Online resources
Telling
your story- a tutorial
http://www.ibiblio.org/rcip/yourstory.html
A
directory of resources for people having trauma and mental issues
http://info.med.yale.edu/chldstdy/autism/links.html
Attainment
Company
http://attainmentcompany.com/
This company makes
systems which help communicate with a combination of sounds and images.
Flash
cards for communication via images
http://aba-materials.com/
These cards are
for children with autism but the idea is that communication via images
is better for those with trauma issues. The Flash! Pro2 CD-ROM has a
huge collection of over 10,000 color photographic images in 65 categories
(click above on "Samples") that you can preview and print
to teach speech, language and communication to children of all ages.
The
Sidran Institute - Catalog by Subject
http://www.sidran.org/topic.html
Medline
directory
http://www.nlm.nih.gov/medlineplus/rape.html
Journal articles
Communication
and rape victims
McNamee, Carole M. (2004). Using
both sides of the brain: Experiences that integrate art and talk therapy
through scribble drawings. Art Therapy. 21(3), 2004. pp. 136-142. link
Neuroscience researchers identify
a cerebral cortex with two functioning hemispheres: a left hemisphere
associated with language and speech and a right hemisphere associated
with visual-motor activities. Additionally, neuroscientists argue that
contemporary lifestyles favor the verbal, logical left brain and often
ignore the truths that present in the right brain. Psychotherapy techniques
range in their use of left-brain verbal discourse and right-brain nonverbal
discourse. In a case study, the author describes experiences integrating
both verbal and nonverbal therapy with a client with severe anxiety
and depression. Nonverbal therapy involved annotated scribble drawings.
Images in the drawings became the stimuli for verbal discourse with
the client. Other client responses to the annotated scribble drawings
are described.
Lev-Wiesel, Rachel (1998). Use
of drawing technique to encourage verbalization in adult survivor of
sexual abuse. ; Arts in Psychotherapy. 25(4), 1998. pp. 257-262. link
Demonstrates the effectiveness
of drawings (art therapy) in encouraging an adult survivor of childhood
sexual abuse to speak about the past traumatic experiences. This ability
to speak up not only breaks the conspiracy of family members to keep
the secret, but also enables the victim to deal with negative feelings
toward himself/herself and his/her parents. The drawing technique is
illustrated in 4 therapeutic sessions (out of 24) with an adult female
who was sexually abused by her father in childhood.
Holistic Assessment of rape victims. By: Mayer, Rick A.; Ottens, Allen
J.. Guidance & Counseling, Mar94, Vol. 9 Issue 4, p24, 4p
This article describes a method
for the holistic assessment of rape victims. This method consists of
assessing the effect the rape has on the victims'affective, cognitive
and behavioural functioning. By assessing the severity of the trauma
in these areas counsellors are able to develop appropriate treatment
strategies.
"The TAF permits counsellors to assess clients' level of impairment
with respect to affective, cognitive and behavioural reactions to a
crisis. Space is provided on the TAF for counsellors to make notation
of any significant clinical findings. Affective categories are: (a)
anger/hostility (may be present as agitation or a desire for possible
retaliation); (b) fear/anxiety (may be present as sense of disorientation
or jittery tension); and (c) sadness/melancholy (may be present as emotional
and/or physical exhaustion accompanied by a sense of hopelessness).
Counsellors are asked to identify clients' affective reaction to the
crisis event using these categories and also assess the level of impairment.
Should more than one affect be present, counsellors must judge which
affect is primary, secondary and tertiary."
Art speaks in healing survivors
of war: The use of art therapy in treating trauma survivors. Baker,
Barbara Ann; Journal of Aggression, Maltreatment & Trauma, Vol 12(1-2),
2006. pp. 183-198.
Mental health clinics can use
creative art therapies as a means of reaching out to war refugees in
their communities who may not respond to traditional talk therapy. In
this case, the use of quilting and other artwork was utilized by the
staff at Chicago Health Outreach to assist displaced Bosnians to cope
with their war-related trauma and integration into their new environment
in the United States. It can be difficult to reach refugee populations
within a community whose culture and language are different from the
majority, but finding other means of communicating can make a real difference
for these individuals as they find safety and understanding by working
on and sharing special creative projects.
Burmark, Lynell (2004). Visual
Presentations That Prompt, Flash &Transform. Media & Methods,
40 (6), p4-4.
This article suggests ways to
conduct classroom sessions using projectors. Flashcards remain a stable
way to help students retain information. Instead of spending hours laminating
paper flash cards, create a digital template. A projector is used to
show the flash slides for specific areas of study. Teach students word
processing commands like cut, paste and move in a fun way by projecting
scrambled jokes. Use the move command in the word processor to show
students how the word processor tools work. By projecting this process,
a large class can see how simple the transfer of information can be.
