Pub Date : 2023-04-03DOI: 10.1080/17454832.2023.2175001
Hanna Hewins
ABSTRACT Women in the criminal justice system are a diverse yet marginalised group, living with the most dangerous of intersectional oppressions. Women from the Global Majority face a "double disadvantage" (Agenda, 2017). Prison is evidenced as the least effective place for women, yet prison places have increased and gender-informed services are inadequate. These obstructions to healing from trauma have created a spiralling crisis, leading to preventable deaths and the destruction of families. As a white, female art therapist, I argue that an intersectional framework is critical to understanding and supporting this service-user group. I maintain the established perspective generated by Black feminists and marginalised groups, that focusing on the most ostracised and working from the ‘ground up’, is an effective way of tackling social injustice. A gap in research for art therapy with this service-user group and evidence of epistemological racism within the existing literature presents an opportunity for development and growth within the profession. I discuss the possibilities of using an intersectional framework as intertwined with this service-user group, and with re-establishing ways of knowing within art therapy to ensure anti-oppressive practices. Through a summary of the existing literature developed through research in my final year of training, I will demonstrate how resistance to art therapy occurs at systemic and individual levels and that this cannot be disentangled from the neoliberal status quo. A call to action is proposed for white art therapists to increase their curiosity about their complicity in white supremacy and find ways to develop alternative epistemologies. Plain-language summary The criminal justice system (CJS) provides care for people who are confined in institutions, such as prison or secure hospital, because they pose a significant risk to themselves or others. It also includes people who now live in the community but still need continued support when they leave hospital or prison. Most people in the CJS are men, and facilities have therefore been designed around male needs. The needs of women within the CJS have been persistently ignored by UK government, and women from the Global Majority – Black, Asian, Dual-Heritage, Indigenous and ‘Ethnic Minority’ communities (Campbell-Stephens MBE, 2020) – face particular disadvantages. Race, class and gender oppressions overlap and cause significant harm to the women and their families. Art therapy has been offered within these services for many years; however, there is not much research to support therapy with women in these settings. As an art psychotherapy trainee on placement at a hostel in the community for women leaving secure hospital, I wanted to find out what literature was available to support this work. I searched online databases and found only 24 published articles and book chapters. It was difficult to relate the findings to my community work as the literature was
{"title":"Art therapy, intersectionality and services for women in the criminal justice system","authors":"Hanna Hewins","doi":"10.1080/17454832.2023.2175001","DOIUrl":"https://doi.org/10.1080/17454832.2023.2175001","url":null,"abstract":"ABSTRACT Women in the criminal justice system are a diverse yet marginalised group, living with the most dangerous of intersectional oppressions. Women from the Global Majority face a \"double disadvantage\" (Agenda, 2017). Prison is evidenced as the least effective place for women, yet prison places have increased and gender-informed services are inadequate. These obstructions to healing from trauma have created a spiralling crisis, leading to preventable deaths and the destruction of families. As a white, female art therapist, I argue that an intersectional framework is critical to understanding and supporting this service-user group. I maintain the established perspective generated by Black feminists and marginalised groups, that focusing on the most ostracised and working from the ‘ground up’, is an effective way of tackling social injustice. A gap in research for art therapy with this service-user group and evidence of epistemological racism within the existing literature presents an opportunity for development and growth within the profession. I discuss the possibilities of using an intersectional framework as intertwined with this service-user group, and with re-establishing ways of knowing within art therapy to ensure anti-oppressive practices. Through a summary of the existing literature developed through research in my final year of training, I will demonstrate how resistance to art therapy occurs at systemic and individual levels and that this cannot be disentangled from the neoliberal status quo. A call to action is proposed for white art therapists to increase their curiosity about their complicity in white supremacy and find ways to develop alternative epistemologies. Plain-language summary The criminal justice system (CJS) provides care for people who are confined in institutions, such as prison or secure hospital, because they pose a significant risk to themselves or others. It also includes people who now live in the community but still need continued support when they leave hospital or prison. Most people in the CJS are men, and facilities have therefore been designed around male needs. The needs of women within the CJS have been persistently ignored by UK government, and women from the Global Majority – Black, Asian, Dual-Heritage, Indigenous and ‘Ethnic Minority’ communities (Campbell-Stephens MBE, 2020) – face particular disadvantages. Race, class and gender oppressions overlap and cause significant harm to the women and their families. Art therapy has been offered within these services for many years; however, there is not much research to support therapy with women in these settings. As an art psychotherapy trainee on placement at a hostel in the community for women leaving secure hospital, I wanted to find out what literature was available to support this work. I searched online databases and found only 24 published articles and book chapters. It was difficult to relate the findings to my community work as the literature was","PeriodicalId":39969,"journal":{"name":"International Journal of Art Therapy: Inscape","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48137167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/17454832.2023.2221517
C. Eastwood, Alex McDonald, D. Turner, Patrick Vernon
The world is once again going through immense change and disruption: from the global pandemic and the disproportionate impact on poorer nations and classes to the murder of George Floyd and the return to prominence of the fight for racial equality; from the urgent fight for the rights of women highlighted by the reversal of Roe vs Wade in the US, the recent killings of Mahsa Amini and many more children, women, and men by the theocracy in Iran, and the young women recently denied access to their universities in Afghanistan to the World Cup highlighting the alarming lack of LGBTQ + rights and shocking labour practices towards migrant workers in some regions; and UNICEF announcing that 1 in 10 children worldwide continue to be denied basic rights due to disabilities (UNICEF, 2021). These snapshots from the past few years indicate just some of the landmarks within a much bigger problem of marginalisation and give us a glimpse of the ongoing fights for the rights of us all within the varying intersectional systems of oppression (patriarchy, white supremacy, capitalism, etc.). These flashpoints show just how much we are moulded by the socio-political as much as the psychological.
