Art Therapy (also known as art therapy ) is a creative expression method used as a therapeutic technique. Art therapy comes from the field of art and psychotherapy and can vary in definition.
Art therapy can focus on the creative art creation process itself, as a therapy, or on the expression analysis gained through the interaction of patients and therapists. The psychoanalytic approach is one of the earliest forms of art psychotherapy. This approach uses a transference process between the therapist and the client making the art. The therapist interprets the symbolic self-expression of the client as communicated in art and elicits an interpretation of the client. Transference analysis is no longer always a component.
Current art therapy includes a large number of other approaches such as person-centered, cognitive, behavioral, gestalt, narrative, adlerian, and family. The teaching of art therapy involves humanism, creativity, reconciliation of emotional conflict, self-awareness, and personal growth.
Video Art therapy
Definition
Various definitions of the term "art therapy" exist.
The British Association of Art Therapists defines art therapy as "a form of psychotherapy that uses the media of art as the main mode of expression and communication."
The American Art Therapy Association defines art therapy as: "the mental health profession and integrative human services that enrich the lives of individuals, families, and communities through the making of active art, creative processes, applied psychology theory, and human experience in psychotherapeutic relationships.
Maps Art therapy
Usage
As a mental health profession, art therapy is used in many clinical and other settings with diverse populations. Art therapy can also be found in non-clinical settings, as well as in art studios and in creativity development workshops. Associated in practice with marriage and family therapists and mental health counselors, US art therapists are licensed under various degrees, depending on their individual qualifications and the types of licenses available in certain states. Art therapists can hold licenses as art therapists, creative art therapists, marriage and family therapists, counselors of various types, psychologists, nursing practitioners, social workers, occupational therapists, or rehabilitation therapists. Art therapists may have received a higher degree in arts therapy or in a related field such as psychology in which case they must obtain post-masters or post-doctoral certification as an art therapist. Art therapists work with populations of all ages and with various disorders and diseases. Art therapists provide services to children, adolescents, and adults, whether as individuals, couples, families, or groups.
Using their evaluative and psychotherapy skills, art therapists select materials and interventions that suit their clients' needs and design sessions to achieve therapeutic goals and objectives. They use creative processes to help their clients improve insights, cope with stress, work through traumatic experiences, improve cognitive abilities, memory and neurosensory, enhance interpersonal relationships and achieve greater self-fulfillment. The activity an art therapist chooses to perform with clients depends on various factors such as their mental state or age. Many art therapists take pictures from sources such as ARAS (Archives for Research in Archetypal Symbolism) to incorporate art and historical emblems into their work with patients. Depending on the state, province, or country, the term "art therapist" may be provided to those trained in both art and therapy and has a master's or doctoral degree in arts therapy or certification in art therapy obtained after a bachelor's degree in a related field. Other professionals, such as mental health counselors, social workers, psychologists, and therapists play incorporating art therapy methods with basic psychotherapy modalities in their care. The therapist may better understand the absorption of information by the client after judging the elements of their artwork.
Trauma in children
In Stella A. Stephney's book Therapy Art Therapy With Students at Risk: Fostering Endurance and Growth through Self-Expression, Stephney states that art therapy can be used to help at-risk children.
General diseases
People are always looking for escape from illness and it has been found that art is one of the more common methods. Art and the creative process can help many diseases (cancer, heart disease, influenza, etc.). People can break away from the emotional effects of disease through the making of art and many creative methods. Sometimes people can not express what they feel, because it can be difficult to put into words, and art can help people express their experiences. "During art therapy, one can explore past, present and future experiences using art as a coping form". Art can be a refuge for the intense emotions associated with disease; there is no limit to imagination in finding creative ways to express emotions.
Hospitals have begun to study the influence of art on patient care and find that participants in the art program have better vital signs and fewer sleep complications. Artistic influences do not need to participate in the program, but research has found that landscape images in hospital rooms have reduced the need for narcotic pain killers and reduced recovery time in hospitals.
