Art Therapy Catablog

The Past and Future of this Blog

To you, and to me,

It's so fun for me to look back through posts and drafts cataloged in this blog. I began the blog as a way to collect all of the ideas and interventions I was learning in graduate program. I can remember the feeling of excitement and overwhelm as I tried to keep track of new brain content-- the feeling that I was going to burst with all I was learning.
That feeling still exists in me today, and I'm starting to accept it as part of my way of being in the world. For me there is an urgency to collect information and inspiration. I almost feel like an inspiration junkie-- seeking it out in the books I read, the podcasts I listen to, the conversations I engage in.

There have been many times when I've thought, "I should start a new blog" that focuses more on what I'm currently learning or the kind of therapist I am today. Some of my initial assessment strategies have long been shelved, and in a lot of ways, I've evolved into a therapist who uses many modalities to foster rapport, insight, and healing. That being said, I'm glad that I've stuck with the Art Therapy Catablog. It really has become a record of my personal growth and my changing curiosities. I used to feel guilty for my inconsistent postings. But in this moment, I feel thankful for the ones I did write and share, because together, they create a picture of continued growth, spirit of seeking, and commitment to curiosity.

My intention going forward is to include a wider range of the things I'm learning and the ways in which I'm growing.

May you be inspired by the ideas that live here.

--Sara

Mission Statement: Be the change...

I'm excited to start another school year! August always gives me time to reflect on last year and make plans and goals for the upcoming year.
I also try to get really clear on what values are driving my actions, which usually results in some sort of update to my personal mission statement. Here is what I've come up with for this year. I like it because it's all encompassing, and it sort of clarifies my overarching value of Living Whole-heartedly. It has already helped me to make decisions with intention and to guide my daily efforts during a time of less structure.

Be the Change...

A kinder, more joyful {thankful} place
where individuals feel:

inspired to contribute
to show up authentically
to create reflections of their uniqueness
to find and feel belonging
to pause mindfully and
acknowledge the gift of living one more day

Where to start >> send notes of thanks; do random acts of kindness; make time and space for mindfulness; CONTRIBUTE WHAT I AM ABLE; teach and model authenticity, kindness, gratitude, health, balance, and compassion for self and others; brighten someone's day; make art and share it.

Do More Of What Matters

Title: What matters?
Materials: cardstock, pens, markers, stickers, washi tape, etc.
Procedure: Consider the mantra: "Do More of What Matters." Make art related to this quote. If the person is having difficulty identifying what matters, start with values clarification. After directive and processing are completed, put artwork someplace visible as a visual reminder to Do more of what matters.
Processing:
What matters to you?
What are some things that take you away or distract you from working towards what matters?
How can you get intentional about minimizing the effects of these distractions/interruptions?
Are there any small changes you can commit to making that would allow you to focus more on what matters?
Rationale: To create a visual representation of an important abstract concept. To tack down thoughts that have the potential to reorient our lives toward meaning and purpose.
Discussion: Time is a non-renewable resource, and the way we habitually use our time ultimately shapes the life we either get to live or the life we have to live. We want to use our time intentionally and minimize meaningless interruptions and distractions that deplete our time and energy.

Values Clarification Cube

Title: Values Clarification Cube
Materials/Procedure:
1. I begin this directive with a conversation about values. The concept of values can be a tricky one, and pinning down the values that provide our lives with direction and meaning can be difficult. Here are some talking points that seem to be helpful. Most of these points are taken from the work of Russ Harris in his book ACT Made Simple.

Think of values as "chosen life directions," or a compass that guides you, gives you direction, and keeps you on track to a life filled with meaning and purpose.
"Values are our heart's deepest desires for the way we want to interact with the world, other people, and ourselves. They're what we want to stand for in life, how we want to behave, what sort of person we want to be, what sort of strengths and qualities we want to develop."
Values are more about who you are and how you want to show up in this world rather than what you want accomplish.

2. Ask student/client to look at a list of values and identify his or her most important values. There seem to be an infinitesimal number variety of Values lists around. In my office I have 3 a student can choose to use ranging from minimal choices to a list 400! Some students are overwhelmed at the thought of so many choices, while others prefer to take a very detailed approach. Here is a picture of the list students usually choose.

3. Print copies of a cube template, such as this one that found on a kid's crafting website called First Palette. Cube Template I find it helpful to print several copies at a time for future use and use white 8.5"x11" cardstock.

