Kinetic Family Drawing (KFD): As prepared by Sarah Margaret Wade
Reference:
Burns, R.C., & Kaufman, S.H. (1970). Kinetic Family Drawings (K-F-D): An introduction to
understanding children through kinetic drawings. New York:Brunner/ Mazel.
Burns, R. C., & Kaufman, S.H. (1972). Actions, styles, and symbols in kinetic family
drawings (K-F-D): An interpretive manual. New York: Brunner/ Mazel.
Brooke, S.L. (2004). Tools of the trade: a therapist’s guide to art therapy assessments.
Springfield, IL: Charles C Thomas Publisher, LTD.
Purpose / Ages
The assessment was designed to understand child development and their self-concept and interpersonal relationships. It is believed to be a projective test and is used mostly with children and adolescents, however, age limit is not stated.
Materials: #2 pencil, 8 1/2" x 11" white paper
Procedures / Administration
There is no time limit. The administrator is to instruct the client to do the following:
“Draw a picture of everyone in your family, including you, doing something. Try to draw whole people, not cartoons or stick people. Remember; make everyone doing something—some kind of action.”
Inquiry
No specific inquiry is suggested. However, it is important to have a general idea and description of what the family is doing, who is represented in the picture, and what the client’s general thoughts are about the picture. An attempt should be made to gain an understanding of what they participant has drawn.
Interpretation
The interpretation is based upon actions, styles, and symbols used in the drawing. Scoring is based upon a grid to measure the distance of the self from the other figures and sizes of figures represented in the picture. An analysis sheet is included that summarizes information from the grid and drawing characteristics.
Strengths
The KFD shows promise as a tool that yields information about a child's personality state.
Limitations
test-retest reliability evidence was weak suggesting that the KFD may be sensitive to mood changes and pretest conditions. The test may also not be a reliable indicator or personality traits.
Adaptations/ Reflection
"Family Sculpture" -using modeling clay is a three-dimensional version of the family drawing. The benefit of using clay is that it allows the possibility for making changes and moving figures in relation to others.
"Draw yourself and a family member of your choice" might be a good alternative to children who may be resistant to drawing an entire family for various reasons.
I found the KFD to be a very unique way to understand both the client’s relationship with family members and how the client views themselves within their family. Burns’s and Kaufman’s book, Actions, Styles, and Symbols in Kinetic Family Drawings (K-F-D), is an excellent source for gathering information on the actions, styles, and symbols represented in drawings. The KFD assessments that I gathered for my client portfolio were fairly adequate in representing the client’s sense of self within their family.
The Story of Us: Group A
The Story of Us: Group Art Therapy: Sara Crafton and Margaret Colmore
ETC Level: Cr/K/S/P/A/C/Sy
MDV Level: S, S/U, R
Materials:Pre-existing group murals, scissors, glue, a stack of construction paper, larger piece of paper for cover, markers
Procedures
1. Present group with pre-existing murals, and allow members to choose one piece of construction paper.
2. Instruct the group to create a collage through the deconstruction of the murals. Explain that members can use their own images, trade pieces or sections, or put them in the middle for everyone to share. Give the members approximately 30 minutes to create their individual collages.
3. Process the experience by considering how the members were affected by this intervention.
4. The group will then create a cover for the book, thus reuniting the images. Each person will be asked to write or draw a final message to the group on the book's cover.
Rationale
To reflect back on a previous group stage and to express the current group stage. The artwork represents how the cohesion of the group has progressed. The final task of creating a book cover provides members with the opportunity for closure by writing some last words about their experience in the group.
Adaptations
Create something 3-Dimensional, such as a box, to collage with deconstructed images.
Think of different ways to bind the final project.
ETC Level: Cr/K/S/P/A/C/Sy
MDV Level: S, S/U, R
Materials:Pre-existing group murals, scissors, glue, a stack of construction paper, larger piece of paper for cover, markers
Procedures
1. Present group with pre-existing murals, and allow members to choose one piece of construction paper.
2. Instruct the group to create a collage through the deconstruction of the murals. Explain that members can use their own images, trade pieces or sections, or put them in the middle for everyone to share. Give the members approximately 30 minutes to create their individual collages.
3. Process the experience by considering how the members were affected by this intervention.
4. The group will then create a cover for the book, thus reuniting the images. Each person will be asked to write or draw a final message to the group on the book's cover.
Rationale
To reflect back on a previous group stage and to express the current group stage. The artwork represents how the cohesion of the group has progressed. The final task of creating a book cover provides members with the opportunity for closure by writing some last words about their experience in the group.
Adaptations
Create something 3-Dimensional, such as a box, to collage with deconstructed images.
Think of different ways to bind the final project.
Imaginary Ball Toss
"Imaginary Ball Toss"- Drama Therapy Warm-up Exercise: Margaret Colmore
ETC Level: K/S, Cr
MDV Level:Unstructured, Low Complexity
Materials: None
Procedures
Therapist begins warm up by instructing group to form a circle.
Therapist may choose to give verbal instruction to begin, or they may lead by example by pretending to hold an imaginary ball or object, and then toss the ball to another person in the group.