世界正在再次经历巨大的变化和破坏:从全球大流行病及其对较贫穷国家和阶级的不成比例的影响，到乔治·弗洛伊德被谋杀以及争取种族平等的斗争重新受到重视;从以美国“罗伊诉韦德案”(Roe vs Wade)的逆转为标志的争取妇女权利的紧急斗争，到最近伊朗神权政权杀害马赫萨·阿米尼(Mahsa Amini)和更多儿童、妇女和男子，以及最近在阿富汗被拒绝进入大学观看世界杯的年轻女性，突显了LGBTQ +权利的惊人缺乏，以及一些地区针对移民工人的令人震惊的劳工做法;联合国儿童基金会宣布，全球十分之一的儿童仍因残疾而被剥夺基本权利(联合国儿童基金会，2021年)。这些来自过去几年的快照只是在更大的边缘化问题中的一些里程碑，并让我们瞥见在各种交叉压迫系统(父权制，白人至上主义，资本主义等)中为我们所有人的权利而进行的斗争。这些闪光点表明，我们在多大程度上受到社会政治因素和心理因素的影响。
{"title":"Intersectionality and art therapy","authors":"C. Eastwood, Alex McDonald, D. Turner, Patrick Vernon","doi":"10.1080/17454832.2023.2221517","DOIUrl":"https://doi.org/10.1080/17454832.2023.2221517","url":null,"abstract":"The world is once again going through immense change and disruption: from the global pandemic and the disproportionate impact on poorer nations and classes to the murder of George Floyd and the return to prominence of the fight for racial equality; from the urgent fight for the rights of women highlighted by the reversal of Roe vs Wade in the US, the recent killings of Mahsa Amini and many more children, women, and men by the theocracy in Iran, and the young women recently denied access to their universities in Afghanistan to the World Cup highlighting the alarming lack of LGBTQ + rights and shocking labour practices towards migrant workers in some regions; and UNICEF announcing that 1 in 10 children worldwide continue to be denied basic rights due to disabilities (UNICEF, 2021). These snapshots from the past few years indicate just some of the landmarks within a much bigger problem of marginalisation and give us a glimpse of the ongoing fights for the rights of us all within the varying intersectional systems of oppression (patriarchy, white supremacy, capitalism, etc.). These flashpoints show just how much we are moulded by the socio-political as much as the psychological.","PeriodicalId":39969,"journal":{"name":"International Journal of Art Therapy: Inscape","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46702318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/17454832.2023.2175000
C. Wood, Jacqui McKoy-Lewens
ABSTRACT Background An account of how one Art Therapy training course links information about inequalities with the theory of intersectionality. In trying to understand intersectionality, the course community questions how clients and therapists respond to and experience health inequalities and discrimination. For both, there may be the pain of being ‘othered’ and the effects of unconscious privilege. Nevertheless, there are examples to be celebrated of how some people manage to use their identity in moving forward. Context Bizarrely, how identities link to socio-political conditions is not readily acknowledged within therapy professions. The focus of therapy has tended to stay on the inner world. Also, since the end of the second world war, there has been a gradual decoupling of political approaches concerned with social justice and the redistribution of resources and political approaches concerned with identity recognition. Approaches When health inequalities and identity issues became sharply visible during the Covid 19 pandemic, the profession responded with adaptations to its educational and therapeutic work. It is possible to see how clients, students, art therapists and colleagues adapt, consult and collaborate. The paper provides descriptions of students' adapted and collaborative practice. Outcomes, conclusions and implications for research The use of culture, art and identity-aware supervision in art therapy are ways of developing our understanding of health inequalities and intersecting identities. The research implications for Art Therapy are that generic knowledge of research about discrimination and glaring health inequalities is a valuable foundation for research in our discipline. Plain-language summary This paper discusses how one Art Therapy training course links information about health and social inequalities with ideas about intersecting identities. The course community explores and questions how clients and therapists experience health inequalities and discrimination. There are discussions about the pain of feeling unwanted and the response of people who are not conscious of their inherited privileges simply because they are born into specific societal structures. Whilst recognising that feelings about identity may be painful and a source of shame, the course also considers how it is that some people manage to acknowledge and use self-reflection about their less privileged identities in moving forward. It is strange how the effects of social and health inequalities are rarely acknowledged within psychological disciplines, including art therapy. That seems to be because the focus of therapy has tended to stay on the inner world. Also, since the end of the second world war, there has been a gradual shift in political approaches concerned with social justice and the redistribution of resources and political approaches concerned with identity recognition. When existing health inequalities and identity issues became sharply visib
