Music and art therapy revised
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Music and art therapy revised
- 1. Play, Music and Art Therapies
- 2. Music Therapy Defined • “Music therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program” - American Music Therapy Association • “Refers to the application of music with the intent to enhance functioning” - Association for Science in Autism Treatment
- 5. History of Music Therapy • Idea of music as healing goes back to Aristotle • Discipline began after World War I and World War II when musicians went to Veterans hospitals to play for victims • Notable responses of patients led to doctors hiring musicians • Some musicians needed training before being in hospitals led to need for college curriculum • First music therapy degree program at Michigan State University in 1944 • The American Music Therapy Association founded in 1998 American Music Therapy Association (2008). Autism Spectrum disorders: Music Therapy Research and Evidence-Based Practice Support. Retrieved from http://www.musictherapy.org/factsheets/bib_autism.pdf
- 6. Music therapy: Models • Receptive music listening • Song writing • Music performance • Imitation • Call and answer songs (Chase, 2009) • Improvisational music therapy • Music-making vs. music-listening to motivate learners and effect growth
- 7. Settings: Music Therapy • Psychiatric hospitals • Rehab facilities • Medical hospitals • Outpatient clinics • Agencies for developmentally disabled persons • Drug and alcohol programs • Senior centers • Correctional facilities • Schools • Private practices.
- 8. Music Therapy: Claims • Interventions designed to: • Promote wellness • Manage stress • Alleviate pain • Express feelings • Enhance memory • Improve communication • Promote physical rehabilitation
- 9. From the therapists… • “For people with autism, the world is a chaotic place, full of overwhelming levels of sensory input,” says John Foley…”Music has form we all recognize, even if we don’t think in those terms; music makes sense. In the early days of defining autism, heightened response to music was considered for the list of possible symptom.” (Chase, 2009) • “We know music therapy works with people on the autism spectrum, even if we don’t always know why or how” (Chase, 2009)
- 10. Music Therapy: Parent reports • “’I wish I could say how, exactly, but I just know that music is an avenue to get their little brains going.’ said Michelle Phalon” (Chase, 2009) • “’The proof is in what you see and the changes in your child… It’s hard to argue with physical progress. There are naysayers out there in everything. But you see the difference.’” (Chase, 2009) • “’She just engage more,’ Wismann said. ‘Instead of being in her own space, if you’re more singsong-y when you’re interacting with her, she seems to engage more and want to be interactive with you.’” (Thompson, 2011).
- 11. Music Therapy: Social Responsiveness • Results suggest positive effects of Music Therapy on social responsiveness • Use of music (and other child-preferred activities) as motivation to increase socialization
- 12. Music Therapy: Outcomes for Children • Increased attention • Decreased self-stimulation • Improved cognitive functioning • Increased socialization • Successful and safe self-expression • Improved behavior • Enhanced auditory processing • Decreased agitation • Improved verbal skills • Enhanced sensory-motor skills
- 14. Art Therapy Defined • “Art therapy is a mental health profession that uses the creative process of art making to improve and enhance the physical, mental and emotional well-being of individuals of all ages. It is based on the belief that the creative process involved in artistic self-expression helps people to resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, increase self-esteem, self- awareness, and achieve insight”- Art Therapy Association of Colorado • “Refers to the application of art with the intent to enhance functioning.” -Association for Science in Autism Treatment
- 15. History of Art Therapy • 1900s • Psychiatrists began being interested in patients’ art. • Educators recognized artwork reflected children’s development/growth. • 1914: Margaret Naumberg starts Children’s School • Often identified as the founder of art therapy • Art therapy started to be included with traditional talk therapy • 1940s: Distinct discipline emerged • 1970s: Division in art therapists • Art therapy: innate healing power of making art • Art psychotherapy: art as a healing tool within a framework of verbal psychotherapy
- 16. Art therapy: Models • Acting/Filming • Photography • Painting • Drawing • Portrait drawing • Art as expression of feelings • Art as nonverbal communication
- 17. Art not only reproduces the visible, but makes visible that which is not easily seen.’ Kimon Nikolaides, arts educator ‘Imagination is more important than knowledge’ – Albert Einstein
- 18. EXPRESSIVE ARTS VS. ART THERAPY * Client Centered Approach * Therapeutic Relationship
- 19. WHY ART MAKING? • Activate fantasy and imagination, giving it shape and color, bringing out messages • Art making is the doorway to our souls. • Natural tendency for the psyche to heal itself. (Carl Jung’s teachings)
- 20. CHILDREN’S ART Through art and play, children may play / act out issues, traumatic events, uncomfortable situations, and build coping skills.