The group continues to toss the ball from one person to the next.
* The therapist may instruct the group that they can use their imagination and change the ball into any shape or form that they choose.
Rationale
This activity allows for the group members or clients to become more free, relaxed, and open to the remainder of the group session.
It helps the clients become more aware of group dynamics,non-verbal communication skills and working with others as a group.
It allows for self expression.
Adaptations
This warm-up exercise may not be good for clients with schizophrenia or disorders with similar symptoms because this may be too much for them to handle; for those patients, a less aggressive warmup would be more suitable, such as simply handing a small object from person to person instead of tossing or throwing.
This warm-up could also be adapted into an entire intervention by becoming more structured and complex with more instruction from the therapist.
It could also be followed by reflection time so that the group can talk about such things as group dynamics and relationships and the use of non-verbal communication.
ETC Level: K/S, Cr
MDV Level:Unstructured, Low Complexity
Materials: None
Procedures
Therapist begins warm up by instructing group to form a circle.
Therapist may choose to give verbal instruction to begin, or they may lead by example by pretending to hold an imaginary ball or object, and then toss the ball to another person in the group.
The group continues to toss the ball from one person to the next.
* The therapist may instruct the group that they can use their imagination and change the ball into any shape or form that they choose.
Rationale
This activity allows for the group members or clients to become more free, relaxed, and open to the remainder of the group session.
It helps the clients become more aware of group dynamics,non-verbal communication skills and working with others as a group.
It allows for self expression.
Adaptations
This warm-up exercise may not be good for clients with schizophrenia or disorders with similar symptoms because this may be too much for them to handle; for those patients, a less aggressive warmup would be more suitable, such as simply handing a small object from person to person instead of tossing or throwing.
This warm-up could also be adapted into an entire intervention by becoming more structured and complex with more instruction from the therapist.
It could also be followed by reflection time so that the group can talk about such things as group dynamics and relationships and the use of non-verbal communication.
Mad, Sad, Glad, Scared
Mad, Sad, Glad, Scared: Applied Methods
Materials
Large sheet of paper divided into 4 equal sections or 4 separate 8 1/2 X 11 sheets of paperMarkers, crayons, colored pencils (or other drawing materials of choice)
Procedures
1. Each piece of paper represents one emotion. 2. Represent each emotion with line, form, and color. (non- AT may equate with "scribble")3. Look at all four drawings. Note similarities and differences.
Rationale
This exercise is typically used at the beginning of a therapeutic relationship with a client but may be useful as a re-evaluation. The goal is for the client to express emotion and may offer the opportunity for both the therapist, and the client to gain insight into the value client assigns to his/her emotions. Therapist may also guide client toward a more positive relationship with his/her emotions.
Adaptations
Draw or write a thank you letter to a certain emotion. Focus on most powerful emotion and redraw/ reconstruct it how you want it to look. Chart emotions over course of week, or from week to week.
Materials
Large sheet of paper divided into 4 equal sections or 4 separate 8 1/2 X 11 sheets of paperMarkers, crayons, colored pencils (or other drawing materials of choice)
Procedures
1. Each piece of paper represents one emotion. 2. Represent each emotion with line, form, and color. (non- AT may equate with "scribble")3. Look at all four drawings. Note similarities and differences.
Rationale
This exercise is typically used at the beginning of a therapeutic relationship with a client but may be useful as a re-evaluation. The goal is for the client to express emotion and may offer the opportunity for both the therapist, and the client to gain insight into the value client assigns to his/her emotions. Therapist may also guide client toward a more positive relationship with his/her emotions.
Adaptations
Draw or write a thank you letter to a certain emotion. Focus on most powerful emotion and redraw/ reconstruct it how you want it to look. Chart emotions over course of week, or from week to week.
Mood States/ Mind States
Mood States/ Mind States by Dr. Janie Rhyne: Applied Methods
ETC Level: Affective - Kinesthetic
MDV Level: Resistive - Structured - Complex
Materials
15 half sheets of papermarkers
Procedures
1. The client is given 2 minutes to depict each of the following with line, shape, and color: Fearful, depressed, excited, passive, aggressive, serene, anxious, hoping, threatened, hostile, curious, guilty, innocent, going crazy, and being sane. Put the name of the feeling on back. 2. Once finished, compare and contrast the depictions of the different emotions.
Rationale
This intervention brings emotions to the surface and may increase client's awareness of similarities underlying several emotions. The exercise may create movement for client and help person to get "unstuck."Therapist may also gain a greater understanding of the way client perceives and processes different emotions.
Adaptations
1. Create a torn tissue paper collage instead of using markers. 2. After completing steps 1 and 2, ask client to identify which emotion was the most difficult to depict. Which one was the easiest? 3. After completing steps 1 and 2, ask client if they could choose one emotion to go back to, which one would they choose. Allow the client 2 more minutes to complete depiction. What made client want to finish depiction? Is it finished now?
ETC Level: Affective - Kinesthetic
MDV Level: Resistive - Structured - Complex
Materials
15 half sheets of papermarkers
Procedures
1. The client is given 2 minutes to depict each of the following with line, shape, and color: Fearful, depressed, excited, passive, aggressive, serene, anxious, hoping, threatened, hostile, curious, guilty, innocent, going crazy, and being sane. Put the name of the feeling on back. 2. Once finished, compare and contrast the depictions of the different emotions.