{"title":"An art therapy education response: linking inequality and intersectional identity","authors":"C. Wood, Jacqui McKoy-Lewens","doi":"10.1080/17454832.2023.2175000","DOIUrl":"https://doi.org/10.1080/17454832.2023.2175000","url":null,"abstract":"ABSTRACT Background An account of how one Art Therapy training course links information about inequalities with the theory of intersectionality. In trying to understand intersectionality, the course community questions how clients and therapists respond to and experience health inequalities and discrimination. For both, there may be the pain of being ‘othered’ and the effects of unconscious privilege. Nevertheless, there are examples to be celebrated of how some people manage to use their identity in moving forward. Context Bizarrely, how identities link to socio-political conditions is not readily acknowledged within therapy professions. The focus of therapy has tended to stay on the inner world. Also, since the end of the second world war, there has been a gradual decoupling of political approaches concerned with social justice and the redistribution of resources and political approaches concerned with identity recognition. Approaches When health inequalities and identity issues became sharply visible during the Covid 19 pandemic, the profession responded with adaptations to its educational and therapeutic work. It is possible to see how clients, students, art therapists and colleagues adapt, consult and collaborate. The paper provides descriptions of students' adapted and collaborative practice. Outcomes, conclusions and implications for research The use of culture, art and identity-aware supervision in art therapy are ways of developing our understanding of health inequalities and intersecting identities. The research implications for Art Therapy are that generic knowledge of research about discrimination and glaring health inequalities is a valuable foundation for research in our discipline. Plain-language summary This paper discusses how one Art Therapy training course links information about health and social inequalities with ideas about intersecting identities. The course community explores and questions how clients and therapists experience health inequalities and discrimination. There are discussions about the pain of feeling unwanted and the response of people who are not conscious of their inherited privileges simply because they are born into specific societal structures. Whilst recognising that feelings about identity may be painful and a source of shame, the course also considers how it is that some people manage to acknowledge and use self-reflection about their less privileged identities in moving forward. It is strange how the effects of social and health inequalities are rarely acknowledged within psychological disciplines, including art therapy. That seems to be because the focus of therapy has tended to stay on the inner world. Also, since the end of the second world war, there has been a gradual shift in political approaches concerned with social justice and the redistribution of resources and political approaches concerned with identity recognition. When existing health inequalities and identity issues became sharply visib","PeriodicalId":39969,"journal":{"name":"International Journal of Art Therapy: Inscape","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42680830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/17454832.2023.2174999
Kim Valldejuli, Lesli-Ann Belnavis Elliott
ABSTRACT Art therapy is a global practice that is grounded in Eurocentric approaches. As a result, art therapy training may often lack inclusivity, perpetuate systemic racism and bias and fail to address and explore cultural practices and experiences of students and clients from and based in the English-speaking Caribbean. We believe there is a critical need for a more robust intersectional approach in art therapy training that considers cultural issues such as varying ethical standards and approaches, spirituality, disclosure reciprocity, the role of community and the integration of other art forms. We explore different elements of our training experience in the United Kingdom and the United States and adaptations we noted as necessary when we returned to practice in Barbados and Jamaica. Therefore, we strongly advocate for Afrocentric approaches to be incorporated into art therapy training with a strong focus on historical context, examining the impact of oppression, gender, class and socioeconomic status on the role and identity of the art therapist and the clients they work with. In response to this gap, we have begun to develop an Afro-Caribbean art therapy approach. We encourage institutions offering art therapy training to reflect on and strongly examine these elements and exhort art therapists working with Afro-Caribbean clients to consistently engage and practice self-reflexivity, and engage in appropriate supervision in order to work towards an anti-oppressive therapeutic style that resonates with Caribbean Identity Plain-language summary This article addresses the historical development of art therapy and its roots in European thought and practice and how this is reflected in art therapy training. This Eurocentric view of art therapy often neglects the cultural experiences of students and clients from and within the Caribbean. These omissions perpetuate systemic racism, lack inclusivity and fail to consider the multi-dimensional standpoints of students from varying cultural backgrounds, specifically those of African descent. Strong arguments are made by the authors, informed by their art therapy training gained in Europe and America and subsequent practice in the Caribbean, specifically Barbados and Jamaica. These arguments include the need for an intersectional approach that recognizes cultural issues such as varying ethical standards and approaches, spirituality, disclosure reciprocity, the role of community and the integration of other art forms along with the development of an Afro-Caribbean art therapy approach. Additionally, it is argued that Afrocentric approaches should be integrated into art therapy training with key focus and consideration for the historical context and impact of oppression, gender, class, socioeconomic status on the role and identity of the art therapist and the clients they work with. Art therapy lecturers, institutions and art therapist are implored to reexamine their training and therapy practice styles w