Diagnosis of cancer
Art therapists have conducted research to understand why some cancer patients turn to the art of making as a coping mechanism and a tool for creating a positive identity beyond being a cancer patient. Women in this study participated in different art programs ranging from pottery and card making to drawing and painting. Those programs help them regain their identity outside of cancer, reduce emotional pain due to their fight against cancer, and also give them hope for the future.
In a study involving women facing cancer-related difficulties such as fear, illness, social relations change, etc., it was found that:
Engaging in various types of visual arts (textiles, card making, collages, pottery, watercolors, acrylics) help these women in 4 major ways. First, it helps them focus on a positive life experience, eliminating their ongoing preoccupation with cancer. Second, increase their self-esteem and identity by giving them an opportunity to demonstrate continuity, challenge, and achievement. Third, it allows them to maintain a rejected social identity defined by cancer. Finally, it allows them to express their feelings symbolically, especially during chemotherapy.
Other studies have shown that those who participated in such activities were dismissed earlier than those who did not participate.
The study also shows how the emotional stress of cancer patients has been reduced when using the creative process. Women make pictures of themselves during the treatment process while also doing yoga and meditation; these combined actions help to alleviate some of the symptoms.
A review of 12 studies investigating the use of art therapy in cancer patients by Wood, Molassiotis, and Payne (2010) investigated the emotional, social, physical, global functional, and spiritual control symptoms of cancer patients. They found that art therapy can improve the process of psychological adjustment to changes, losses, and uncertainties associated with surviving cancer. It also suggests that art therapy can provide a sense of "making-meaning" because physical action creates art. When given five sessions of art therapy per week, art therapy proved beneficial for personal empowerment by helping cancer patients understand their own limits in relation to the needs of others. In turn, those who have art therapy treatments feel more connected with others and find social interaction more enjoyable than individuals who are not receiving art therapy therapy. Furthermore, art therapy improves the level of motivation, the ability to discuss emotional and physical health, general wellbeing, and increased quality of life globally in cancer patients.
Disaster help
Art therapy has been used in a variety of traumatic experiences, including disaster relief and crisis intervention. Art therapists have worked with children, adolescents and adults after natural and manmade disasters, encouraging them to create art in response to their experiences. Some suggested strategies for working with disaster victims include: assessing for distress or post traumatic stress disorder (PTSD), feeling of normalization, model coping skills, promoting relaxation skills, building social support networks, and enhancing a sense of security and stability. {rp | 120ff}}
Dementia
While art therapy helps with behavioral problems it does not seem to affect the deterioration of mental abilities. Temporary evidence supports the benefits with respect to quality of life.
Autism
Art therapy has not been widely studied in autism in 2011.
Schizophrenia
A systematic review of art therapy in 2005 as an adjunct to treatment for schizophrenia found an unclear effect.
Destination
The purpose of art therapy is basically one of healing. Art therapy can be successfully applied to clients with physical, mental or emotional problems, diseases and disorders. Any type of visual art and art media can be used in the therapeutic process, including painting, drawing, sculpture, photography, and digital art.
One proposed mechanism of learning is through increased excitation, and consequently, the strengthening of neuronal connections.
General session
Malchiodi (2006) provides an example of what involves art therapy sessions and how they differ from art classes. "In most art therapy sessions, the focus is on your inner experience - your feelings, perceptions, and imagination.While art therapy may involve learning skills or art techniques, the emphasis is generally first on developing and expressing images that come from within people, rather than people the people he sees in the outside world. And while some traditional art classes may require you to paint or draw from your imagination, in art therapy, your inner world of images, feelings, thoughts, and ideas is always of primary importance to the experience.
Art therapy can occur in a variety of different settings. Art therapists can vary the purpose of art therapy and the way they provide art therapy, depending on the needs of the institution or client. After an assessment of the strength and needs of the client, art therapy can be offered in an individual or group format, which he thinks is more appropriate for the person. Art Therapist Dr. Ellen G. Horovitz writes: "My responsibilities vary from job to job, which is completely different when someone works as a consultant or an agency that goes against personal practice.In private practice, it becomes more complex and far reaching If you are the main therapist then your responsibilities can swing from the spectrum of social work to the patient's primary care, including joining doctors, judges, family members, and sometimes even community members who may be important in the care of individuals. "Like other psychotherapists in private practice, art therapists feel it is important to make sure, for therapeutic relationships, that sessions occur every week in the same room and at the same time.