4. Different students have approached the next step of this directive in different ways, and I always encourage modifying the directive to make it feel most interesting and inspiring to that particular person. I usually use my own cube as an example to make the objective more clear. On my cube, each side represents a value that I'm trying to grow in my life. And then there is one side that represents the values that I hold that are, in most circumstances, very natural for me-- values that make me who I am, and that I couldn't really get rid of even if I tried. It's nice to have a space for these values to land.
So, the student will cut out the cube template, and add words images, lines, shapes, and color to concretize the value that is being represented. I usually have scissors, glue, markers, colored pencils, stamps, stickers, and a box of small scraps available.
This creative part of the process really helps the person feel the value. It becomes more than just a word... suddenly it has added symbolism, meaning, and energy.
After the student is finished, he or she can fold the cube on the lines provides by the template, add glue to the little flaps, and put it all together. It's completed form may look something like this!

Rationale: When we are clear on our values-- what brings our lives meaning and purpose, it can give us the oomph we need to make difficult decision, change long-lived habits, and try on new behaviors. And having a creative, visual representation of these identified values, is an on-going inspiration -- a reminder of what matters SO MUCH that we will take risks and wade through uncomfortable, uncertain waters just to walk a little closer...

Adaptations: If you want to encourage a deeper exploration of potential obstacles that may surface when trying to live in alignment with identified values, you can address those obstacles on the inside of the box before folding and adding glue. You can also include on your cube ways in which you plan to address the obstacles. For example, one side of my cube says, "Gratitude." In smaller writing, I wrote, "daily practice," and "accessible notebook that I love-- record imperfectly and spontaneously." These notes-to-self are a response to "Threats to Gratitude," which for me include getting out of the habit/practice and lack of effort.

Reflection: I made my first values cube on the porch of a beautiful retreat center in Indianapolis with my dear friend, Trish. The process was enjoyable and engaging, and when I was finished, I felt like I had a much clearer understanding of what I'm doing in life, and why I'm doing it.
So many of my students come to my office seeking that clarity, and this Values Cube can be a helpful tool to move in that direction.

Depicting confusing emotions

Background/Rationale: Today I met with a bright young woman who is experiencing feelings of depression. Today was our third meeting, and she has already mentioned how she doesn't like to talk about herself or her feelings.
This woman, who I will refer to as M, sat down and with some prompting, began to explore the feelings of heaviness that she used to describe her emotional state over the past few days. She thoughtfully tried to explain what heaviness feels like-- not exactly sad, not exactly upset, not angry or hurt.
I explained to M that sometimes when we are experiencing a confusing emotion, that it can be helpful to depict the feeling using line, shape, and color -- that images are more primal than words, and that images can often express nuances in a way that words cannot. Additionally, representing emotions visually offers the art-maker the opportunity to de-fuse from thoughts and feelings, and look at these thoughts and feelings from a witness level consciousness. Or in other words, art can help us to look at our thoughts and emotions rather than through them.
Materials/Procedure: M was a willing participant, and chose large white paper and markers. M began her depiction with vibrantly colored wavy lines loosely framing the picture. M then used a gray marker to draw a large gray dot in the center of the page. She then used gray, brown, and black to chaotically surround the dot, in way that closely resembled a bird's nest. M continued to frame and reframe the "nest" with more colors until most of the page was filled with wavy lines and the "nest." M came to an unprompted stopping point and deemed her depiction as complete.

Processing: M and I began processing her artwork. We started by noticing the starting point of her process-- the colorful border lines. M initially referred to these lines as life, happiness, positive energy. M noticed how these lines mostly did not reach the center of the picture, or "the nest." There were some points of brief intersection. M reflected on this observation, stating that she ventures out from the center, and others briefly venture in towards the center, but those moments are fleeting and unpredictable.
We pondered the curiosity of whether or not the darker colors had to have a place in the picture. M affirmed that they did need to have a place in the picture, but she wishes they carried less weight and prominence. M then created a second picture depicting a time in her life when she felt lighter and happier. This second picture showed wavy lines in a variety of colors all moving inward and outward, without the barrier of the nest to contend with. This depiction lacked an obvious, concrete center, although an implied center was evident. M stated that she was much less "to herself" during this time, that others were flowing through the center regularly and without obstruction.