{"title":"Shifting the narrative: an intersectional exploration of art therapy in the Caribbean","authors":"Kim Valldejuli, Lesli-Ann Belnavis Elliott","doi":"10.1080/17454832.2023.2174999","DOIUrl":"https://doi.org/10.1080/17454832.2023.2174999","url":null,"abstract":"ABSTRACT Art therapy is a global practice that is grounded in Eurocentric approaches. As a result, art therapy training may often lack inclusivity, perpetuate systemic racism and bias and fail to address and explore cultural practices and experiences of students and clients from and based in the English-speaking Caribbean. We believe there is a critical need for a more robust intersectional approach in art therapy training that considers cultural issues such as varying ethical standards and approaches, spirituality, disclosure reciprocity, the role of community and the integration of other art forms. We explore different elements of our training experience in the United Kingdom and the United States and adaptations we noted as necessary when we returned to practice in Barbados and Jamaica. Therefore, we strongly advocate for Afrocentric approaches to be incorporated into art therapy training with a strong focus on historical context, examining the impact of oppression, gender, class and socioeconomic status on the role and identity of the art therapist and the clients they work with. In response to this gap, we have begun to develop an Afro-Caribbean art therapy approach. We encourage institutions offering art therapy training to reflect on and strongly examine these elements and exhort art therapists working with Afro-Caribbean clients to consistently engage and practice self-reflexivity, and engage in appropriate supervision in order to work towards an anti-oppressive therapeutic style that resonates with Caribbean Identity Plain-language summary This article addresses the historical development of art therapy and its roots in European thought and practice and how this is reflected in art therapy training. This Eurocentric view of art therapy often neglects the cultural experiences of students and clients from and within the Caribbean. These omissions perpetuate systemic racism, lack inclusivity and fail to consider the multi-dimensional standpoints of students from varying cultural backgrounds, specifically those of African descent. Strong arguments are made by the authors, informed by their art therapy training gained in Europe and America and subsequent practice in the Caribbean, specifically Barbados and Jamaica. These arguments include the need for an intersectional approach that recognizes cultural issues such as varying ethical standards and approaches, spirituality, disclosure reciprocity, the role of community and the integration of other art forms along with the development of an Afro-Caribbean art therapy approach. Additionally, it is argued that Afrocentric approaches should be integrated into art therapy training with key focus and consideration for the historical context and impact of oppression, gender, class, socioeconomic status on the role and identity of the art therapist and the clients they work with. Art therapy lecturers, institutions and art therapist are implored to reexamine their training and therapy practice styles w","PeriodicalId":39969,"journal":{"name":"International Journal of Art Therapy: Inscape","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48917773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/17454832.2023.2185646
Nyamka Nevers-Ashton
ABSTRACT Background This paper explores how making art alongside clients supported a relational intersectional approach and aided the development of an attuned therapeutic relationship with Matthieu (pseudonym), a Black-British autistic adolescent who experienced domestic violence. Context The art therapy intervention took place at a Special Educational Needs (SEN) secondary school. Authenticity and capacity for consent were carefully considered not to compromise safety and trust in the therapeutic relationship. Consent was given via Matthieu’s primary caregiver: this was in line with the therapy organisation’s confidentiality framework. Approach A relational intersectional approach examines the impacts of domestic abuse, structural violence, autism, and race in the therapeutic alliance to illuminate how chronic experiences of systemic harm and domestic violence may weigh on a black autistic young boy. Making art with clients, also termed ‘Working alongside’, has been shown to support mentalising process, attunement and support relationship building with autistic young people. Outcomes The therapeutic relationship became accessible, and a shared racial identity encounter strengthened therapeutic rapport. Conclusions Working alongside supported a relational intersectional approach and was pivotal to Matthieu’s engagement in art therapy. Implications for research Art therapy literature exploring the impact of shared ethnicity in the therapeutic encounter is an area needing further research. Plain-language Summary Therapist images made during a session with their client are generally termed ‘working alongside’. Working alongside can encourage empathy, understanding and relationship-building with autistic young people with complex social-emotional needs and histories of domestic abuse. This practice paper highlights a journey of working alongside in art therapy practice with Matthieu, a Black-British autistic adolescent who had experienced domestic violence. A sensitive social, cultural, and political analysis aims to explore the intersection of race, gender and ability by enhancing discussions around the impact of shared racial identity on the therapeutic relationship.