Art therapy is often offered in schools as a form of therapy for children because of their creativity and interest in art as a means of expression. Art therapy can be useful for children with various problems, such as learning disabilities, speech and language disorders, behavioral disorders, and other emotional disturbances that may hinder children's learning. Similar to other psychologists working in schools, art therapists should be able to diagnose problems facing their student clients, and individualize care and interventions. Art therapists work closely with teachers and parents to apply their therapeutic strategies.
Art-based rating
Art therapists and other professionals use art-based assessments to evaluate emotional, cognitive, and developmental conditions. There are also many psychological assessments that utilize the art to analyze different types of mental functioning (Betts, 2005). Art therapists and other professionals are educated to manage and interpret these judgments, which are largely dependent on simple directions and standard compositions of art materials (Malchiodi 1998, 2003; Betts, 2005). The first image assessment for psychological purposes was created in 1906 by German psychiatrist Fritz Mohr (Malchiodi 1998). In 1926, researcher Florence Goodenough made a drawing test to measure intelligence in children called the Draw-A-Man Test (Malchiodi 1998). The key to interpreting the Draw-A-Man Test is that the more detail a child puts into the picture, the smarter they are (Malchiodi, 1998). Goodenough and other researchers realized that the test was only related to personality as well as intelligence (Malchiodi, 1998). Several other judgments of psychiatric art were invented in the 1940s, and have been used since then (Malchiodi 1998).
Nevertheless, many art therapists stay away from diagnostic tests and indeed some authors (Hogan 1997) question the validity of the therapist making interpretive assumptions. Below are some examples of art therapy assessment:
Diagnostic Image Series
The Diagnostic Image Series (DDS) is a three-draw art interview designed by Barry M. Cohen and Barbara Lesowitz in 1982. It is one of the most frequently taught art therapy assessments and, with over 60 DDS research to date, the most widely studied art therapy in the world. Cohen and colleagues wrote a DDS Assessment Guide that directs mental health professionals on how to assess DDS. Related research, based on structure rather than image content, offers a way for art therapists to contribute to the diagnostic process.
The Diagnostic Image Series is standardized and designed to be compatible with empirical social science methodologies. Administrators also pay attention to the behavior and behavioral changes of test takers. DDS is designed to be given to people aged 13 years and over, but there is a version that is geared towards the assessment of children.
Assessment is done at the table. Subjects were given flat lime pastel and 18 x 24 "white paper.
Research on DDS uses criteria that include the following:
- Colors: numbers used
- Enclosures
- Line length
- Space usage
- Integration
- Movement
- Placements on the page
DDS has an image archive for reference. Cohen provides scalable assessments for art therapists to use around the world. The trial protocol controls the influence of drugs and pharmaceutical confounding factors. DDS is considered a reliable and valid assessment tool, and evidence is growing to support this. In general, projective tests tend to be much less reliable than objective tests. Training in the Diagnostic Image Series enhances the ability of administrators to apply research findings to the proper judgment of the subject.
Mandala Assessment Research Instrument
In this assessment, a person is asked to select a card from the deck with a different mandala (closed design in geometric form) and then have to select the color from a set of colored cards. The person is then asked to draw mandala from their chosen card with oil pastel with the color of their choice. Artists are then asked to explain whether there is any meaning, experience, or related information related to the mandalas they are drawing. This test is based on the belief of Joan Kellogg, who sees a recurring correlation between images, patterns and shapes in the mandala that people draw and the personalities of the artists. This test assesses and provides guidance for one's psychological development and their current psychological condition (Malchiodi 1998). Mandala comes from Buddhism; its relation to spirituality helps us to see relationships with transpersonal art.