I was reluctant to push my "nest" interpretation onto M, and disclosed this concern to her. However, "the nest" interpretation seemed to resonate with M, and we used this language as the basis for a deeper metaphorical exploration. I asked M what is the purpose of a nest. Safety? Protection? A home? Student responded that her depicted nest was not her home. Her home actually existed in the border of bright and cheerful border. M identified her mother, father, brother, and her dog as separate lines that worked together to form the border. M stated, through tears, that she never feels dark and heavy at home with her family.
This observation gave us the opportunity to look at M's relationships on campus in comparison to her relationships at home. And offered the question, how can we integrate important aspects of home into M so that she can carry them with her on her journey to adulthood.
Comparing the two pieces of artwork also created space to explore the concept of vulnerability and M's own sense of openness toward others who seem to want to have a deeper, more thoughtful relationship with her.
Conclusion:
I asked M if she would like to take home her artwork or if she would like for me to keep it safe in my office. She told me that she wants to revisit this artwork in therapy because it offers a helpful tool to explore, articulate, and understand her emotions with more clarity.

Back to the Basics

I enjoy my job so much more when I'm using art with my students. Art therapy offers new ways of looking at problems and solutions, and it feels more interesting, more helpful. But for some reason, sometimes I fall out of practice. I begin encouraging my students to sit in the comfy chair rather than at the art-making table. I think it feels safer to me, and I think it protects my students from having to get out of their comfort zone and try something new.

But recently, I started Brene Brown's Living Brave Semester. And one of the "Arenas," (Arena = area of life where you want to practice courage and authenticity) that I identified was: I want to be a braver counselor. A brave counselor is one who is present, truthful, and willing to use her gifts, skills, and wisdom in order to help students foster necessary acceptance and change.

How does a person get back in the arena once she has left it? Perhaps the answer is returning to the fundamentals and beginning to put them into practice.

What are the "Basics" of art therapy?

Trusting the process and believing that the Process will always show up - no matter what
Owning the belief that art-making is meaning-making, and that we are here to create and contribute
Meeting the student where he is
Creating a nonjudgmental space where "failure" becomes a valued part of the learning process
Having art supplies prepared and available
Practicing the willingness to take small risks through our art-making-- in the hope that we will develop a friendly attitude toward playful exploration and risk-taking in our daily lives
Recalling some of the essential Art Therapy intervention strategies and regarding these strategies as a starting place or fodder for intuitive modification.

Mad, Sad, Glad, Scared
Create a Safe Place
Trauma Tree
Creative Lifelines
Scribble Chase
Mandalas
Magazine Photo Collage
Family Sculpture
Person-in-Tree Assessment
How I see myself/ How others see me
Bridging Emotions
Bridge Drawing
Haptic Self Symbol
Art Journaling
Artful acts of kindness

What other Art Therapy "Basics" would you include?

In making the list of some of what I consider to be essential intervention strategies, I realize I haven't done formal posts on some of these directives. It's good to have some immediate inspiration for future posts!

Begin Again

Greetings! For a couple of years, I switched The Art Therapy Catablog to private after receiving some criticism by one of the "greats" in the field. In retrospect, I think it's fair to say that my reaction was a severe over-reaction, born of my fear of being visible and vulnerable-- of"being in the arena."

The sad effect of my public blog going private was that I stopped contributing to it. I love having a space to record what I'm learning, and I love sharing my thoughts and ideas with interested readers. Being in the field of counseling and art therapy can be difficult and discouraging at times, and we need one another to cope, to grow, to inspire, to connect.

So, with that-- I'm re-establishing this blog as a place to learn and grow and share together. Welcome!

Play-dough recipe

Title: Making Play-dough
Materials/Procedure: In a large bowl, mix 1 cup flour, 1/2 cup salt, 6-7 Tablespoons water, 1 Tablespoon vegetable/canola oil, 1-2 packets of kool-aid and/or 6-7 drops essential oil (i.e. lavender, peppermint, lemongrass, etc.). Add glitter optionally. Mix thoroughly, using hands. When finished playing with dough, store in an air-tight container or bag and keep refrigerated.
Rationale: Making play-dough is an enjoyable, non-threatening activity that creates an inexpensive art material that can be used many times. Some individuals with sensory integration issues or tactile aversions can benefit from a positive exposure to a new material. Clinician may gain useful information by observing the individual's reaction to new material. For example, individual may approach messy material easily and comfortably, or he/she may approach material more cautiously. Individuals may use finished product in various ways: to make sculptures of interest, as a "stress ball," as an object to throw forcefully, etc. Use of finished product may also help clinician to gain insight into client's behavior and/or thought patterns, as well as create a starting point for dialogue.
Adaptations: Use aromatherapy essential oils to work toward different types of emotional or mental goals. For example, lavender is often used to promote relaxation. Peppermint can be used to promote mental focus. Lemongrass or other citrus oils may be used to decrease level of depression.
Offer different colors of kool-aid and attach an intention to certain color. For example, a person may relate the color blue with serenity or peace, so that person may attach the intention or affirmation, "I always have access to feelings of peacefulness" to handling play-dough.
Reflection: I have made this play-dough recipe with several children. In each case, child was easily engaged in dough-making. Each child's comfort level with the dough-making process was interesting to observe. One boy was reluctant to touch dough, and waited until dough was much more solid before putting his hands into mixture. The experience was positive for the boy and his reluctance quickly faded, which gave me something concrete to notice and praise Each child enjoyed having play-dough to keep.