- 21. The Four Major Art Therapy Assessments
- 22. Diagnostic Drawing Series (DDS) • The Diagnostic Drawing Series is a three-part assessment that largely relies upon colored chalk pastels and an 18”x24” piece of paper. In the first portion of the series, clients are able to draw anything that they want. In the second, they are asked to draw a tree. In the third and final picture of the series, they are asked to represent how they feel by the clever use of lines, shapes and colors. Certified art therapists are then able to interpret these drawings to gain a deeper insight to the person’s inner state of mind and level of self-awareness. •
- 23. Mandala Assessment Research Instrument (MARI) • Mandalas are images that originate from the Buddhist faith and are designs enclosed in a geometric shape. In this variation of art therapy, individuals are asked to choose a particular mandala from a deck of mandala cards and then to choose a colored card from another deck. Then, using oil pastels, they are asked to recreate the mandala they selected using the color of their choice, while working to explain any hidden meanings, experiences or other related information that may come to mind during the specific exercise.
- 24. House-Tree-Person (HTP) • Similar to the first art assessment, this particular practice has people draw three separate things (a house, a tree and a person) using a lead pencil while answering specific, open-ended questions about each one. The art therapist is trained to use these images to gain insight into particular aspects related to the artist.
- 25. Road Drawing • Though a simple task, asking clients to draw a road offers a massive amount of very personal insight including how they view their own “road of life” as well as information about their past and even their intent for the future. Over the course of therapy, the road drawn by a client can vary dramatically. Read the Full Page: Art Therapy – The Four Major Art Therapy Assessments AllAboutCounseling.com
- 26. CHILD-CENTERED PLAY THERAPY ~ Look At The World Through A Child’s Eyes ~
- 27. 1. We can only give what we are aware of, accept and appreciate in ourselves. 2. The child takes the lead when he/she feels safe and comfortable. Others / supplies / toys = catalysts. 3. Children learn by experience. 4. Sit down at children’s eye level and show interest. 5. Listen to the child
- 28. 6. A statement goes to the child’s soul. 7. Play is children’s language. 8. ‘It sounds like you have a plan.’ Using Choices & Consequences turn all responsibility back to them.
- 29. 9. Allow - No hurry 10. Play is intrinsically complete & rewarding Give the child credit, not praise. Play allows children to discover their own strengths 11. Always address the child as ‘you’ 12. If I don’t learn something from the child, then the child won’t learn anything from me
- 30. THE ARTS FOSTER, ENHANCE, NURTURE AND PROMOTE: * Hand-Eye Coordination * Small Muscle Development * Concentration / Focus * Relaxation * Cooperation * Imagination & Fantasy * Self-Esteem * Processing Information * Following Direction
- 31. …THE ARTS FOSTER, ENHANCE, NURTURE AND PROMOTE: * Self-Motivation to Explore & to Learn * Sense of Control & Accomplishment * Confidence in Risk-Taking * Left/Right Brain Harmonization * Creativity & Problem Solving * Compassion * Stress Management * Emotional Intelligence * Bonding
- 32. LEARNING DIFFERENCES ~ LEARNING STYLES •15% AUDITORY •40% VISUAL •45% KINESTHETIC www.nlpjerusalem.com/DisplayArticle.asp?ID=7
- 33. MULTIPLE INTELLIGENCIES By Harvard’s Dr. Howard Gardner
- 34. Art Therapy Settings • Work with health professionals in palliative care programs • Prisons • Trauma relief teams • Personal growth classes • School systems Center for Health and Healing (2011). Art Therapy -- How it works and when to use it. Retrieved from http://www.healthandhealingny org/complement/art_how.html
- 35. Definition of Play Therapy • Play therapy is the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapist use the therapeutic powers of play to help clients prevent or resolve psychological difficulties and achieve optimal growth and development. (Association for Play Therapy Board, March 1997)
- 37. Types of Play Therapy • Directive Play Therapy • Non-Directive Play Therapy
- 38. Theories of Play Therapy • Directive • Cognitive behavioral • Gestalt • Developmental • SFBT • Non-Directive • Child-centered • Jungian • Psychoanalytic Source: InAPT conference 2005
- 39. Methods of Play Therapy • Sand Tray • Imaginative Play • Puppet Play • Art/Crafts
- 41. Sand Tray
- 42. Group Sand Tray
- 43. Toys Needed for Play Therapy Room • Scary toys • Client’s can use these to deal with fears • Plastic monsters, snakes, bugs, bears, lions, dinosaurs • Nurturing Toys • Client’s can use these to play out family relationships and events • Doll house, dolls, puppets, baby dolls, baby doll supplies, kitchen set Source: InAPT conference 2005
