Method Using a phenomenological method, comparative analysis and grounded theory, the researcher sought to explore the experiences of the teenage girls through expressive art play and group therapy. This reason for inquiry was to understand group member’s perceptions and personal experiences through art. The group facilitator(counselor) fashioned an atmosphere for trust, exclusive creativity and expressionism; allowing members to reveal inner thoughts and personal dilemmas. This in turn allowed members to be less self-conscious and sensitive; eager to listen to opinions from peers and make meaningful connections with each other. Hence, creating an environment free from inhibition, anxiety, and fear; allowing therapist to lead activities which …show more content…
As noted by the counselor, some of the girls felt they had done the assignment wrong, while others became frustrated. However, group members assisted each other, and together they figured the project out. Similarly, with the clay projects, some members struggled with working with clay; acting silly and immature. Nevertheless, as the weeks progressed, the feelings of anxiety and frustration diminished as members became more confident with the activities, group process, and each other(pg.213). Another key point which occurred both during the dream pot and bud vase project(Floratherapy) projects, illustrated how members began to really understand the impact and value of their family members and their importance. As one counselor explains,” The project reminded one of the girls of someone she knew who worked with clay - the project seemed to bring about happy memories for her. Flowers made one of the girls think of her grandma.” …show more content…
Often, this is quite difficult to do among teenagers, however; in the group setting, working with the activity enabled members to lighten anxiety as they were able to transfer feelings into their artistic creations. A bond was formed, and most members expressed feelings of sadness because the group was coming to an end(pg.214). Equally important was the sense of pride and accomplishment as expressed by the members in regards to the completing their projects and having the choice to either keep or give them away, which they later shared with the group. The facilitator documents how members felt like they accomplished something of value and worth (bud vase project). Also, frequently students would check on their projects between sessions in the counselor’s office. This feeling of pride embolden and increased their confidence as well as self-esteem. Notably, these experiences help to improve the relationships and increase the bond between members and their loved
I believe expressing one’s self through art soothes the mind and helps relieve built-up
The non-effective side was how some wouldn’t do their work until we told them directly alongside some back-chatting. This was must likely because of their friend groups being disruptive, meaning they become disruptive themselves. It promoted good mental health because they think about themselves and they could spend some time reflexed on their life choices when writing what they cared about. This would allow them to see what they care the most about in their lives which they might not know.
During the video, Group Work: Leading in the Here and Now (Association for Specialists in Group Work, 2008), Dr. Peg Carroll led a group through the initial stage of group counseling. As Yalom and Leszcz (2005) stated, “in the beginning, the group needs direction and structure,” (p. 313). Dr. Carroll demonstrated an active approach with the clients in the group, often redirecting their comments internally towards one another. For example, at 11:20 in the video (Association for Specialists in Group Work, 2008), Dr. Carroll directed one of the clients, Art, to direct his comments to a specific individual. This occurred multiple times during the course of the session, and demonstrated Dr. Carroll’s ability to actively facilitate group communication towards one another.
The article, “ArtBreak group counseling for children: Framework, practice points, and results,” focused on ArtBreak and its ability to possibly lower elementary students stress levels as well as support their social/emotional development. The previous research supports that choice based art studios have been connected to the mental health field with regards to reducing stress, but there is little research that investigates art’s effects in the school environment. The researches purpose that ArtBreak will help relax the students as well as help develop their social/emotional skills. The researchers integrated three theoretical influences in order to form the framework for Artbreak. The authors describe the group process as one of the influences.
group is a beneficial way to bond with others, feel a variety of different emotions, and learn new
Jacobs, E. E., Masson, R. L., Harvill, R. L., & Schimmel, C. J. (2012). Group counseling: Strategies and skills (7th ed.). Belmont, CA: Brooks/Cole.
In this group there were no disruptive members. I filled the role of an observer, I offered feedback at the end of the session. The counselor filled the role of standard setter. There was an encourager, a harmonizer, an expediter, and a follower.
The type of group for this proposal would be a reciprocal or mutual-aid group. This is a type of group that, while having a group facilitator, is more of a self-help group. The idea is for all of the group members to find the strength
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).
My senior art therapy capstone class gave me the tools not only to understand my personal art making process, but the benefits of artistic creation for other individuals as well. Through this final project, I was able to therapeutically process a traumatic event in my life and turn something negative into a positive light. Process-based art therapy highlights the educational and transformative properties of art making and natural creation.
At one point in a person life, they will participated in a group whether it is part of a specific committee, therapy, or social group. In recent years, there has been a rise in counseling within a group forum veering from the tradition individual counseling. Therapists, physiologist, and counselors believe that form of counseling is beneficial to both counselor and client. This allows the counselor to help several clients at once rather than one at a time decreasing their strenuous workload and demanding work hours. This form of counseling integrate individual that share similar issues, struggles, and experiences into one forum. This not only allows the clients to learn from the therapist but from their fellow group members. The group experience
The counseling session goes through various characteristics. At the very earliest stage, the participants test the new relationship with the leader and with each other, and the leader, in a way, experiments too with the new relationship with the participators assessing which techniques would be best to employ with them and whether or not there is a match. As with all acquaintances, some work and some do not, and the earliest stages of the group session are a prelude to the future of the success of the group. Exploration is tentative, members learn the rules of this new game and the leader, in turn, learns how to act with participators.
Group leaders are essential to the success of accomplishing the mutual goals of group counseling. The role that group leaders play is vital for establishing a group environment in which members feel safe, engaged, and encouraged. Characteristics and functions of effective group leaders are good listening skills, good observations skills but more importantly, remain impartial, therefore, the group leader does not give her or his opinions about topics because of consequences that can bring to the group. Additionally, group leaders are culturally sensitive to differences in power and privilege among groups from different ethnic backgrounds. Encouraging participation from members who are hesitant to speak up as well as ensuring that all ground rules are enforced are responsibilities of an effective group leader. However, also being aware that not every member is as comfortable in sharing as others are key for group leaders to be
Group counseling may be adverted to as a course of counseling, which takes a group of people coming together under one or more trained therapists, who simultaneously facilitate them and promote them to help one another to overcome their challenges. The group members are usually peers who may not necessarily face the same problem, but their problems may be linked. According to Jacobs, Masson, Harvill and Schimmel (2012), all members in a counseling group wish and desire personal growth. This kind of therapy has been employed over the years and it has produced excellent results in the lives of the group members.
After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took and how role allocation affected, the group dynamics and the working relationships. Finally I will evaluate my work having discussed it with my fellow group members.