Rationale
This intervention brings emotions to the surface and may increase client's awareness of similarities underlying several emotions. The exercise may create movement for client and help person to get "unstuck."Therapist may also gain a greater understanding of the way client perceives and processes different emotions.
Adaptations
1. Create a torn tissue paper collage instead of using markers. 2. After completing steps 1 and 2, ask client to identify which emotion was the most difficult to depict. Which one was the easiest? 3. After completing steps 1 and 2, ask client if they could choose one emotion to go back to, which one would they choose. Allow the client 2 more minutes to complete depiction. What made client want to finish depiction? Is it finished now?
Trauma Tree
Trauma Tree: Grief and Medical Issues in Art therapy
ETC Level:Cognitive, Symbolic, Affective
MDV Level: Structured, Simple
Materials
8 ½ x 11 sheet of paper, markers
Procedures
1. Draw a tree trunk.
2. Add one branch for each loss/ grieved event in your life.
3. Brainstorm the positives that have resulted from each grieved event. These positives may include any gains, strengths, insights, etc. Consider the following questions: How have I grown? What have I learned about myself? Write each positive in a separate leaf extending from the branch.
Rationale
This intervention serves to help individuals recognize the strengths and personal growth that have resulted from each grieved event. The trauma tree will also give the therapist insight into the number of losses and the degree of difficulty that the individual has experienced. The therapist will also develop a greater understanding of the person’s outlook on life and his or her ability to cope with difficulties.
Adaptations
This intervention could be modified through the utilization of different materials, i.e. modeling clay, paper mache, paint, pipe cleaners, etc. If a person has experienced one significant loss, and would like to focus on it alone, the tree trunk could represent the loss, and the branches could represent the positives that have resulted from the loss. Then leaves, flowers, birds, etc. could represent coping strategies and methods of self-care.
ETC Level:Cognitive, Symbolic, Affective
MDV Level: Structured, Simple
Materials
8 ½ x 11 sheet of paper, markers
Procedures
1. Draw a tree trunk.
2. Add one branch for each loss/ grieved event in your life.
3. Brainstorm the positives that have resulted from each grieved event. These positives may include any gains, strengths, insights, etc. Consider the following questions: How have I grown? What have I learned about myself? Write each positive in a separate leaf extending from the branch.
Rationale
This intervention serves to help individuals recognize the strengths and personal growth that have resulted from each grieved event. The trauma tree will also give the therapist insight into the number of losses and the degree of difficulty that the individual has experienced. The therapist will also develop a greater understanding of the person’s outlook on life and his or her ability to cope with difficulties.
Adaptations
This intervention could be modified through the utilization of different materials, i.e. modeling clay, paper mache, paint, pipe cleaners, etc. If a person has experienced one significant loss, and would like to focus on it alone, the tree trunk could represent the loss, and the branches could represent the positives that have resulted from the loss. Then leaves, flowers, birds, etc. could represent coping strategies and methods of self-care.
How I see myself/ How others see me
How I see myself/ How others see me: Applied Methods
ETC Level: Cognitive - Symbolic - Affective
MDV Level:Unstructured - Resistive - Simple
Materials
1 larger piece of paper (18 x 24) or 2 smaller pieces of paper (8 1/2 x 11)old magazines, paper scraps, and other collage materialsglue stick scissors
Procedures
1. Using collage materials, depict how you see yourself.2. Using collage materials, depict your perception of how others see you. 3. Processing questions: Was one perception easier to depict than another? What is your favorite image? On a scale of 1 to 10, how positively do you perceive yourself? Do you find your finished collage is a good representation of how you see yourself and how others see you?
Rationale
This exercise is great for groups, especially several sessions in to therapy because at this point, the group members are feeling more comfortable disclosing personal information with the art therapist and the other members. This intervention functions in a cognitive-behavioral context, which means that certain personal attributes or characteristics are recognized, and with this recognition, the individual can modify his or her behavior to increase functionality and effectiveness in life situations. How I See Myself/ How Others See Me encourages the belief that change in thinking is possible and that things don't always have to stay the way they presently are.This intervention also increases the therapist's understanding of how perceptive the individual is. Does the client realize the effect she has on others in her life? It is also helpful to incorporate the other group members in providing reinforcement to client.
Adaptations
1. If negative self-concept is displayed, ask client to artistically demonstrate a way to change the negative perception into a positive perception. Client may cut paper up, glue images on top of other images, etc. 2. Keep the artwork, if the client doesn't mind, and bring it out the next session. Ask the individual if she would depict the same topic the same way. If not, what would she change? If yes, is she happy with that self-concept?3. Somehow connect the two perceptions if they are distinctly separate. Ask the person to think of a real life example of a way to bridge the 2 perceptions.