The House-Tree-Person (HTP) test is a projective test designed to measure aspects of a person's personality. This test can also be used to assess brain damage and general mental function. By being a projective test, the results of HTP are subjective and open to interpretation by the test administrator. HTP was designed by John Buck and was originally based on the intellectual scale of the Goodenough function. Buck incorporated qualitative and quantitative measurements of intellectual ability in HTP (V). A 350-page manual written by Buck to instruct the test takers about appropriate HTP assessments, which are more subjective than quantitative. Unlike him, ZoltÃÆ'¡n Vass publishes a more sophisticated approach, based on system analysis (SSCA, Seven-Step Configuration Analysis).
Managing the Test: HTP is given to people over the age of three and takes about 150 minutes to complete based on a person's mental function level. During the first phase, test takers are asked to draw houses, trees, and people and testers ask each image question. There are 60 questions originally designed by Buck but art therapists and well-trained test administrators can either design their own questions, or ask follow-up questions. This phase is done with crayons. During the second phase of HTP, test takers draw the same image with a pencil or pen. Again, the test giver asks a similar question about the image. Note: some mental health professionals only manage one or two phases and can change the writing instruments as desired. Test variations may require people to pull one person out of each gender, or place all images on the same page.
Examples of follow-up questions:
- After Home: Who lives here? Are the residents happy? What happens inside the house? What does the night look like? Did people visit the house? What else do people at home want to add to the picture?
- After the Tree: What kind of tree is this? How old is the tree? What season is this? Has anyone tried to cut it? What else grows nearby? Who watered this tree? Trees need sunlight to live so get enough sunlight?
- After the Person was taken: who was it? How old is that person? What do they like and do not like to do? Does anyone try to hurt them? Who is watching them?
Interpretation of results:
The quantitative measure of intelligence for House-tree people has been shown to be highly correlated with WAIS and other established intelligence tests.
The subjective analysis of the responses and images of test participants aims to make inferences about personality traits and past experiences. The subjective nature of this HTP aspect, as well as other qualitative tests, has little empirical evidence to support its reliability or validity. This test, however, is still considered an accurate measure of brain damage and is used in the assessment of schizophrenic patients also suffering from brain damage.
Street image
In this therapeutic assessment of images and interventions, patients are asked to draw a path. This is a projective assessment used to create a graphical representation of a person's "way of life". The road image has the potential to acquire spontaneous images that represent the origin of the client, the history of its life processes, the experience to date, and the desire for the future - even from a single image (Hanes, 1995, 1997, 2008, 2017). The reparative feature of the road or its need for "periodic improvement" can serve as a metaphor for the client's capacity for change and recovery (Hanes, 1995, 1997, 2008, 2017).
History
Although art therapy is a relatively young therapeutic discipline, its roots lie in the use of art in psychiatric patients' psychiatric treatment at the end of the 18th century, this moral treatment, Susan Hogan argues, "arises from utilitarian philosophy as well as from unconformist religious traditions ", and in the re-evaluation of non-western art arts and the art of untrained and insane artists.
Art therapy as a profession began in the mid-20th century, arising independently in the English-speaking countries and Europe. The earliest art therapists who published reports on their work acknowledged the influence of aesthetics, psychiatry, psychoanalysis, rehabilitation, early childhood education, and art education, to various degrees, to their practice.
British artist Adrian Hill coined the term art therapy in 1942. Hill, recovering from tuberculosis in a sanatorium, discovered the therapeutic benefits of drawing and painting when healing. He writes that the value of art therapy lies in "entirely engrossing the mind (like the fingers)... releasing the creative energy of the often-stunted patient", allowing patients to "build a strong defense against their misfortune." "He suggested his artistic work to his fellow patients, who started his art therapy work, documented in 1945 in his book, Art Illusions of Illness.
Artist Edward Adamson, demobilized after World War II, joined Adrian Hill to extend Hill's work to the old psychiatric hospital in England. Supporters of other early arts therapies in the UK include E. M. Lyddiatt, Michael Edwards, Diana Raphael-Halliday, and Rita Simon. The British Association of Art Therapists was founded in 1964.