This kind of text sequencing can be used to reorder not just jokes,
but also event timelines, size of numbers or objects, and other selections.
Have a full-screen photographic image projected in your classroom when
students walk into class. Then have them write their interpretations
of the projected image. By using these readily you can create compelling
curriculum and reach those learners who have failed to learn from text-only
media. Images are more than illustration. They are the heart of comprehension
and the fastest route to academic success.
The healing art: The integration
of art therapy into the modern psychoanalytic approach. Sharon, Ruth
Velikorsky; Dissertation Abstracts International: Section B: The Sciences
and Engineering, Vol 65(7-B), 2005. pp. 3724.
In this study I want to illustrate
how the production of drawings and written associations of a patient
in the psychoanalytic framework can be a springboard for progressive
verbalization and communication. It is helpful because it can facilitate
the expression of pre-verbal and non-verbal material. Experiences of
the patient, before the age of language acquisition, fall into this
category. I will do this using a case study approach, by presenting
the case of Rachel, a preoedipal patient whom I treated through the
use of art in the psychoanalytic framework. Her case will be presented,
and the repetitive material which signalled the presence of the resistance
and the unconscious material in her art work and written associations
to it will be summarized and explored. I will discuss the presence of
the transference, countertransference, and resistance in our therapeutic
relationship-as present in her work, her actions, and her behavior as
treatment progressed. My purpose in doing that is to explore the ways
in which the use of art effected those elements. I also hope to open
this field for more research in this area.
A descriptive study: Selection and use of art mediums by sexually abused
adults: Implications in counseling and art psychotherapy. Clukey, Frances
Harlow; Dissertation Abstracts International: Section B: The Sciences
and Engineering, Vol 64(4-B), 2003. pp. 1679.
This research was designed to
explore what happens in the process of therapy when clients, having
persisting symptoms of sexual abuse and having disclosed that abuse,
have access to a wide variety of art materials to select and use in
treatment. A blend of qualitative and quantitative research in design,
the study is an initial step towards a greater understanding of the
potentially transformative experience of art making and the role of
art mediums in the practice of therapy. Treatment for abuse is a long,
complex and arduous process. Persistent aspects of abusive experience
remain deeply buried within the body and cause periodic, cyclical, somatic
and psychological problems in an individual's life. Clients often feel
words are too immediate and too explicit to describe the experience
and the resulting emotional response generated by sexual abuse. Created
within the context of what psychiatrist Winnicott (1971) described as
the "good enough" therapeutic relationship, artwork may be
viewed as more concrete and symbolic, or less immediately explicit and
therefore safer than verbal communications. Sensory-based therapies
such as art therapy are, therefore, particularly useful in accessing
traumatic memories and transforming the experience to a less damaging
state. For this study, the author set up private practice to work as
therapist with eight individuals for eight fifty-five minute sessions
in a traditional art therapy studio. Each session was documented on
videotape. Artwork was photographed. Videotapes, artwork, intake histories
and the researcher/therapist's notes were analyzed. Brief case studies
were developed. Data were considered by frequencies and ordinal comparisons
for immerging patterns. The data described art mediums as accessing
cognitive, symbolic, emotional, perceptual, kinesthetic and sensory
levels of understanding. A spiral model facilitated understanding the
process. The potential to pace the process of therapy by direction and
selection of more or less mediated, fluid and controllable art mediums
was shown to exist. Through the spatial and kinesthetic processes of
art making in art therapy, the individual controls recollection, comprehension,
integration and resolution of trauma. Art mediums are central in art
therapy as they safely provide the means of expression and reflection
to transform trauma in the bodymind.
Three art assessments: The Silver Drawing Test of cognition and emotion;
draw a story: Screening for depression; and stimulus drawings and techniques.
Silver, Rawley; New York, NY, US: Brunner-Routledge, 2002. xxiv, 315
pp.
(from the jacket) Art can be
an invaluable means of communication. It can bypass language and hearing
impairment and become a means of communicating thoughts or feelings
too difficult to express with words. This book uses three original art
assessments that use stimulus drawings to elicit response drawings that
provide access to a patient's emotions and attitudes toward themselves
and others while testing for the ability to solve problems and convey
ideas. Each assessment includes studies of reliability, validity, and
normative data, drawing on international research in the field and on
the author's own body of work spanning more than forty years. Stimulus
drawings are provided as well as drawing from imagination tasks, and
rating scales to assess emotional and cognitive content.