{"title":"“You’re black, I’m black”: art therapy, race, autism, and domestic abuse","authors":"Nyamka Nevers-Ashton","doi":"10.1080/17454832.2023.2185646","DOIUrl":"https://doi.org/10.1080/17454832.2023.2185646","url":null,"abstract":"ABSTRACT Background This paper explores how making art alongside clients supported a relational intersectional approach and aided the development of an attuned therapeutic relationship with Matthieu (pseudonym), a Black-British autistic adolescent who experienced domestic violence. Context The art therapy intervention took place at a Special Educational Needs (SEN) secondary school. Authenticity and capacity for consent were carefully considered not to compromise safety and trust in the therapeutic relationship. Consent was given via Matthieu’s primary caregiver: this was in line with the therapy organisation’s confidentiality framework. Approach A relational intersectional approach examines the impacts of domestic abuse, structural violence, autism, and race in the therapeutic alliance to illuminate how chronic experiences of systemic harm and domestic violence may weigh on a black autistic young boy. Making art with clients, also termed ‘Working alongside’, has been shown to support mentalising process, attunement and support relationship building with autistic young people. Outcomes The therapeutic relationship became accessible, and a shared racial identity encounter strengthened therapeutic rapport. Conclusions Working alongside supported a relational intersectional approach and was pivotal to Matthieu’s engagement in art therapy. Implications for research Art therapy literature exploring the impact of shared ethnicity in the therapeutic encounter is an area needing further research. Plain-language Summary Therapist images made during a session with their client are generally termed ‘working alongside’. Working alongside can encourage empathy, understanding and relationship-building with autistic young people with complex social-emotional needs and histories of domestic abuse. This practice paper highlights a journey of working alongside in art therapy practice with Matthieu, a Black-British autistic adolescent who had experienced domestic violence. A sensitive social, cultural, and political analysis aims to explore the intersection of race, gender and ability by enhancing discussions around the impact of shared racial identity on the therapeutic relationship.","PeriodicalId":39969,"journal":{"name":"International Journal of Art Therapy: Inscape","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48809761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/17454832.2023.2185788
Ashley Hartman, Brita Krempasky, Quinn Waltman, Hannah Muller, Madison Solano
ABSTRACT Intersectional thinking has been increasingly emphasised in the field of art therapy in connection to ethical practice. This article demonstrates examples of graduate art therapy trainees who participated in a collaboratively curated community-based social justice exhibition as a form of advocacy, serving as a way to expand intersectional thinking and self-reflexivity beyond the classroom. It presents the experiences, direct quotes, and artworks from art therapists-in-training as collaborating artists and authors. This opinion piece seeks to offer a possible suggested pedagogical application or supplemental strategy to enhance or practice intersectional thinking beyond the classroom. Implications for art therapy practical pedagogical strategies that relate to intersectional thinking are discussed. Unstructured Plain-language summary This article presents an overview of intersectional thinking in application to considerations for art therapists-in-training. It offers the importance of understanding intersectional aspects of individual identity, self-reflexivity, the development of cultural humility, and the application of intersectional thinking to social justice advocacy. These factors are arguably central to development of art therapists-in-training as they translate their learning to ethical art therapy practice. The article will represent the artworks and quotes of four artists/art therapists-in-training who explored intersectional thinking outside the classroom while co-curating exhibitions that promote consideration about social advocacy. Reflections from these art therapists-in-training may assist art therapy educators in engaging in opportunities that may offer the potential to enhance sophistication of intersectional thinking for art therapists-in-training.