Pillows

Title: Pillows
Source: Valerie Milholland, ATR
Materials: Paper, pencil, pre-cut rectangles of polyester fabric, needles, thread, batting (stuffing), crayola fabric crayons, iron
Procedure: 1. Ask the participant to draw his/her name in big letters onto a piece of piece of paper using a pencil. 2. Flip the paper over and decorate the name (that now appears to be backwards) using fabric crayons. 3. Place the crayoned sided of the paper on top of the fabric and run a hot iron over the back of the page, thus transferring the name onto the fabric. 4. Once the fabric is cool, pair with another rectangle of fabric, with the design facing inward. 5.Work with the participant to stitch 3 3/4 sides of the pillow. (Leave enough space unstitched to fit a hand inside.) 6.Put hand into the unstitched gap and grab hold of the fabric, pulling it out through the hole and turning the pillow inside out. (The design should now be on the outside.) 7. Insert stuffing through the gap that is unstitched. 8. Sew the gap closed.
Rationale: Valerie has several years experience of working with children in residential settings. She often uses this directive as an opening activity for a number of reasons: The close proximity required during the stitching provides an opportunity to build rapport and demonstrate that she is a safe and trustworthy person. Pillow-making is a functional art-making intervention that reaches the participant on a survival level, as well as on a creative level. The resulting product is something comfortable and personalized. Pillow-making would be categorized as an "art as therapy" intervention, focusing on the process and potential for creative flow.

Tribute to a Color

Title: Tribute to a Color
Source: Sara Crafton
Materials: Primary-12X12 white cardstock. Optional materials-Lots of colorful media: May include but not limited to watercolor and acrylic paints, paint brushes, markers, crayons, oil pastels, precut magazine images and words, colored pencils, tissue paper, and glitter.
Directive: Make a visual tribute to a color of your choice. Choose a color based on: your current mood, your favorite color, a color associated with a memory, the favorite color of someone close to you, etc. Use whatever media you would like to use, and mixed media is encouraged!
(See Adaptions section for optional steps.)
Processing: Did you have a reason for choosing the color you chose? If so, what was the reason. What was this process like for you? Are you happy with your tribute to your chosen color? Did you explore any media that you haven't used much before? If so, what was that experience like for you?
Rationale: This intervention encourages media exploration, and playful risk-taking. If your only objective is to portray "blue," for example, then the creative mind is called on to figure out the best way to color the page and meet the objective.
Adaptations: One additional step that adds an element of uninhibited expression is to tell the participant(s) to try to avoid getting overly attached to their artwork because the piece will be somehow altered after the "tribute" is created. Then after the participant is satisfied with their color, tell them to alter their artwork/create something new/ collaborate with other members to create a unified piece. Altering the piece encourages creative problem solving and adaptive thinking/reacting. If you (as the facilitator) want to encourage team building, the collaborative piece is an effective option.

Spill Journaling

Title: Spill Journaling, as prepared by *Sara Crafton for 2010 KYATA intervention exchange
Materials: 12”x12” cardstock in different colors, stack of recycled magazines, pens, glue sticks, scissors, any other media as desired

Procedure:
1. Choose a magazine, and flip mindlessly through the pages, tearing out pages of interest. Try to avoid over-thinking this process.
2. With the same mindless intention, go through the chosen pages and tear out the word(s), image(s), and/or pattern(s) that attracted you to the page.
3. Now use the selected torn words, images, and patterns to create a collage on the cardstock. Leave as little or as much space as you like for journaling.
4. Journal with, around, and/or over the collage using stream of consciousness journaling (freely writing what comes to mind without judgment or analysis). Spill your thoughts onto the page, and feel free to add other artwork or doodling if desired.

