physical, mental, social and emotional difficulties. Arts Therapists work as autonomous professionals with a case load of clients in a variety of settings

When children are presented with Art Therapy, it may be geared towards creative style and imagination.

Post Traumatic Stress Disorder (PTSD) can result from any form of trauma a person may experience throughout their life, such as war or combat, physical or sexual assault, natural disasters, mental abuse, ect. It is also something that effects more people than commonly thought, “7.8 percent of Americans will experience PTSD at some point in their lives”. If not treated, the symptoms of PTSD can follow an individual their entire life, this potentially includes “reliving” traumatic memories in addition to many other emotional issues. Although it may be helpful, PTSD treatment can be very difficult for an individual to participate in. In order for someone to work through a traumatic experience, it is necessary that the individual reflects on many

According to an article published in Art Therapy: Journal of the American Art therapy Association, “…art therapy strengthened personal, spiritual and social development” (pg. 72, Kapitan, Litell, Torres, 2011). Additionally, it could also help children reduce “acute stress symptom” (pg. 103, Chapman, Morabito, Ladakakos, Schreier, Knudson, 2001). This type of therapy can be used to build child’s self-esteem by encouraging them to express themselves openly through art.

Fard, Farah Joan. "The expanding reach of art therapy: though it's a relatively new approach to mental health treatment, art therapy is gaining traction and making a difference in people's lives." Art Business News, Winter 2015, p. 34+. Fine Arts and Music Collection, go.galegroup.com/ps/i.do?p=PPFA&sw=w&u=hillsbor&v=2.1&id=GALE%7CA436797590&it=r&asid=1bc151430b53c85d758e9329f6ecf46a. Accessed 22 Nov. 2017.

Roger’s traditional person-centered therapy is perhaps the greatest example of “talk therapy” as there is not any homework, specific techniques, or behavior to be changed. Instead, the success of the therapy lies in the process and letting clients experience this process as fully as possible. Therefore, it may be surprising that Natalie Roger’s person-centered expressive arts therapy has shifted away from traditional verbal means of expression to more creative means. According to Sommers-Flanagan, through mediums such as movement, drawing, painting, music, writing and improvisation “clients peel away the layers of defense and find their true nature” (2007). Expressive art therapy is not concerned with the end product (client’s do not create a piece to hang on the wall) but rather the process of using art to delve into a client’s pain, rage, or grief is the goal. Therefore, just as in Roger’s person-centered therapy the process is the focal point but the mediums used are quite different. Through these mediums clients find other ways to go inward, other ways to speak. Like her father’s person-centered therapy, Natalie Roger’s expressive arts therapy is nondirective and lets client’s lead the process and trusts them to find the modalities they can learn from (Sommers-Flanagan, 2007).

Not much has been written about the use of expressive arts in existential practice. “Pat Allen, one of the founders of the open studio approach to art therapy… decided to experiment with having people make art alongside each other and be of service to each other during the process, hence the Open Studio Approach” (Story, 2007). This approach is based upon three elements; intention, attention and witness (Story, 2007).

Art therapy is a mental health profession in which clients, facilitated by the art therapist, use art media, the creative process, and the resulting artwork to explore their feelings, reconcile emotional conflicts, foster self-awareness, manage behavior and addictions, develop social skills, improve reality orientation, reduce anxiety, and increase self-esteem. A goal in art therapy is to improve or restore a client’s functioning and his or her sense of personal well-being.

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

Almost every theoretical orientation has adapted the use and techniques of expressive arts therapy in some way. Humanistic psychology, for example, emphasizes the importance of play, creativity, and spontaneity. The creative process is intrinsic to self-actualization. Self-actualization makes life more meaningful and enhances abilities,