Pioneers of US art therapy, Margaret Naumburg and Edith Kramer began practicing around the same time as Hill. Naumburg, an educator, asserts that "art therapy is psychoanalytically oriented" and that the expression of free art "becomes a symbolic form of speech that... leads to increased verbalization in the course of therapy." Edith Kramer, an artist, points out the importance of the creative process, psychological defense, and artistic qualities, writing that "sublimation is achieved when a created form that succeeds contains... anger, anxiety, or pain." Supporters of other early arts therapies in the United States include Elinor Ulman, Robert "Bob" Ault, and Judith Rubin. The American Art Therapy Association was founded in 1969.
National professional associations of art therapy exist in many countries, including Brazil, Canada, Finland, Israel, Japan, the Netherlands, Romania, South Korea, and Sweden. The international network contributes to the establishment of standards for education and practice.
Various perspectives exist in the history of art therapy, complementing those who focus on the institutionalization of art therapy as a profession in England and the United States.
Outside art
The relationship between the field of art therapy and the outer art has been widely debated. The term 'brutal art' was first coined by French artist Jean Dubuffet to describe art created outside official cultural boundaries . Dubuffet uses the term 'brutal art' to focus on artistic practice by crazy-asylum patients. The English translation of "outsider art" was first used by art critic Roger Cardinal in 1972.
Both terms have been criticized for their social and personal impact on patients and artists. Art therapists have been accused of not giving sufficient emphasis on the artistic value and meaning of the works of artists, considering them only from a medical perspective. This leads to a misunderstanding of all outsider practices while addressing therapeutic issues in aesthetic discussion. Outsider Art, by contrast, has been judged negatively because of the artist's labeling of the equation artist = genius = insane . What's more, business-related issues about art terms of outsiders bring misunderstandings. While outside artists are part of a particular artistic system, which can add positive value to both the artist's work and his personal development, it can also imprison him within the limits of the system itself.
Standard practice in the United States
Board certification and registration
In the United States, art therapists may become Registered (ATR) or Certified Board (ATR-BC) (Source: http://www.atcb.org/Public/AboutTheCredentials). ATCB Code Professional Practice is divided into five main categories; General Ethical Principles, Independent Practitioners, Eligibility for Trustworthiness, Standards of Conduct, and Disciplinary Procedures (ATCB 2005). Being a registered art therapist (ATR) with ATCB requires that a person complete a postgraduate degree program in art therapy from an accredited university, as well as a practicum and internship, and additional post-graduate clinical experience with supervision from a professional physician (Source: www.atcb.org/home/code). To become a board-certified (ATR-BC) with ATCB, registered art therapists must pass nationally recognized statistical examinations, the Certification Examination Examinations of the Arts of Intellect (ATCBE) (Source: www.atcb.org).
License
In some countries, art therapists may be licensed as art therapists, creative art therapists (LCAT, NY State only), or professional or mental health counselors (many states). For more information on how to become licensed, US art therapists should contact the state licensing board in the US state where they wish to practice. Art therapy students who are preparing for field exercises should consult their academic advisors on what courses are required to meet board certification and/or license requirements. Licenses are generally required to obtain reimbursement for services as independent practitioners and in some states, required by law to practice independently. Depending on where art therapist practice geographically, certification is not always necessary to become a professional art therapist. Source: http://www.atcb.org/Examinations/StateApplicants
Education standard
Initial education preparation for professional art therapists is a master's degree in art therapy, or a master's degree in counseling or related psychology, with a focus on art therapy. According to the American Art Therapy Association (AATA), students of the master's program must take courses in a variety of art studio disciplines as a means of signifying artistic ability as a prerequisite for a master's degree. In addition, students are required to take at least 48 credit hours at the graduate level particularly in the topics of art therapy, counseling, and psychology, as well as successfully taking part in practice and apprenticeship. In countries other than the US, art therapists should contact a government council or regulatory body that oversees the practice of mental health or the health care profession to identify a particular course or education as necessary. Since art therapy is still regarded as a developing field, most countries do not regulate its practice and application.