{"title":"Enhancing intersectional thinking in the gallery: opportunities for art therapists-in-training","authors":"Ashley Hartman, Brita Krempasky, Quinn Waltman, Hannah Muller, Madison Solano","doi":"10.1080/17454832.2023.2185788","DOIUrl":"https://doi.org/10.1080/17454832.2023.2185788","url":null,"abstract":"ABSTRACT Intersectional thinking has been increasingly emphasised in the field of art therapy in connection to ethical practice. This article demonstrates examples of graduate art therapy trainees who participated in a collaboratively curated community-based social justice exhibition as a form of advocacy, serving as a way to expand intersectional thinking and self-reflexivity beyond the classroom. It presents the experiences, direct quotes, and artworks from art therapists-in-training as collaborating artists and authors. This opinion piece seeks to offer a possible suggested pedagogical application or supplemental strategy to enhance or practice intersectional thinking beyond the classroom. Implications for art therapy practical pedagogical strategies that relate to intersectional thinking are discussed. Unstructured Plain-language summary This article presents an overview of intersectional thinking in application to considerations for art therapists-in-training. It offers the importance of understanding intersectional aspects of individual identity, self-reflexivity, the development of cultural humility, and the application of intersectional thinking to social justice advocacy. These factors are arguably central to development of art therapists-in-training as they translate their learning to ethical art therapy practice. The article will represent the artworks and quotes of four artists/art therapists-in-training who explored intersectional thinking outside the classroom while co-curating exhibitions that promote consideration about social advocacy. Reflections from these art therapists-in-training may assist art therapy educators in engaging in opportunities that may offer the potential to enhance sophistication of intersectional thinking for art therapists-in-training.","PeriodicalId":39969,"journal":{"name":"International Journal of Art Therapy: Inscape","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46279774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-09DOI: 10.1080/17454832.2022.2145322
Barbara Collins, O. Darewych, D. Chiacchia
ABSTRACT Background Art therapy is one rehabilitation treatment which enables youth in secure care to express unresolved conflicts, increase self-esteem, and gain insight to personal experiences in a creative and supportive therapeutic space. Aims This study investigated hope and resilience outcomes following art therapy for youth residing in a secure care centre located in Canada. Methods In this pre–post experimental design study, thirteen (N = 13) youth, ages 12–19, received 12 weekly individual art therapy sessions. Hope, resilience, and goals were measured using the Children’s Hope Scale (CHS), the Resilience Scale (RS-25), and the Bridge Drawing with Path (BDP) art-based assessment. Results Results indicated that the 12 weekly individual art therapy sessions enhanced hope and resilience in youth residing in secure care by 29% and 16%, respectively. Conclusions Secure care environments may benefit from incorporating art therapy as a rehabilitation treatment to improve youths’ levels of hope, resilience, self-determination, and future pathways. Implication for Future Research Future studies should utilise a group design with a control group to evaluate the effects of art therapy on youth residing in secure care environments. Plain-language summary Art therapy is one rehabilitation treatment which enables youth in secure care to express unsettled conflicts, increase self-esteem, and gain understanding of personal experiences in a creative and supportive therapeutic space. This study investigated the effectiveness of art therapy on the levels of hope and resilience in youth residing in a secure care centre located in Canada. In this pre–post experimental design, thirteen youth, ages 12–19, received 12 weekly individual art therapy sessions. Hope, resilience, and goals were measured using the Children’s Hope Scale (CHS), the Resilience Scale (RS-25), and the Bridge Drawing with Path (BDP) art-based assessment. Results showed that the 12 weekly art therapy sessions enhanced hope and resilience in youth residing in secure care by 29% and 16%, respectively. Secure care environments may benefit from including art therapy as a rehabilitation treatment to improve youths’ levels of hope, resilience, self-determination, and future pathways. Future studies should use a group design with a control group to measure the effects of art therapy on youth residing in secure care environments.
{"title":"The efficacy of art therapy on hope and resilience in youth within a secure care centre","authors":"Barbara Collins, O. Darewych, D. Chiacchia","doi":"10.1080/17454832.2022.2145322","DOIUrl":"https://doi.org/10.1080/17454832.2022.2145322","url":null,"abstract":"ABSTRACT Background Art therapy is one rehabilitation treatment which enables youth in secure care to express unresolved conflicts, increase self-esteem, and gain insight to personal experiences in a creative and supportive therapeutic space. Aims This study investigated hope and resilience outcomes following art therapy for youth residing in a secure care centre located in Canada. Methods In this pre–post experimental design study, thirteen (N = 13) youth, ages 12–19, received 12 weekly individual art therapy sessions. Hope, resilience, and goals were measured using the Children’s Hope Scale (CHS), the Resilience Scale (RS-25), and the Bridge Drawing with Path (BDP) art-based assessment. Results Results indicated that the 12 weekly individual art therapy sessions enhanced hope and resilience in youth residing in secure care by 29% and 16%, respectively. Conclusions Secure care environments may benefit from incorporating art therapy as a rehabilitation treatment to improve youths’ levels of hope, resilience, self-determination, and future pathways. Implication for Future Research Future studies should utilise a group design with a control group to evaluate the effects of art therapy on youth residing in secure care environments. Plain-language summary Art therapy is one rehabilitation treatment which enables youth in secure care to express unsettled conflicts, increase self-esteem, and gain understanding of personal experiences in a creative and supportive therapeutic space. This study investigated the effectiveness of art therapy on the levels of hope and resilience in youth residing in a secure care centre located in Canada. In this pre–post experimental design, thirteen youth, ages 12–19, received 12 weekly individual art therapy sessions. Hope, resilience, and goals were measured using the Children’s Hope Scale (CHS), the Resilience Scale (RS-25), and the Bridge Drawing with Path (BDP) art-based assessment. Results showed that the 12 weekly art therapy sessions enhanced hope and resilience in youth residing in secure care by 29% and 16%, respectively. Secure care environments may benefit from including art therapy as a rehabilitation treatment to improve youths’ levels of hope, resilience, self-determination, and future pathways. Future studies should use a group design with a control group to measure the effects of art therapy on youth residing in secure care environments.","PeriodicalId":39969,"journal":{"name":"International Journal of Art Therapy: Inscape","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43232490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1080/17454832.2022.2144920