Continue onto step #5 or stop here (depending on time and objective).

5. Repeat the process, only this time, take your time. Instead of tearing, use scissors to cut out words, images, and patterns. This second collage may be more methodical, orderly, and intentional.

Processing:
Compare and contrast the process of steps 1-4 with step 5. How did the final products vary? Was there a common theme between the two collages? Were there any surprises?

Rationale: This intervention helps to identify the essence of a stressor or obstacle. It is freeing, encourages a sense of play, and may help a person to distinguish true desires from outside expectations. It also stimulates the creative “flow,” and helps inhibited individuals approach art more confidently.

Adaptations: Spill Journaling can also be used as an artistic approach to information synthesis. For example, you might read a book or attend a workshop that you want to fully comprehend or identify the take away points. Spilling helps to consolidate and highlight useful information, while discarding less important information in a fun and creative way. Similarly, spill journaling could be used to address a specific concept or ideal, such as compassion or humor, or to reflect on a powerful quote or anecdote.

7 rules for successful conflict resolution

Source: 2/12/2010. As prepared by Catherine LeSaux, LCSW, for intra-office memo

When conflict occurs:
1. Take your temperature. Addressing a problem in the heat of the moment or when you're hot under the collar is not always the best time for problem solving. Give yourself some cooling off time.
2. Remember problems are not created in a vacuum. Ask yourself, "What's my responsibility, my part of the equation? What have I contributed, perhaps, unintentionally, to the problem?"
3. Accept and acknowledge your part of the equation. i.e. "maybe I wasn't clear in giving instruction; maybe there was an edge in the tone of my voice that may have been misinterpreted."
4. Address the issue of concern directly with your co-worker. If a resolution hasn't been reached, consult with a mentor or supervisor. Gossiping with co-workers is passive-aggressive and non-productive.
5. Focus on the problem, not personalities.
6. Be assertive rather than aggressive in your approach. You can still have very strong feelings about the topic while conducting yourself with a professional demeanor.
7. Remember that relationships are often strengthened and creative solutions can result from situations where the conflict has been addressed in a healthy manner.

Art therapy interventions for Substance Abusing population

Source: Handout prepared by Marian Lancaster, obtained during presentation in Ethics class

Self-perception
1. Self-using vs. Clean/Sober self
2. Inner-Outer self
3. How I see myself how others see me
4. Paper bag or box: inner-hidden, unshared, parts of self one wants to discard vs. outer-shared, false confident
5. Masks

Step work
1. First step: Powerlessness (collage helpful during detox)
2. Second step: Higher power, Spirituality
3. Third step: "Turning over" - Letting go
4. Fourth step: Inventory (cleaning out the refrigerator)

Bridge Drawing
From addiction to recovery: Where I've come from and Where I am going/Where I want to be (may add expected obstacles)

Road to recovery
Life/experience in treatment

Protection and Gates
Addressing defenses

Battle Drawing
Addiction vs. Recovery; Person vs. substance

Garbage Bag or God Bag
Get rid of inside garbage, or turn things over, "Let go, Let God."

Favorite Animal
Loner or pack animal, defenses, needs for survival, domesticated or wild, how does it relate to self, safe place for animal

Worst thing that ever happened when using
Look at guilt, shame, and forgiveness

Feelings
Mood states/mind states, collage, drawings, movement, body work

Boundaries/Trust
round robin drawing, trust walk, awareness of energy in fingers preferably 2 people move their hands close but not quite touching

Guided Relaxation, guided imagery, stress management techniques

Group
joint projects, survival on an island, quilts, murals, self-symbol in clay shared with other members

*My intention is to expand upon these ideas with a more formal post for each, or at least most, interventions. I was always digging out this hand-out, though, so I thought I should go ahead and post it for future convenient referencing.