- 44. Toys Needed for Play Therapy Room • Aggressive Toys • Clients use these to express anger and aggression and explore power and control issues • Guns, play knives, hammer and nails, toy soldiers, punching bag • Expressive Toys • Clients use these to explore relationships, express feelings, deal with problem/solution • Crayons, paper, scissors, paint, craft items. Source: InAPT conference 2005
- 45. Toys Needed for Play Therapy Room • Pretend/Fantasy Toys • Clients can use these to explore different roles, hidden feelings, and alternative behaviors • Masks, hats, doctor’s kit, zoo and farm animals, building materials, jewelry Source: InAPT conference 2005
- 46. Support for Play Therapy in the Schools • Play an effective treatment for children’s problems (Ray et. Al., 2001)(Cohen, 1977)(Johnson et. Al., 1997) (Post, 1999) • Children’s natural language is play. Play is a developmentally appropriate way that children express themselves. (Axline and Landreth) • Play is a natural way for children to express feelings/emotions (Drewes) • Many children learn through hands-on activities and movement (Gardner’s Theory of Multiple Intelligences)
- 47. Support for Play Therapy in the Schools (cont.) • Play therapy matches with Piaget’s theory of cognitive development (Ray et. Al, 2005) • Preoperational stage (ages 2-7): language skills are not as developed as internal awareness • Concrete Operations Stage (ages 8-11): limits in abstract reasoning- play helps bridge gap between concrete experience and abstract thought • Practical applications in the school • Play therapy can be used to assist in GEIS and IEPs to inform classroom observations and social-emotional analysis (Drewes)
- 48. Challenges Related to Play Therapy in the Schools • Lack of time available with students in a school setting (Ray et. Al., 2005) • Efficacy even greater when parents are involved and the number of sessions ranges from 30-35 (Leblanc & Ritchie, 2001) • Lack of training in play therapy for school counselors (Ray et. Al., 2005) • Cost of play materials (Drewes) • Non-traditional: need to advocate for it- use research and concrete explanation (Drewes)
- 49. Solution Focused Brief Therapy-Play Therapy • client goal • miracle question • relationship question • instances/exception • scaling • unfinished business • message Play therapy techniques for SFBT
Notes de l'éditeur
- -Class impressions of what music therapy and art therapy is used for
- American Music Therapy Association
- -Improvisational music therapy: “musical attunement” – requires various musical and empathetic technique geared towards the child’s responsiveness, characteristics, and needs
- American Music therapy Association
- -Of these benefits those that can be objectively defined in behavioral terms and measured include improve communication and promoting physical rehabilitation -Otherwise, indices of anxiety, stress, happiness, or relaxation would have to be identified, objectively defined, and measured -This is probably what is done informally, individuals are observed and if these indices are seen the subjective opinion that they are happy for instance, is made. -Also probably relies on reports from families and self-report from individuals when they are able. -Music can also be looked at as a reinforcer if it is preferred and seems to have these effects on children
- American Music Therapy Association (2008). Autism Spectrum disorders: Music Therapy Research and Evidence-Based Practice Support . http://www.musictherapy.org/factsheets/bib_autism.pdf
- American Art Therapy Association
- The Expressive Arts Therapy program seeks to reawaken a student's true appreciation of the healing power of the creative and expressive arts. It does this by integrating these practices with the diverse therapeutic orientations of the contemporary psychoanalytic, cognitive-behavioral, and humanistic approaches to psychotherapy. By infusing art processes into counseling sessions, the expressive arts therapist helps the client to articulate his or her life concerns. The art work can build understanding between the therapist and client. It can also serve as a bridge between the inner life of images and sensations and the world of words. In addition to empowering clients and opening them to their own inner depths, expressive arts therapy enriches the practice of family therapy by providing a powerful tool for deepening communication in couples, families, and groups. Self-expression and experiencing others through movement, music, or drawing helps people understand each other from the inside out. As partners, families, or groups enter the imaginal world together, they can explore the roots of dysfunctional patterns of belief and behavior, and experience new creative insights. Expressive arts therapy processes are now used successfully in almost all psychotherapeutic contexts, ranging from work with the severely disturbed to the facilitation of human growth