Post-master
To apply for ATR certification (registered art therapists) with Art Therapy Credentials Board (ATCB), candidates are required to complete at least 1,000 hours of immediate post-graduate client contact from an AATA approved master program or at least 1,500 hours from a non-approved AATA master program (Source : www.atcb.org/pdf/ATR_Application.pdf). After obtaining ATR, individuals have the opportunity to apply for Board Certification from the Art Therapy Credentials Council by passing a nationally examined exam, ATCBE. Practitioners are encouraged to contact their state licenses board or their state attorney general's office to investigate licenses, which are different from certification.
General ethical principles
One topic discussed in this section explains the responsibilities of the art therapist to their patients (ATCB 2005). According to ATCB, art therapists should strive to advance the health of their clients, respect client rights, and ensure they provide useful services (2005). They can not discriminate against any patient, and never abandon or neglect patients receiving therapy. Art therapists should fully explain to their patients what their expectations of patients will be at the beginning of a professional relationship between the two. The art therapist should continue therapy with the patient only if the client benefits from therapy. This is contrary to the principle set by ATCB for art therapists to have patients only for financial reasons.
Another topic of this section discusses the competence and integrity that the art therapist must have (ATCB 2005). ATCB states art therapists must be proficient in a professional manner and must have integrity (2005). The art therapist should be constantly updated on new developments in art therapy.
They should only handle cases in which they qualify as determined by their training, education, and experience (ATCB 2005). They are not allowed to treat patients currently viewing other therapists without the permission of other therapists (ATCB 2005). The art therapist should also pay attention to patient confidentiality (ATCB 2005).
The other topics discussed in this section further discuss the responsibilities of art therapists. These responsibilities include, "responsibility to students and supervisees, responsibility for researching participants, responsibility for the profession" (ATCB 2005). This section also sets the rules that art therapists must follow when making financial arrangements and when they choose to advertise their services (ATCB 2005).
Feasibility for credentials
This section of the ATCB Professional Practice Code describes the process by which art therapy students receive their credentials. It discusses the standards for eligibility and explains the application process. It also states that the ATCB certificate belongs to ATCB and that any art therapist failing to maintain credentials and still claiming to have ATCB credentials is subject to sanctions. It also discusses the procedures to be followed when accused of a crime or ethical error. For more information on the Professional Practice ATCB Code, please visit www.atcb.org/home/ATCBcode.
Standard behavior
This section of the ATCB Professional Practice Code discusses in detail the confidentiality, use of client artwork, professional relationships, and the basis for discipline.
Art therapists are not allowed to disclose information about client therapy sessions. This includes "all verbal and/or artistic expressions that occur in client-therapist relations" (ATCB 2005). Art therapists are only allowed to release confidential information if they have explicit written consent by the patient or if the therapist has reason to believe that the patient needs immediate assistance to overcome a severe hazard to the patient's life. In addition, the therapist is not allowed to publish or display any patient work without the written consent of the patient.
Standard professional relationships between art therapists and clients are included in this section. In professional relationships, art therapists are prohibited from engaging in exploitative relationships with patients and former patients, students, internships, trainees, supervisors, or co-workers. ATCB defines an exploitative relationship as something involving sexual intimacy, romance, or borrowing or lending money. In professional relationships, therapists should do what they think is best for the client's interest, will not advance professional relationships for their own benefit, and will not lead their patients in the wrong direction.
Breaking one of the standards set out in this section is the basis for discipline.
Disciplinary procedures
The content contained in this section of the ATCB Code Professional Practice discusses legally and technically details of the entire disciplinary procedure for errors in art therapy (2005). The main topics covered in this section include: "alleged submission, procedure of Disciplinary Hearing Committee, sanction, release of information, waiver, review of eligibility and restoration of credentials, deadlines, biases, prejudices, and impartiality".
While ATCB oversees disciplinary procedures for art therapists, if art therapists are licensed, state councils through which art therapists are licensed to undertake disciplinary action for unlawful offenses or practices.
See also
- Bibliotherapy
- Comic book therapy
- Expressive Therapy
- Psychotherapeutic list
- Therapy list
References
External links
- Media related to Art therapy on Wikimedia Commons
Source of the article : Wikipedia
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