Shir Korman-Hacohen, D. Regev, E. Roginsky
ABSTRACT Background The COVID pandemic has caused uncertainty, anxiety and instability. Within educational frameworks, many arts therapists needed to shift rapidly to working online. This abrupt transition has challenged their skills and professional confidence, and constitutes a risk factor for increased professional burnout. The Israel Ministry of Education took a series of steps, one of which was a 30-hour remote arts therapy course that was offered during one of the peak periods of the crisis. Aim The present study examined the ways in which this programme provided online skills and lessened the risk of burnout in arts therapists in the education system. Method Fifteen female arts therapists gave the research team access to the assignments they wrote at the beginning and end of the course. The data analysis was based on the principles of Consensual Qualitative Research. Results The analysis dealt with four main domains: (1) Participants’ expectations from the course. (2) Participants’ acquisitions and insights. (3) Participants’ feedback and recommendations. (4) Field applications. Overall, at the end of the course, the participants reported that they saw more possibilities in the remote arts therapy format. Conclusion Rapid and focused support contributed to the arts therapists’ sense of certainty, control, ability and flexibility in their work. Implications for practice Remote arts therapy is here to stay. Other similar courses should be offered for arts therapists working privately and publicly. Focused support during major changes in the therapeutic setting are recommended to prevent the risk of burnout and maintain the efficiency of therapy. Plain-language summary In the State of Israel, at the beginning of the COVID pandemic, more than 3,500 arts therapists employed in the education system were declared vital workers. These therapists have continued their therapeutic work with tens of thousands of children and adolescents across the country through remote arts therapy. The Israel Ministry of Education took a series of steps, one of which was a 30-hour remote arts therapy course that was offered during one of the peak periods of the crisis. The present study examined the ways in which this programme provided online skills and lessened the risk of burnout in arts therapists in the education system. The study involved 15 female arts therapists who participated in a remote arts therapy advanced training in the education system, which took place from October to December 2020. The participants gave the research team access to the assignments they wrote at the beginning and end of the course. The assignments made it possible to examine what the arts therapists learned from the training, the tools they acquired and whether and how they felt they had benefitted from it. Overall, advanced training programme allowed the participants to become familiarised with theory, and explore therapeutic practices and ways of using the arts in the online spac
{"title":"Outcomes of professional training in online arts therapies in the education system","authors":"Shir Korman-Hacohen, D. Regev, E. Roginsky","doi":"10.1080/17454832.2022.2144920","DOIUrl":"https://doi.org/10.1080/17454832.2022.2144920","url":null,"abstract":"ABSTRACT\u0000 Background The COVID pandemic has caused uncertainty, anxiety and instability. Within educational frameworks, many arts therapists needed to shift rapidly to working online. This abrupt transition has challenged their skills and professional confidence, and constitutes a risk factor for increased professional burnout. The Israel Ministry of Education took a series of steps, one of which was a 30-hour remote arts therapy course that was offered during one of the peak periods of the crisis. Aim The present study examined the ways in which this programme provided online skills and lessened the risk of burnout in arts therapists in the education system. Method Fifteen female arts therapists gave the research team access to the assignments they wrote at the beginning and end of the course. The data analysis was based on the principles of Consensual Qualitative Research. Results The analysis dealt with four main domains: (1) Participants’ expectations from the course. (2) Participants’ acquisitions and insights. (3) Participants’ feedback and recommendations. (4) Field applications. Overall, at the end of the course, the participants reported that they saw more possibilities in the remote arts therapy format. Conclusion Rapid and focused support contributed to the arts therapists’ sense of certainty, control, ability and flexibility in their work. Implications for practice Remote arts therapy is here to stay. Other similar courses should be offered for arts therapists working privately and publicly. Focused support during major changes in the therapeutic setting are recommended to prevent the risk of burnout and maintain the efficiency of therapy. Plain-language summary In the State of Israel, at the beginning of the COVID pandemic, more than 3,500 arts therapists employed in the education system were declared vital workers. These therapists have continued their therapeutic work with tens of thousands of children and adolescents across the country through remote arts therapy. The Israel Ministry of Education took a series of steps, one of which was a 30-hour remote arts therapy course that was offered during one of the peak periods of the crisis. The present study examined the ways in which this programme provided online skills and lessened the risk of burnout in arts therapists in the education system. The study involved 15 female arts therapists who participated in a remote arts therapy advanced training in the education system, which took place from October to December 2020. The participants gave the research team access to the assignments they wrote at the beginning and end of the course. The assignments made it possible to examine what the arts therapists learned from the training, the tools they acquired and whether and how they felt they had benefitted from it. Overall, advanced training programme allowed the participants to become familiarised with theory, and explore therapeutic practices and ways of using the arts in the online spac","PeriodicalId":39969,"journal":{"name":"International Journal of Art Therapy: Inscape","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44474343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1080/17454832.2022.2146730