and potential. Educators and consultants are also increasingly incorporating expressive arts processes into their work in a wide range of business and professionals settings. Expressive Arts Therapy uses five art disciplines to assist the client/artist to make contact with his/her authentic self. We use dance,drama, music, visual arts, and poetry. Each discipline brings special strengths and abilities in bridging the expanse between the literal reality of "here now" and the world of the imagination, where life stories are written in mythic form and life experiences are held in symbols.We use mmore than one art discipline so as to better follow the impulses of the client/artist as creative urges move from kinesthetic sense to auditory to visual image. We are expert at tracking and following these non-verbal messages. We use verbal reflection to help make sense of and more deeply understand the art making process and art produced.We use the term "expressive arts" to distinguish this way of working from entertainment or purely aesthetic uses of art making. Our purpose is to make art that is a container for the suffering and conflicts of a life; and give voice to life's joy and grandeur as well. We feel that art making is an inherent, if lost, faculty of all human beings. By engaging in the art making activity the client/artist participates in his/her own healing, using the language of his/her own psyche. It is guided from within, rather than imposed from without.We view the therapeutic relationship as central to this process. It is an aesthetic relationship, with ethics, values and protocols which are particular to those unique circumstances which arise in the expressive arts studio where the client and therapist might find themselves up to their elbows in clay or putting on face paint, or crawling on the floor. The education of the expressive arts therapist differs from other creative arts therapists in that we are art based rather than psychology based and couch our work in the language and processes of the arts. An interdisciplinary education allows us to be influenced and informed by philosophy, psychology, studio art and other areas of study.Expressive Arts Therapists work in numerous kinds of settings. Some settings include medical hospitals, psychiatric hospitals, community centers, business settings, public and private schools, and wellness communities. Art therapy is based on the belief that the creative process involved in the making of art is healing and life-enhancing. Through creating art and talking about art and the process of art making with an art therapist, one can increase awareness of self, cope with symptoms, stress, and traumatic experiences, enhance cognitive abilities, and enjoy the life-affirming pleasures of artistic creativity. Art therapy is a human service profession which utilizes art media, images, the creative art process and patient/client responses to the created art productions as reflections of an individual's development, abilities, personality, interests, concerns, and conflicts. Art therapy practice is based on knowledge of human developmental and psychological theories which are implemented in the full spectrum of models of assessment and treatment including educational, psychodynamic, cognitive, transpersonal, and other therapeutic means of reconciling emotional conflicts, fostering self-awareness, developing social skills, managing behavior, solving problems, reducing anxiety, aiding reality orientation, and increasing self-esteem.Art therapy is an effective treatment for the developmentally, medically, educationally, socially or psychologically impaired; and is practiced in mental health, rehabilitation, medical, educational, and forensic institutions. Art therapy requires no artistic ability. The Art Therapist offers guidance and support and the opportunity to explore issues of concern using a variety of art materials. As an individual, on a personal level it could be used as a means of exploring inner issues. It is a safe way to express strong and sometimes sensitive or destructive feelings. It can be used for stress and anxiety management. To enhance communication between individuals, groups or professional teams. It is used to explore change. It is of particular benefit to people experiencing difficulties with written and verbal communication. As a professional manager of vulnerable people in the community, Art Therapy could be used to instil confidence and promote life enhancing change in the people for which you have responsibility.
- Playing with art material is a way to activate fantasy and imagination, giving it shape and color, bringing out messages and guidance from children’s inner world - or unconscious Any non-verbal approach applies to the right side of the brain and therefore reaches into the psyche, where there is a natural tendency for the psyche to heal itself. Art making is the doorway to our souls.