Arts as language: Access to thoughts
and feelings through stimulus drawings. Silver, Rawley; New York, NY,
US: Brunner-Routledge, 2001. xix, 187 pp.
from the cover) Discusses the
use of the visual medium as a linguistic parallel to verbal or written
communication. While recognizing that language expands and facilitates
thought, the author illustrates the existence of high-level thinking
in its absence and demonstrates the usefulness of drawing as an expressional
tool for patients who are unable, or unwilling, to express themselves
through the conventional use of language. Covering areas such as cognition,
creativity, and emotion, this book provides the reader with an introduction
to and explanation of stimulus drawing assessment. In this approach,
drawings serve as the principal channel for the exchange of ideas. Stimulus
drawings are provided to the patient to evoke a response drawing. These
response drawings allow patients to sketch their fantasies, thus allowing
some sort of gratification. The drawings may also serve as a means of
acceptably expressing feelings the patient deems inappropriate, such
as fear or anger. Reviews of qualitative and quantitative studies follow
the introduction. By reviewing studies of children, adolescents, and
adults suffering form various impairments and injuries, the author shows
the broad applicability of stimulus drawing assessments.
Mandala artwork by clients with
DID: Clinical observations based on two theoretical models. Cox, Carol
Thayer; Cohen, Barry M.; Art Therapy, Vol 17(3), 2000. pp. 195-201.
The authors have explored the
compositional patterns and thematic imagery in mandala drawings by a
large group of patients diagnosed with multiple personality/dissociative
identity disorder (MPD/DID). In approaching this work, they used both
the Ten Category Model (G. M. Cohen & C. T. Cox, 1995) and the Great
Round of Mandala theory (J. Kellogg, 1978, 1997) looking for parallels
between the two systems of analysis to help therapists better understand
the nonverbal communications of their clients. Although not a formal
research study, the observations based on the synthesis of these two
unrelated models are nonetheless consistent with the assessment and
treatment literature on DID.
Art psychotherapy groups: Between pictures and words. Skaife, Sally;
Huet, Val; Florence, KY, US: Taylor & Frances/Routledge, 1998. x,
209 pp.
(from the cover) Presenting an
account of the challenges encountered in art psychotherapy practice,
this book explores new theoretical material arising from the merging
of art and group psychotherapy. The contributors present in-depth discussion
of case studies with client groups such as children, forensic patients,
patients on acute psychiatric wards, the cognitively impaired elderly,
institutionalized patients moving into the community, and drug and alcohol
abusers. A common theme which emerges from the book is that the physical
use of art materials and the space of the art room offer a possibility
for communication of feelings which is not possible in purely verbal
groups. This allows clients with severe mental health problems, and
groups who would not normally be considered for purely verbal group
therapy, to benefit from a psychodynamic group process.
The book is intended to be a resource for practising and trainee art
therapists, and all professionals working psychodynamically with clients
who have severe mental health problems.
Therapeutic presence: Bridging expression and form. Robbins, Arthur;
Philadelphia, PA, US: Jessica Kingsley Publishers, Ltd., 1998. 280 pp.
(from the cover) In the therapeutic
workplace, the interaction between patient and therapist is built upon
cognitive, affective and expressive experiences. The contributors to
this book explore this interaction, examining the concept of therapeutic
presence, and the therapist's ability to maintain it. The theory integrates
a creative framework that synthesizes traditional and non-traditional
approaches to treatment, and will be of use to all mental health professionals.
The author suggests that, since therapeutic presence calls for an openness
and awareness of the intersubjective space between therapist and patient,
therapists who become receptive to the subtle cues of sensory perceptual
communication, as well as to the playful mirroring and meditative interaction,
will achieve more successful and meaningful interactions with patients.
Therapeutic presence requires a sensitivity to the temporal characteristics
of the therapeutic frame, and an experience of energy that may open,
shut down, or disrupt the field of therapeutic contact.
This stance can be applied to therapeutic modalities ranging from psychoanalysis
to creative arts therapy, in work with both short term and long term
populations. The author suggests that the full use of the therapist's
creative energies may provide the only solution to overwhelming therapeutic
situations.
Seritan, A., (2005)
Hysteria and the Mind-Brain Connection. Psychiatric Times, 52 (13),
41-42.
Abstract: The article
focuses on the development of theories on conversion disorder. The drawback
of the theory that nonverbal memory content could be processed into
a verbal form is that it relates consciousness to the left brain function.
The derealization and depersonalization in posttraumatic stress disorder
is caused by the failure of left hemisphere to function during states
of extreme arousal. According to Pierre Janet, hysteria is a deficit
of selective attention or undoubling of personality.
Lee Park, Hye-Suk
(2005). Multiple exemplar instruction and transformation of stimulus
function from auditory-visual matching to visual-visual matching. ;
Dissertation Abstracts International Section A: Humanities and Social
Sciences, Vol 66(5-A). pp. 1715.
The present study
examined (1) whether MEI was needed for children with developmental
disabilities to acquire bidirectionality across listener responses and
speaker responses as naming; (2) whether naming was prerequisite for
reading comprehension; and (3) whether there was an effect of MEI on
rudimentary reading comprehension. Four children with developmental
disabilities with a range of 2 to 4 years in age participated in Experiment
I, and four four-year old children with developmental disabilities participated
in Experiment II. A multiple baseline design across participants with
multiple probes within participants was implemented in a time lagged
fashion. Three sets of four items were presented as stimuli in flash
cards. The participants received instruction either on listener responses
or speaker responses with a set of stimuli, and received probes for
untaught speaker responses or listener responses as emergent naming,
and for untaught reading comprehension in form of matching symbols to
the corresponding written words. Responses (listener or speaker) the
participants received instruction on during the pre-intervention phases
were counterbalanced across the participants in Experiment I and Experiment
II. Sets of stimuli were counterbalanced in Experiment II. The participants
who received speaker instruction showed untaught listener responses
as naming but did not emit untaught reading comprehension with the presence
of naming in their repertoires in Experiment I and Experiment II. The
participants who received listener instruction did not show clear emergence
of untaught speaker responses, and received remedial naming instruction
followed by probes for reading comprehension in Experiment I and Experiment
II. These participants also did not show untaught reading comprehension
during the post-naming probes. MEI on naming and reading comprehension
was delivered with another set. All the participants emitted untaught
reading comprehension during probes that were conducted after MEI with
the original set of the stimuli. Instruction either on listener or speaker
responses was delivered with a new set of stimuli counterbalanced in
responses they received instruction on within the participants in order
to test whether they emitted untaught naming and reading comprehension
with the new set of stimuli. All of the participants showed untaught
naming and reading comprehension with the new set of stimuli. The results
were discussed in terms of equivalence class, naming, and relational
frame theory. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
Cherney LR. Aphasia,
alexia, and oral reading. [Review] [79 refs] [Journal Article. Review]
Topics in Stroke Rehabilitation. 11(1):22-36, 2004.
Alexia is an acquired disturbance
in reading. Alexias that occur after left hemisphere damage typically
result from linguistic deficits and may occur as isolated symptoms or
as part of an aphasia syndrome. This article presents an overview of
the classification of the alexias, including both the traditional neuroanatomical
perspective and the more recent psycholinguistic approach. Then, assessment
procedures are reviewed, followed by a summary of treatment approaches
for alexia. Finally, two case studies illustrate how oral reading of
connected language (sentences and paragraphs rather than single words)
has been used as a technique for treating alexia in patients with aphasia.
[References: 79]
Books
American Psychiatric
Association. (1994). Diagnostic and statistical manual of mental disorders,
fourth edition. Washington, DC: American Psychiatric Association.
Bibliographies
Art
Therapy Bibliography
http://www.baat.org/baat_book_list.pdf
Resources to research
this subject:
Journals
and articles
Search
the NCJRS Abstracts Database
Google
scholar or Findarticles
Finding
books at the library
Online
Libraries on sexual assault
Encyclopedias
and Dictionaries
Training manuals
Search terms: *Art
Therapy; *Drawing; *Oral Communication; *Psychotherapeutic Techniques,
*Art Therapy; *Explicit Memory; *Life Experiences; *Psychotherapy; *Sexual
Abuse; Art; Counseling; Emotional Responses; Symptoms, *Art; *Art Therapy;
*Drawing; *Measurement; *Psychological Assessment; Attitudes; Cognitive
Processes; Communication; Emotions; Problem Solving; Projective Personality
Measures; Projective Techniques; Screening Tests
Related links: PTSD
and communication, Victim
blame
References:
American Psychiatric
Association. (1994). Diagnostic and statistical manual of mental disorders,
fourth edition. Washington, DC: American Psychiatric Association.
Clukey, Frances Harlow. (2003).
A descriptive study: Selection and use of art mediums by sexually abused
adults: Implications in counseling and art psychotherapy. ; Dissertation
Abstracts International: Section B: The Sciences and Engineering, 64(4-B),
2003. pp. 1679.
Villarreal, G. et.al., (2004).
Reduced area of the corpus callosum in posttraumatic stress disorder.
Psychiatry Research: Neuroimaging Section, 131(3), 227-235. Link