ETC Level: Cognitive - Symbolic - Affective
MDV Level:Unstructured - Resistive - Simple
Materials
1 larger piece of paper (18 x 24) or 2 smaller pieces of paper (8 1/2 x 11)old magazines, paper scraps, and other collage materialsglue stick scissors
Procedures
1. Using collage materials, depict how you see yourself.2. Using collage materials, depict your perception of how others see you. 3. Processing questions: Was one perception easier to depict than another? What is your favorite image? On a scale of 1 to 10, how positively do you perceive yourself? Do you find your finished collage is a good representation of how you see yourself and how others see you?
Rationale
This exercise is great for groups, especially several sessions in to therapy because at this point, the group members are feeling more comfortable disclosing personal information with the art therapist and the other members. This intervention functions in a cognitive-behavioral context, which means that certain personal attributes or characteristics are recognized, and with this recognition, the individual can modify his or her behavior to increase functionality and effectiveness in life situations. How I See Myself/ How Others See Me encourages the belief that change in thinking is possible and that things don't always have to stay the way they presently are.This intervention also increases the therapist's understanding of how perceptive the individual is. Does the client realize the effect she has on others in her life? It is also helpful to incorporate the other group members in providing reinforcement to client.
Adaptations
1. If negative self-concept is displayed, ask client to artistically demonstrate a way to change the negative perception into a positive perception. Client may cut paper up, glue images on top of other images, etc. 2. Keep the artwork, if the client doesn't mind, and bring it out the next session. Ask the individual if she would depict the same topic the same way. If not, what would she change? If yes, is she happy with that self-concept?3. Somehow connect the two perceptions if they are distinctly separate. Ask the person to think of a real life example of a way to bridge the 2 perceptions.
Person in tree assessment
Person in tree assessment: Applied Methods
ETC Level: Cognitive - Affective
MDV Level: Simple - Structured - Resistive
Materials
People in tree handoutDrawing/coloring utensils of choice
Procedures
1. Identify which person best represents how he/she is feeling right now. (Ask for clarification of how the client perceives the identified character. Don't assume that you know what the identified character represents.)2. Identify the person who client would want to be. (Again, ask for clarification of what the identified character represents.) 3. Consider what needs to happen to get to preferred place.
Rationale
This exercise is useful for very young children and first or second time visits because it is very non-threatening. It can also be used at the beginning/ end of each session. Depending on which prompt is given, the therapist can gain a better understanding of client's current perception of emotional status, family situation, and roles the client plays. In recognizing one's place in the tree, client may be able to find value of current place, or discover a place that would be more helpful to client's current situation. If the client relates to a character that is in a vulnerable position, try to redirect client toward positive supports. For example, if the client identifies with the falling person, ask who is going to catch the person or what needs to happen to "break the fall."
Adaptations
Option 1: Of all the people in the tree, who would you not want to be?Option 2: Identify family members and self in the tree.Option 3: Identify the different roles you play, i.e student, girlfriend, friend, daughter, etc.
ETC Level: Cognitive - Affective
MDV Level: Simple - Structured - Resistive
Materials
People in tree handoutDrawing/coloring utensils of choice
Procedures
1. Identify which person best represents how he/she is feeling right now. (Ask for clarification of how the client perceives the identified character. Don't assume that you know what the identified character represents.)2. Identify the person who client would want to be. (Again, ask for clarification of what the identified character represents.) 3. Consider what needs to happen to get to preferred place.
Rationale
This exercise is useful for very young children and first or second time visits because it is very non-threatening. It can also be used at the beginning/ end of each session. Depending on which prompt is given, the therapist can gain a better understanding of client's current perception of emotional status, family situation, and roles the client plays. In recognizing one's place in the tree, client may be able to find value of current place, or discover a place that would be more helpful to client's current situation. If the client relates to a character that is in a vulnerable position, try to redirect client toward positive supports. For example, if the client identifies with the falling person, ask who is going to catch the person or what needs to happen to "break the fall."
Adaptations
Option 1: Of all the people in the tree, who would you not want to be?Option 2: Identify family members and self in the tree.Option 3: Identify the different roles you play, i.e student, girlfriend, friend, daughter, etc.
How I am/ How I would like to be
How I am/ How I would like to be: Applied Methods
ETC Level: Cognitive-Affective
MDV Level: Fluid-Simple-Unstructured
Materials
several 5X7 pieces of cardstock or lined paperwriting utensil
Procedures
1. Write about the person you are now and the person you would like to be. 2. Processing questions may include: Compare/ Contrast/Balance: How do the two compare? How are the two different? If the two persons described differ greatly, is there a centerpoint? If so, what would that person look like? Are the two more similar than the client realizes? Put identified problematic characteristics on a scale from 0-10. Where would you want to be on the scale? Movement/ Growth: What would you have to do to move towards becoming the person you would like to be? How would your life be different if you became more like your "ideal" person? Acceptance: Are you ok with being X (shy, anxious, messy, etc.)? What are the positives that result from being X? What purpose does being X serve? What would your best friend (or someone else who therapist knows to a positive force within client's life) say about your X?
Rationale
This intervention creates the opportunity for self-expression and increases self-awareness. The activity may also help identify goals for personal growth and explore them in a more realistic and concrete context. Clients may also move towards self-acceptance through recognizing the positive consequences of a negatively-deemed characteristic. AT's role may be to shed positive light on "negative' characteristics, create a more realistic view, break down steps separating two extremes (marathoner-mentality), and help client move toward balance and contentment.
Adaptations
1. This journaling assignment could be given as homework to completed over the course of a week. Therapist could request that client write/create on the subject everyday for at least 2 minutes. 2. As a follow-up to this intervention, the client could be asked to create a depiction of what their written words would look like in line/form/color or collage. 3. Client could be given different media to depict the subject, i.e. clay, collage, pipe cleaners, etc. Client could also be given a choice in what media to use.
ETC Level: Cognitive-Affective
MDV Level: Fluid-Simple-Unstructured
Materials
several 5X7 pieces of cardstock or lined paperwriting utensil
Procedures
1. Write about the person you are now and the person you would like to be. 2. Processing questions may include: Compare/ Contrast/Balance: How do the two compare? How are the two different? If the two persons described differ greatly, is there a centerpoint? If so, what would that person look like? Are the two more similar than the client realizes? Put identified problematic characteristics on a scale from 0-10. Where would you want to be on the scale? Movement/ Growth: What would you have to do to move towards becoming the person you would like to be? How would your life be different if you became more like your "ideal" person? Acceptance: Are you ok with being X (shy, anxious, messy, etc.)? What are the positives that result from being X? What purpose does being X serve? What would your best friend (or someone else who therapist knows to a positive force within client's life) say about your X?
Rationale
This intervention creates the opportunity for self-expression and increases self-awareness. The activity may also help identify goals for personal growth and explore them in a more realistic and concrete context. Clients may also move towards self-acceptance through recognizing the positive consequences of a negatively-deemed characteristic. AT's role may be to shed positive light on "negative' characteristics, create a more realistic view, break down steps separating two extremes (marathoner-mentality), and help client move toward balance and contentment.
Adaptations
1. This journaling assignment could be given as homework to completed over the course of a week. Therapist could request that client write/create on the subject everyday for at least 2 minutes. 2. As a follow-up to this intervention, the client could be asked to create a depiction of what their written words would look like in line/form/color or collage. 3. Client could be given different media to depict the subject, i.e. clay, collage, pipe cleaners, etc. Client could also be given a choice in what media to use.
Haptic Self-Symbol
Haptic Self Symbol: Applied Methods
ETC Level: Symbolic - Sensory
MDV Level: Fluid - Unstructured - Simple
Materials
Clay or play-dough
Procedures
1. Using clay or play-do, create a self-symbol.2. Reflect on self-symbol as if speaking on behalf of the symbol. "I am..."
Rationale
Creating a self-symbol increases self-awareness and through gestalt processing, client will make personal connections to different aspects of self-symbol. Self-symbol will provide insight for client and therapist, and client may take home symbol to admire and contemplate.
Adaptations
1. Do you like your self-symbol? Does it accurately represent you? If self-symbol is negative, destroy or change creation and relate to real-life situations that would benefit from change. 2. Allow client only one color of clay initially. After processing, provide other colors to enhance areas of verbalized importance. 3. Create self-symbols toward the beginning of therapy, and then again at the end. How has creation changed? How is it the same?
ETC Level: Symbolic - Sensory
MDV Level: Fluid - Unstructured - Simple
Materials
Clay or play-dough
Procedures
1. Using clay or play-do, create a self-symbol.2. Reflect on self-symbol as if speaking on behalf of the symbol. "I am..."
Rationale
Creating a self-symbol increases self-awareness and through gestalt processing, client will make personal connections to different aspects of self-symbol. Self-symbol will provide insight for client and therapist, and client may take home symbol to admire and contemplate.
Adaptations
1. Do you like your self-symbol? Does it accurately represent you? If self-symbol is negative, destroy or change creation and relate to real-life situations that would benefit from change. 2. Allow client only one color of clay initially. After processing, provide other colors to enhance areas of verbalized importance. 3. Create self-symbols toward the beginning of therapy, and then again at the end. How has creation changed? How is it the same?
Scribble Chase
Scribble Chase: Applied Methods
Materials
18"X24" paper; 8 colored markers, crayons, etc. (pairs may choose)
Procedures
1. Choose a leader.2. Leader starts a scribble (line and color).3. Leader stops scribbling. Second person follows. Continue for X amount of time.4. Each person identifies an object in the scribble.5. Write 3 words or phrases about how this object represents you.
Rationale
"Break the Ice," Loosen up, Distraction for hands while pair talks casually
Adaptations
1. Could be used between client and therapist.2. Could use with more than 2 people.
3. Could create a story with the found objects. (adapt steps 4 and 5)
Materials
18"X24" paper; 8 colored markers, crayons, etc. (pairs may choose)
Procedures
1. Choose a leader.2. Leader starts a scribble (line and color).3. Leader stops scribbling. Second person follows. Continue for X amount of time.4. Each person identifies an object in the scribble.5. Write 3 words or phrases about how this object represents you.