- Through spontaneous creativity, children – and adult alike - experience a deep transformation, which results in behavior modification, reduction in conflicts and improved sense of well being, self-esteem… Children can effortlessly and spontaneously explore unresolved, conflicted feelings such as guilt, pain, isolation, depression, bereavement, or rejection. Art for the young child embodies many applications. Art is more than crayons, scissors and glue. This medium is a way for young children to express feelings that are otherwise too difficult to verbally express. It is also a way for the young child to have a sense of control over issues, her environment and to learn to master skills. Want a sense of achievement it is for young child to learn to hold and cut with a pair of scissors! Much hand eye coordination and patience comes with learning this skill. Art is also a way of learning that is subtle, yet so exciting. What an achievement it is for the young child to learn that blue and yellow make green! They are as many ways of learning as they are different types of art mediums. How good it feels to work with clay, and better yet to pound it when we are feeling upset with the world. In addition to the expression of feelings through arts this medium also helps to build creative thinking in young minds. Since there are usually are not strict rules involved in art experience, children are encouraged to problem solve.
- Art therapy isn’t just about creating art, but it also reveals how the art is interpreted and what it means about the artist in question. Therefore, art therapy, in order to be effective, also demands a way of measurement and assessment. Today, there are four common varieties of art therapy assessment that are widely employed by art therapists across the nation.
- Basic principles 1 – we can only give what we are aware of, accept and appreciate in ourselves. 2 – be sensitive to how the world is perceived by the child. Be patient for the child to take the lead, which happens when he/she feels safe and comfortable. Adults, other children and art materials / toys are catalysts. 3 – children learn by experience 4 – sit down at children’s eye level and move your whole body to follow the child: it shows interest. 5 – listen to the child – with your eyes as well as with your ears. 6 – don’t ask questions you already know the answer to; questions always imply not understanding; but if you have enough info to ask a question, you have enough info to make a statement. A statement goes to the child’s soul. Questions apply to the mind: suitable for children older than 10. Questions are limiting, since they guide children in specific directions, but it may not be the direction that is most helpful. Besides, the child gets into the mode of waiting for questions, thus not being self-motivated and proactive. 7 - a child’s way to express him/herself is play; play is children’s language. Young children communicate by acting out in play. 8 – giving a child choices empower him/her and brings ease to behavior / discipline issues. “you can decide what you want to do here.”; “ it sounds like you have a plan” “if you choose to ……………., you choose to give up playing with …………for the rest of the day (week, etc) = turn all responsibility back to them! 9 – we can stifle children’s creativity by directing and telling them what to do. We accept the child and do not place hope for them to change / improve / learn. Allow. No hurry. 10 – play is intrinsically complete, it doesn’t depend on external rewards or other people. Self-esteem building response: give the child credit, not praise (“it sounds like you know how to count” instead of ‘good job counting’). It allows children to discover their own strengths, by not doing things for them, until they specifically ask for help. Children are resilient and have natural tendency toward growth and maturity. 11 - always address the child saying ‘you’ -> avoid separation name/person 12 – if i don’t learn something from the child, then the child won’t learn anything from me.
- 1 – We can only give what we are aware of, accept and appreciate in ourselves. 2 – Be sensitive to how the world is perceived by the child. Be patient for the child to take the lead, which happens when he/she feels safe and comfortable. Adults, other children and art materials / toys are catalysts. 3 – Children learn by experience 4 – Sit down at children’s eye level and move your whole body to follow the child: it shows interest. 5 – Listen to the child – with your eyes as well as with your ears.
- 6 – don’t ask questions you already know the answer to; questions always imply not understanding; but if you have enough info to ask a question, you have enough info to make a statement. A statement goes to the child’s soul. Questions apply to the mind: suitable for children older than 10. Questions are limiting, since they guide children in specific directions, but it may not be the direction that is most helpful. Besides, the child gets into the mode of waiting for questions, thus not being self-motivated and proactive. 7 - A child’s way to express him/herself is play; play is children’s language. Young children communicate by acting out in play. 8 – Giving a child choices empower him/her and brings ease to behavior / discipline issues. “you can decide what you want to do here.”; “ it sounds like you have a plan” “if you choose to ……………., you choose to give up playing with …………for the rest of the day (week, etc) = turn all responsibility back to them!
- 9 – We can stifle children’s creativity by directing and telling them what to do. We accept the child and do not place hope for them to change / improve / learn. Allow. No hurry. 10 – Play is intrinsically complete, it doesn’t depend on external rewards or other people. Self-esteem building response: give the child credit, not praise (“it sounds like you know how to count” instead of ‘good job counting’). Play allows children to discover their own strengths, by not doing things for them, until they specifically ask for help. Children are resilient and have natural tendency towards growth and maturity. 11 - Always address the child saying ‘you’ = avoid separation name/person12 - If I don’t learn something from the child, then the child won’t learn anything from me.