Magazine Mosaic

Source: This project emerged out of a group brainstorming session that started out as a mural design.
Materials: Old magazines suitable for tearing, a large sheet of posterboard (does not have to be new because surface will be covered), pencil, several paint brushes, modge podge
Procedure:
1. Draw rough outline of a scene or design onto the posterboard.
2. Identify what colors will be used for what parts of the drawing, and create a pile for each color to be used. (It is helpful to distinguish different shades of the same color. For example, if you will use light blue for the stream, and dark blue for the sky, then it is helpful to have a light blue pile and a dark blue pile, although not completely necessary.)
3. Begin searching through magazines for the appropriate colors. (Look for bigger pieces of color without a lot of other colors/writing.) Tear into smaller pieces. (Size of pieces is guided by personal preference.)
4. Once you feel you have enough of each color to complete the design, paint small sections with modge podge and glue colored magazine pieces down. (If working in a group setting, one person can paint the modge podge on, and one person can glue down the pieces.)
5. After all pieces are glued down, paint a thin layer of modge podge onto the finished product to seal pieces and discourage fly-away pieces.
*Expect this entire process to take 3-4 hours.
Rationale: This intervention utilizes an Art as Therapy approach, and encourages "flow," the term used to describe the therapeutic state of being fully present and engaged with an enjoyable activity. This activity is inexpensive and easily accessible, due to its use of recycled materials. As a group activity, the procedure is well-suited for improving cohesion and ability to work together as a team.
Adaptations: An Art as Psychotherapy approach may be incorporated in more insightful, high-functioning groups. Here, group members may base their design off of a therapeutic goal or theme, such as "Healing," "Wellness," "Energy," or "Grief." This approach lends itself to more cognitive-based processing questions.
This intervention could also be used on an individual basis.

Animal Mentor

Source: originally taken from "Animal Answers" in the book, Stress Breakers. Based on the presentation of my co-worker, Elaine Robinson, LCSW.

Procedure: 1. Think of a problem that you are having a difficult time solving/working through/accepting. Keep that problem loosely in the back in the back of your mind. 2. Now imagine that you are in a beautiful, peaceful place. As you sit in your beautiful place, you look toward the horizon and notice an animal coming into your vision. 3. Once you notice the animal and it comes closer to you, ask it the question you have been trying to answer. Wait patiently for the animal's response.

Processing questions: What was your animal? Were you surprised that that particular creature emerged? Why do suppose that your creative mind chose that particular animal? It may also be useful to talk about the animal in symbolic or mythological terms, if such a meaning is known. Were you suprised at the animal's response to your question? Was this exercise helpful for you? Was it difficult for you to allow your creative mind to voice its opinion?

Rationale: The imaginary animal helps you to get in touch with your true feelings about an issue. Think of how small of a percentage of our brains we actually utilize in our daily lives. Perhaps there is untapped wisdom in our creative minds... We just need a vehicle to reach that wise and creative place. This intervention is one that can be revisited independently as needed, and may provide the participant with an added coping tool for stress management and independent problem-solving.

Adaptations: This guided imagery does not mention an artistic/visual component, but one could easily be added. For example, depict the animal you saw. Recreate on paper, or with 3D materials, your beautiful, peaceful place. Create a totem pole dedicated to your mentor animal.

Creating Illustrated Storybooks in Family Therapy

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.

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.

Beautiful-Ugly-Beautiful

Source: Liebman, M. Art therapy for groups.

Materials: paper, choice of drawing utensils

Procedure: 1. Each person starts with one piece of paper. 2. Ask participants to think of something beautiful and find a way to represent it with the art materials in a short amount of time (2-3 minutes). 3. Ask each person to pass his/her drawing to the right. 4. Ask the new owners of the drawings to notice the beauty of the picture. Then tell them to ask permission from the artist to mess up the picture. 5. The new owner finds a way to make the original picture less beautiful, or ugly. 6. Next the picture is handed back to its original owner. The owner must find a way to make the picture beautiful once again.

Processing questions: Describe the changes that this picture has undergone. How did you make it beautiful again? What emotions did you experience during this intervention? Can you think of an example of a time in your life when someone made a mess of something you had worked hard to "make beautiful"? What did you do to make it beautiful again? Did anything positive come from the mess up?

Rationale: to stimulate a discussion about creative problem solving, to bring light to the positives that a negative situation can bring

Group Mandala

Materials: Large sheet of paper (posterboard or larger), variety of drawing utensils

Procedure: Draw a large circle on the paper. Divide the circle so that each member present has a section. Instruct the group to use their section of the circle to draw anything they want. If you need to cross into another person's circle, make sure to get permission.

Processing: How do members approach the task? Do they appear to be comfortable with one another? How do they approach boundary issues? Is the finished product cohesive? If so, in what way? If not, what could make it cohesive?

Rationale: Creates group cohesion, stimulates discussion about similarities and differences, addresses boundary issues

Adaptations: Instead of members drawing anything they want, implement a more specific directive, such as, "Sadness," "Relaxation," "Hope," etc.

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