Rationale
"Break the Ice," Loosen up, Distraction for hands while pair talks casually
Adaptations
1. Could be used between client and therapist.2. Could use with more than 2 people.
3. Could create a story with the found objects. (adapt steps 4 and 5)
100 Things I like about me
100 Things I Like About Me: Applied Methods
ETC Level: A - C
MDV Level: R - HC - S
Materials: 2 or 3 pieces of 8.5 X11 paper something to write with
Procedures
1. At top of paper, write "What I Like About Me..." or "I Like Myself Because I..." 2. List 100 things you like about yourself. (Items can be duplicated.) 3. Therapist checks in every 15 minutes. 4. After 100 things have been listed, look for themes, for example: personal relationships, career, things you do... 4. Ask processing questions, such as: What was number 1? What themes did you notice?
Rationale
It is good for clients to realize that listing 100 things you like about yourself is not as difficult as they would think, and is an accomplishable task. This intervention encourages clients to realize that it is okay to like things about themselves, that it doesn't make them narcissistic or conceited. 100 Things I Like About Me is good for high functioning individuals (more so than groups, because some may finish much earlier than others). Often the things that clients like about themselves may also be areas in which they have issues. This intervention helps identify conflicts clients may want to work on.
Adaptations
With cancer patients: 100 things I appreciate about having cancer OR 100 things I've learned since having cancer in one of the final sessions with a client. Start with just listing ten or twenty in one session, and then list another ten or twenty in following sessions.
ETC Level: A - C
MDV Level: R - HC - S
Materials: 2 or 3 pieces of 8.5 X11 paper something to write with
Procedures
1. At top of paper, write "What I Like About Me..." or "I Like Myself Because I..." 2. List 100 things you like about yourself. (Items can be duplicated.) 3. Therapist checks in every 15 minutes. 4. After 100 things have been listed, look for themes, for example: personal relationships, career, things you do... 4. Ask processing questions, such as: What was number 1? What themes did you notice?
Rationale
It is good for clients to realize that listing 100 things you like about yourself is not as difficult as they would think, and is an accomplishable task. This intervention encourages clients to realize that it is okay to like things about themselves, that it doesn't make them narcissistic or conceited. 100 Things I Like About Me is good for high functioning individuals (more so than groups, because some may finish much earlier than others). Often the things that clients like about themselves may also be areas in which they have issues. This intervention helps identify conflicts clients may want to work on.
Adaptations
With cancer patients: 100 things I appreciate about having cancer OR 100 things I've learned since having cancer in one of the final sessions with a client. Start with just listing ten or twenty in one session, and then list another ten or twenty in following sessions.
Safe Place
Create a Safe Place: Malchiodi, C. The Art Therapy Sourcebook. (2007) McGraw-Hill. p160-161.
Materials
Paper and drawing materials of choice (markers, crayons, colored pencils, paints, etc.)
Procedures
1. Start with a relaxation method. Once relaxed, think of all the places, real and imaginary, that have felt safe during your life. (If unable to think of an experienced safe place, try to imagine one.)
2. Make a list of all the characteristics of your safe place (for example, things that are comfortable, such as pillows, favorite clothes, furniture; things that are familiar; and things that you enjoy having around). Do so verbally if unable to write. 3. Use the art materials to draw your safe place, which may be a simple diagram or an elaborate illustration. Add any features that will enhance the safety of the place or make it more comfortable.4. Look at the image, and describe the significance and purpose of each characteristic or feature you included. Imagine yourself standing in this safe place. What would you see to the left and right of you, in front of you, and above and below you?5. Look at your image, and consider under what circumstances your safe place would be most helpful to you. Note these. 6. Develop a picture in your mind of your safe place, and practice visualizing it during the next few days. What does it feel like to visit this place in your imagination?
Rationale
This is a popular directive used by therapists to help people who are in distress. The idea is first to create an image of safety to help relieve tension and second, to discover mental images that enhance one's sense of security. The person can then return to mental image when feeling anxious, insecure, or unsafe.
Adaptations
Collage materials (magazine pictures and words, scraps of fabric and other found items, stickers, photographs, etc.) may also be incorporated.
Materials
Paper and drawing materials of choice (markers, crayons, colored pencils, paints, etc.)
Procedures
1. Start with a relaxation method. Once relaxed, think of all the places, real and imaginary, that have felt safe during your life. (If unable to think of an experienced safe place, try to imagine one.)
2. Make a list of all the characteristics of your safe place (for example, things that are comfortable, such as pillows, favorite clothes, furniture; things that are familiar; and things that you enjoy having around). Do so verbally if unable to write. 3. Use the art materials to draw your safe place, which may be a simple diagram or an elaborate illustration. Add any features that will enhance the safety of the place or make it more comfortable.4. Look at the image, and describe the significance and purpose of each characteristic or feature you included. Imagine yourself standing in this safe place. What would you see to the left and right of you, in front of you, and above and below you?5. Look at your image, and consider under what circumstances your safe place would be most helpful to you. Note these. 6. Develop a picture in your mind of your safe place, and practice visualizing it during the next few days. What does it feel like to visit this place in your imagination?
Rationale
This is a popular directive used by therapists to help people who are in distress. The idea is first to create an image of safety to help relieve tension and second, to discover mental images that enhance one's sense of security. The person can then return to mental image when feeling anxious, insecure, or unsafe.
Adaptations
Collage materials (magazine pictures and words, scraps of fabric and other found items, stickers, photographs, etc.) may also be incorporated.
Bridging Emotions
Bridging Emotions as taught by Eileen Estes
Materials
8 1/2 X 11 paper, drawing utensils
Procedures
1. Fold paper into 3 equal sections.2. Left column: choose mad, sad, or scared. Write that word at the top of the left column.3. Contemplate the opposite emotion, and write that word at the top of the right column.4. In the center column, draw a line, representing a bridge that connects the left column to the right column. At the top of center column, write, "What I do for myself."5. Above the bridge in the center column, make a list of things I do for myself to move from mad, sad, or scared state of mind into a more peaceful, glad, content, etc. state of mind.
Processing questions: Are there things that work in other situations? What works in the car? What works when waiting? Is there anything I can change right at this moment? "What is the next step?"6. Under the bridge, write, "What others do for me?" Make a list of specific supports.*As AT look for: themes in self-care and possible adaptations, effectiveness of self-care tools, who is included in support network*If client cannot think of a supporter, help him or her to understand that the process is ongoing and the list can be amended next time. "Stranger" supports count, too.
Rationale
This intervention increases awareness of client's internal and external supports and is often appropriate for second sessions. Focus is not on "why" client is experiencing mad, sad, or scared emotion, but rather on what he or she can do to move toward more pleasant emotion.
Adaptations
1. Scribble mad, sad, or scared. Then scribble opposite emotion. 2. Depict yourself feeling mad, sad, or scared. Then depict yourself experiencing the opposite emotion. (Make list first, then depict emotions.)3. Elaborately create bridge and extend to edges of page. Ask client to pinpoint where they are on bridge. Ask client what needs to happen to move toward opposite emotion. Are any of those ideas within the client's control?4. Add "homework assignment" of recording at least one act of self-kindness per day until next visit. "You are worth the time!"
Materials
8 1/2 X 11 paper, drawing utensils
Procedures
1. Fold paper into 3 equal sections.2. Left column: choose mad, sad, or scared. Write that word at the top of the left column.3. Contemplate the opposite emotion, and write that word at the top of the right column.4. In the center column, draw a line, representing a bridge that connects the left column to the right column. At the top of center column, write, "What I do for myself."5. Above the bridge in the center column, make a list of things I do for myself to move from mad, sad, or scared state of mind into a more peaceful, glad, content, etc. state of mind.
Processing questions: Are there things that work in other situations? What works in the car? What works when waiting? Is there anything I can change right at this moment? "What is the next step?"6. Under the bridge, write, "What others do for me?" Make a list of specific supports.*As AT look for: themes in self-care and possible adaptations, effectiveness of self-care tools, who is included in support network*If client cannot think of a supporter, help him or her to understand that the process is ongoing and the list can be amended next time. "Stranger" supports count, too.
Rationale
This intervention increases awareness of client's internal and external supports and is often appropriate for second sessions. Focus is not on "why" client is experiencing mad, sad, or scared emotion, but rather on what he or she can do to move toward more pleasant emotion.
Adaptations
1. Scribble mad, sad, or scared. Then scribble opposite emotion. 2. Depict yourself feeling mad, sad, or scared. Then depict yourself experiencing the opposite emotion. (Make list first, then depict emotions.)3. Elaborately create bridge and extend to edges of page. Ask client to pinpoint where they are on bridge. Ask client what needs to happen to move toward opposite emotion. Are any of those ideas within the client's control?4. Add "homework assignment" of recording at least one act of self-kindness per day until next visit. "You are worth the time!"
Mask make-over
Mask make-over: Adapting a class assignment from 2D-Design
ETC Level: Cognitive - Perceptive
MDV Level: Fluid - Simple - Structured
Materials: 2 pieces of 8 1/2 x 11 cardstock acrylic paintspaint brusheswaterpaper towels
Procedures: 1. On one piece of paper, create a symmetrical mask using complementary colors and neutralized variations of those colors. 2. On the other piece of paper, create an asymmetrical image by using a different organization of the same shapes and colors. 3. Processing: Compare and contrast the two paintings. Identify the same shapes in both pictures. Decide which picture most successfully utilizes the shapes. Discuss the balance contributing to the composition of each picture.
Rationale: This exercise was meant to raise the students' consciousness of several elements of composition: color, organization, symmetry/asymmetry, and balance.
Adaptations: This exercise could be a useful art therapy intervention by altering the procedure and processing questions. For example:1. Create a mask on one piece of paper. (It would not be necessary or beneficial to request the use of only certain colors and their complements.)2. By reorganizing the shapes, create another image on the second piece of paper. 3. Process each picture in a gestalt context, i.e. "I am..." Do the shapes develop different meanings in their different environments? "Do you act the same in different environments?" may be a useful question if individual is having adjustment issues. (Considering symmetry/asymmetry and may be interesting, but not necessarily crucial to activity.)
ETC Level: Cognitive - Perceptive
MDV Level: Fluid - Simple - Structured
Materials: 2 pieces of 8 1/2 x 11 cardstock acrylic paintspaint brusheswaterpaper towels
Procedures: 1. On one piece of paper, create a symmetrical mask using complementary colors and neutralized variations of those colors. 2. On the other piece of paper, create an asymmetrical image by using a different organization of the same shapes and colors. 3. Processing: Compare and contrast the two paintings. Identify the same shapes in both pictures. Decide which picture most successfully utilizes the shapes. Discuss the balance contributing to the composition of each picture.
Rationale: This exercise was meant to raise the students' consciousness of several elements of composition: color, organization, symmetry/asymmetry, and balance.
Adaptations: This exercise could be a useful art therapy intervention by altering the procedure and processing questions. For example:1. Create a mask on one piece of paper. (It would not be necessary or beneficial to request the use of only certain colors and their complements.)2. By reorganizing the shapes, create another image on the second piece of paper. 3. Process each picture in a gestalt context, i.e. "I am..." Do the shapes develop different meanings in their different environments? "Do you act the same in different environments?" may be a useful question if individual is having adjustment issues. (Considering symmetry/asymmetry and may be interesting, but not necessarily crucial to activity.)
Inspirational Artwork: Candra Boggs
Candra Boggs: Check her stuff out on etsy.com. I saw her work at the Rising Sun Festival of the Arts and it is incredible from a distance and up close! Cool textures and materials creating bright and whimsical mosiacs. Lovely!
Grieving Children
Cathy Malchiodi: "Using Creative Activities as Intervention for Grieving Children"
http://www.tlcinst.org/creative.html
This article discusses children's expression of loss, their understanding of death and loss according to Piaget's stages of cognitive development, and several ideas for creative inteventions, and guidelines for helping children cope with traumatic loss.
Intervention ideas include:
http://www.tlcinst.org/creative.html
This article discusses children's expression of loss, their understanding of death and loss according to Piaget's stages of cognitive development, and several ideas for creative inteventions, and guidelines for helping children cope with traumatic loss.
Intervention ideas include:
- What's your worry?: Illustrate your worry in line, shape, and color.
- Tranform your worry: What lines, shapes, and colors would make your worry feel better?
- Magic book: Imagine you have a magic book that knows all the answers.
- Safe box: Create a safe box for storing items, toys, photos, etc. that make you feel safe.
- Memory box: Create a memory box for storing items, clay figures, photos, etc. that evoke positive memories.
What is Art Therapy?
According to the American Art Therapy Association website (http://www.arttherapy.org):
"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 and self-awareness, and achieve insight.
Art therapy integrates the fields of human development, visual art (drawing, painting, sculpture, and other art forms), and the creative process with models of counseling and psychotherapy. Art therapy is used with children, adolescents, adults, older adults, groups, and families to assess and treat the following: anxiety, depression, and other mental and emotional problems and disorders; substance abuse and other addictions; family and relationship issues; abuse and domestic violence; social and emotional difficulties related to disability and illness; trauma and loss; physical, cognitive, and neurological problems; and psychosocial difficulties related to medical illness. Art therapy programs are found in a number of settings including hospitals, clinics, public and community agencies, wellness centers, educational institutions, businesses, and private practices.
Art therapists are masters level professionals who hold a degree in art therapy or a related field. Educational requirements include: theories of art therapy, counseling, and psychotherapy; ethics and standards of practice; assessment and evaluation; individual, group, and family techniques; human and creative development; multicultural issues; research methods; and practicum experiences in clinical, community, and/or other settings. Art therapists are skilled in the application of a variety of art modalities (drawing, painting, sculpture, and other media) for assessment and treatment."
"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 and self-awareness, and achieve insight.
Art therapy integrates the fields of human development, visual art (drawing, painting, sculpture, and other art forms), and the creative process with models of counseling and psychotherapy. Art therapy is used with children, adolescents, adults, older adults, groups, and families to assess and treat the following: anxiety, depression, and other mental and emotional problems and disorders; substance abuse and other addictions; family and relationship issues; abuse and domestic violence; social and emotional difficulties related to disability and illness; trauma and loss; physical, cognitive, and neurological problems; and psychosocial difficulties related to medical illness. Art therapy programs are found in a number of settings including hospitals, clinics, public and community agencies, wellness centers, educational institutions, businesses, and private practices.
Art therapists are masters level professionals who hold a degree in art therapy or a related field. Educational requirements include: theories of art therapy, counseling, and psychotherapy; ethics and standards of practice; assessment and evaluation; individual, group, and family techniques; human and creative development; multicultural issues; research methods; and practicum experiences in clinical, community, and/or other settings. Art therapists are skilled in the application of a variety of art modalities (drawing, painting, sculpture, and other media) for assessment and treatment."
Statement of Purpose
I am currently a second year graduate student pursuing a Master's degree in Counseling and Art therapy...a mere pup in the field- but I have already learned so much! I keep thinking, "I really need a place to record this stuff," and thus, a blog is born. My intention is to create some kind of catalog for ideas, interventions, and AHA moments. My secondary motivation is to hold myself accountable for continuing to learn, explore, and grow personally and professionally.
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