C.I.S.A.T. online art therapy studies from Italy
A four-year School of specialization and training in Art-Therapy (ART) & Autogenic Training (TA) On Line (FAD)
‘Associate members’ can follow the same schedule on line: they will follow three three month workshops a year and an annual exam.
See the web site for modalities in becoming an associate member of CISAT.
For further information firstname.lastname@example.org
The Role of Art in Child and Adolescent Group Therapy
Kathryn Fisher, MS, ATR, CGP
In art therapy groups, members create art that reflects the culture of the group. How and why artwork is made can teach us so much about a specific group and its members. This is as true now as it was in ancient cultures. It can give us information that we may otherwise overlook or undervalue. Consider some of the following examples.
In a young adolescent group for children who struggle with peer relationships and understanding of social cues, one of the six members continually tried to throw crayons and markers. Because of his agitated state and his need to throw something, one of the co-therapists suggested that he make a ball. He and a therapist wadded a piece of paper, wound a full roll of masking tape around it, and then played catch. Other members watched and were relieved because he was now busy and there was some predictability about flying objects in the room. One member voiced frustration because of the wasted materials; a discussion unfolded about what is wasteful and what is valuable. Spontaneously, a ritual arose: every week thereafter, a roll of tape was wound around the ball. Eventually everyone participated; even the more sophisticated members asked to hold and feel the ball. One member prided herself in her “densifying” technique, a careful rolling and patting of the ball. The boy who started the ball had a rise in status and was proud of his shared creation. Its form changed from lumpy and crude to spherical and smooth; its weight and power grew; and it began to have increasing importance. Between layers, names were signed and messages were written. One week, when it had grown to the size of a bowling ball, it was given a smiley face, a chair, and dealt into the day’s UNO game. In an impulsive angry moment, it was thrown at a boy; hard and heavy, it caused pain. The group spent the next session discussing all aspects of this moment. The following week the ball was used in a game where the person who held the ball said something about himself or herself. The job of wrapping required two group members every week. Much discussion followed the choosing of partners and the job of wrapping. Tape stretched from one side of the room to the other; hair got caught in the tape. All of these situations required thought and patience on the part of the therapists. The ball came to represent the group; it was something whole and complicated that we had created together. Continued…
DIANE RANDALL TALKING TO MARIAN LIEBMANN
On a rainy December night in a little Thai restaurant in London last year, Marian Liebmann talked to me about her path as an art therapist and her current position in the field.
DR: Marian, you’ve worked in a wide range of areas including education, probation and art therapy. You’ve been on the art therapy ‘scene’ for years now in the UK. What sort of developments have you seen over this time?
ML: Well, there have been many changes and developments over the years. Art therapy is much better known now – when I give short courses on art therapy (which I do for Bristol University Counselling Department) and ask what people already know about art therapy, it’s often quite a lot – or they’ve worked in a team with an art therapist. However, it’s still uphill work in my main job with the Inner City Mental Health Service because the two consultants there happen to be very medically oriented.
There are now over 1000 full members of the British Association of Art Therapists, though not all of them have jobs, and many of those who do are part-time. One thing that is beginning to happen as art therapy grows is that specialisation is beginning to happen, and there are networks for people working in different areas. For instance, it’s hard to get to work with kids unless you have already worked in that field. There’s beginning to be more work with offenders in secure units, palliative care, and a whole range of new fields. Art therapy work in schools is increasing. There are also a huge number of books available, very wide-ranging, due to the publishers Jessica Kingsley and Routledge.
The International Arts Therapies Journal (Online)
Announcing a New International Refereed Journal
The International Arts Therapies Journal (Online) is now available (ISSN:1476-2900). It is being refereed by an international team of experts in the fields of art therapy, dance-movement therapy, drama therapy, music therapy and phototherapy. It is hoped that the caliber of the referees, above all, will ensure that the quality of articles published will be very high. As the title implies, the journal will have an international feel and an interdisciplinary emphasis.
The first edition is complete and available to view on-line.
The inclusion of a link to this site on your own web pages would assist in the development of this multi-national and multi-disciplinary venture. In addition we are requesting the submission of journal articles, exhibition/performance reviews and book review. If you have a news section on your site it would be helpful if you could include this request along with information about the journal. The site has other features of interest such as a database of arts therapists and a notice board where advertisements and other items of interest can be posted free of charge. Over 7,800 people have visited the site already.
Contact:*Dr Susan Hogan
University Reader in Cultural Studies and Art Therapy at the University of Derby
NOTE: Some of the articles have a direct link to them in the *c.a.t. papers* section on the side bar here.
Trauma & Loss: Research & Interventions:
using drawing as intervention with traumatized children
Article by Cathy A. Malchiodi, ATR, LPAT, LPCC
This article is reprinted from TLC’s Journal, TRAUMA AND LOSS: Research and Interventions, Volume 1, Number 2, 2001
This article provides a basic overview of how therapists and counselors can use drawing as intervention with children who have experienced trauma or loss. Topics covered include: drawing as a mode of communication for children; why drawings facilitate verbal reports; how drawing helps the process of recovery from trauma; drawing tasks useful in trauma debriefing and resolution, and overall considerations for professionals using drawings in clinical work. An appendix on drawing materials is provided for those therapists and counselors who do not have experience with art as intervention with children.
The benefits of the Arts for Blind Children
Learning & Creative Solutions
from the January 15, 2002 edition
A FEEL FOR ART: Students like Yegue Badigue (below) at the Perkins School for the Blind in Massachusetts use art as a way to build confidence and basic skills.
For blind students, a place where art and life skills meet
By Ross Atkin | Staff writer of The Christian Science Monitor
WATERTOWN, MASS. – When Cory Kadlik, a talkative 10-year-old at the Perkins School for the Blind, visited a suburban Boston mall recently, it wasn’t to go shopping. He and other students were participating in the school’s first off-campus arts festival.
In addition to musical performances, the event surprised many mall patrons with an impressive display of student artwork – paintings, sculptures, and quilts…..
The Cunningham Dax Collection of Psychiatric art
This web site is part of ongoing efforts to encourage the public to view the material, to give a better understanding of psychiatric illness, and especially the subjective aspect of what it feels like to have such an illness.
Here is an example: