Source: Hanney, L. & Kozlowska, K. (2002). Healing traumatized children: Creating illustrated storybooks in family therapy. Family Process, 41 (1).
(This is one of the most helpful art therapy research articles I have found. It has a lot of great intervention strategies, strategic rationale, and a couple of well-thought-out case examples.)
Materials: several sheets of 12x12 paper (to be bound upon completion of book), markers, colored pencils, oil pastels, crayons, and/or paints
Procedure: 1. Explain the rules: All members must participate at least partially, respect for each member's artwork and potential differences in point of view and memories. No member may change another members drawings, although each member may modify his/her own drawings as needed. 2. The storybook begins at non-traumatic period of the family's story (i.e. how the parents met, the birth, etc.). It is important for the story to begin at a place of minimal anxiety so that the participants can enjoy the art making and become more comfortable with the process before more difficult material is explored. 3. The story may contain only images or images and writing. There are no rules about how each page is created or how family members share space and materials. 4. The therapist facilitates family members as they visually address important moments of the family's story. A page may be devoted to each important occurrence, or a page may house several important occurrences- the family decides.
Processing questions: Tell me about this picture. Who is this person here? Why is this person so far away? What's happening in this picture? Does anyone remember this differently? How does this person feel inside? Do you get this feeling as well? Show me where you get this feeling. Can you draw this feeling for me? Who in the family comforts you when you feel this way? I noticed that Johnny kicked Mary's leg and stole her crayon. Does this happen at home? What do you do when this happens at home?
Rationale: Creating illustrated stories over several sessions helps to establish a pattern of predictability to each session and encourages active engagement from multiple members of the family. Family members who are less verbal are still a necessary part of the process. Can help participants to "re-author" their lives. Provides opportunities for modeling and positive reinforcement of interaction among family members. Provides opportunities for discussion of sharing, appropriate expressions of anger, and parental management of interactions.
Adaptations: Illustrated storybooks can also be used as a therapeutic tool for fostered or adopted children to explore their origins.
Key points of Choices, Cookies, Kids DVD
Source: Dr. Gary Landrath. Choices, Cookies, and Kids (DVD). This DVD is a brief, helpful intervention for parents looking for a creative approach to teaching their kids discipline and self-responsibility. Dr. Gary Landrath is a nerdy, yet likable speaker, and gives great examples of his Oreo cookie theory at work in his own home.
*Children want our attention, and will do whatever they must to get it.
*It's not what you do, but what you do after what you have done. Teaches child that relationships can be mended and that it's okay to admit when you've made a mistake.
Oreo cookie theory: Based on the question, "When will she learn what it feels like to make a choice?" Big choices are given to big kids. Little choices are given to little kids. Key word = "choose" (i.e. You may choose to have one oreo cookie, or you may choose to have no oreo cookies. You may choose to quit fighting or you may choose to lose television priveleges for the rest of the evening.)
*Choice-giving teaches self-control and self-responsibility. At the very moment a person chooses, (s)he commits to the decision (You can't take back a choice.) He gives the example of his two daughters making the choice to fight in the back seat of the car or watching their favorite television show. The choice is made the very moment they begin to fight in the car.
*Walk 5 years down the road and look back at a situation. The solution becomes crystal clear.
*Don't overdose on choices. Work on one or two things at a time.
*Children want our attention, and will do whatever they must to get it.
*It's not what you do, but what you do after what you have done. Teaches child that relationships can be mended and that it's okay to admit when you've made a mistake.
Oreo cookie theory: Based on the question, "When will she learn what it feels like to make a choice?" Big choices are given to big kids. Little choices are given to little kids. Key word = "choose" (i.e. You may choose to have one oreo cookie, or you may choose to have no oreo cookies. You may choose to quit fighting or you may choose to lose television priveleges for the rest of the evening.)
*Choice-giving teaches self-control and self-responsibility. At the very moment a person chooses, (s)he commits to the decision (You can't take back a choice.) He gives the example of his two daughters making the choice to fight in the back seat of the car or watching their favorite television show. The choice is made the very moment they begin to fight in the car.
*Walk 5 years down the road and look back at a situation. The solution becomes crystal clear.
*Don't overdose on choices. Work on one or two things at a time.
Warm Fuzzies
Source: www.emotional-literacy.com/fuzzy.htm (This website has a 2-3 page story called "A Warm Fuzzy Tale," which was originally written by Claude M. Steiner. The Warm Fuzzies intervention is based on this story.
Materials: yarn, scissors (depending on your population, you may want to pre-cut the yarn pieces)
Procedure: 1. Read the story aloud. 2. Cut yarn into 2" strands. Each warm fuzzy will take approximately 10-15 strands, depending on the participant's preference (the more strands, the fuller/fluffier the warm fuzzy will be). 3. Use one strand to tie the rest of the strands together in the center of the bunch. 4. Spread out strands to create desired appearance. 5. (Optional) Trade created warm fuzzies while sharing theoretical warm fuzzies.
Processing questions: Share a time when someone gave you a warm fuzzy. How did it make you feel? Have you ever shared a warm fuzzy with someone else? What was that person's response? What is something you could do right now to share a warm fuzzy? What are the benefits of sharing warm fuzzies?
Share a time when someone gave you a cold prickly. How did it make you feel? Have you ever shared a cold prickly with someone else? What was that person's response? What are the consequences of sharing cold pricklies?
Optional: Pipe cleaners could be substituted in the place of the yarn to make cold pricklies.
Rationale: This intervention helps to concretize the abstract concept of compassion and stimulate discussion about acts of kindness. Ideal for use with elementary-aged children's group working on social skills.
Materials: yarn, scissors (depending on your population, you may want to pre-cut the yarn pieces)
Procedure: 1. Read the story aloud. 2. Cut yarn into 2" strands. Each warm fuzzy will take approximately 10-15 strands, depending on the participant's preference (the more strands, the fuller/fluffier the warm fuzzy will be). 3. Use one strand to tie the rest of the strands together in the center of the bunch. 4. Spread out strands to create desired appearance. 5. (Optional) Trade created warm fuzzies while sharing theoretical warm fuzzies.
Processing questions: Share a time when someone gave you a warm fuzzy. How did it make you feel? Have you ever shared a warm fuzzy with someone else? What was that person's response? What is something you could do right now to share a warm fuzzy? What are the benefits of sharing warm fuzzies?
Share a time when someone gave you a cold prickly. How did it make you feel? Have you ever shared a cold prickly with someone else? What was that person's response? What are the consequences of sharing cold pricklies?
Optional: Pipe cleaners could be substituted in the place of the yarn to make cold pricklies.
Rationale: This intervention helps to concretize the abstract concept of compassion and stimulate discussion about acts of kindness. Ideal for use with elementary-aged children's group working on social skills.
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