Ofir Shtern-Eden, Michal Bat Or
ABSTRACT Background Research is limited about the home representations of at-risk preschool children staying in emergency shelter care. Aims To examine representations of home in the house drawings and play narratives of eight at-risk children aged 5–6.5 years, in emergency shelter care. The one-on-one sessions held with the children has a uniform structure of a drawing task followed by play, forming an intermodal transfer. Methods The qualitative data analysis of the drawing processes, the drawings and observation of the dramatic play is based on phenomenological and thematical approaches. Results Three main themes were found: the house as a threatening space; expressions of difficulties in creating and maintaining the potential space; the added value of using drawing and play in the context of difficulties in creating or maintaining the potential space. Implications for practice and future research The study’s findings illustrate the potential advantage of intermodal transfer – this apparently allowed them to move between languages of expression, and offered them different opportunities for emotional regulation. In addition, the different layers of information that were expressed can help art therapists to support the child’s mentalization process. Future research is encouraged to further examine home representations of at-risk children with larger sample using intermodal transfer. Conclusions The study’s findings demonstrate the paradox that is bound within the invitation to draw/play about painful contents in art therapy, and the possible advantage in using intermodal transfer to mend the potential space’s interruptions and to enable further expression and working through. Plain-language summary The present study sought to examine home representations of eight maltreated children (age 5–7 years) staying in an emergency shelter in Israel, following domestic violence, abuse, and neglect. During individual meetings with the first author, the children were invited to draw a house using coloured pencils, and then to play the events happening in the drawn house, using a set of tiny animal figures, and a magic wand. Qualitative analyses of the data identified three main themes: the first was the house as a threatening space that exposes the figures to negative events such as rejection, injury and death; the second theme identified the children’s play/creative-space as interrupted and fragmentary; for example, there were pauses in the drawing process and/or play due to repetitive behaviours such as sharpening pencils; the third theme was the potential advantage of movement between drawing and play mediums that enables these children to express themselves despite interruptions in the play/creative space. Thus, we suggest that the invitation to engage in two expressive mediums during art therapy sessions may enable the child to move back and forth between them, while creating additional opportunities for expressing the unbearable on one hand and keepin
{"title":"Home representations of at-risk children in an emergency shelter","authors":"Ofir Shtern-Eden, Michal Bat Or","doi":"10.1080/17454832.2022.2146730","DOIUrl":"https://doi.org/10.1080/17454832.2022.2146730","url":null,"abstract":"ABSTRACT Background Research is limited about the home representations of at-risk preschool children staying in emergency shelter care. Aims To examine representations of home in the house drawings and play narratives of eight at-risk children aged 5–6.5 years, in emergency shelter care. The one-on-one sessions held with the children has a uniform structure of a drawing task followed by play, forming an intermodal transfer. Methods The qualitative data analysis of the drawing processes, the drawings and observation of the dramatic play is based on phenomenological and thematical approaches. Results Three main themes were found: the house as a threatening space; expressions of difficulties in creating and maintaining the potential space; the added value of using drawing and play in the context of difficulties in creating or maintaining the potential space. Implications for practice and future research The study’s findings illustrate the potential advantage of intermodal transfer – this apparently allowed them to move between languages of expression, and offered them different opportunities for emotional regulation. In addition, the different layers of information that were expressed can help art therapists to support the child’s mentalization process. Future research is encouraged to further examine home representations of at-risk children with larger sample using intermodal transfer. Conclusions The study’s findings demonstrate the paradox that is bound within the invitation to draw/play about painful contents in art therapy, and the possible advantage in using intermodal transfer to mend the potential space’s interruptions and to enable further expression and working through. Plain-language summary The present study sought to examine home representations of eight maltreated children (age 5–7 years) staying in an emergency shelter in Israel, following domestic violence, abuse, and neglect. During individual meetings with the first author, the children were invited to draw a house using coloured pencils, and then to play the events happening in the drawn house, using a set of tiny animal figures, and a magic wand. Qualitative analyses of the data identified three main themes: the first was the house as a threatening space that exposes the figures to negative events such as rejection, injury and death; the second theme identified the children’s play/creative-space as interrupted and fragmentary; for example, there were pauses in the drawing process and/or play due to repetitive behaviours such as sharpening pencils; the third theme was the potential advantage of movement between drawing and play mediums that enables these children to express themselves despite interruptions in the play/creative space. Thus, we suggest that the invitation to engage in two expressive mediums during art therapy sessions may enable the child to move back and forth between them, while creating additional opportunities for expressing the unbearable on one hand and keepin","PeriodicalId":39969,"journal":{"name":"International Journal of Art Therapy: Inscape","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41307386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/17454832.2022.2123010
Rebecca Bokoch, Noah Hass-Cohen, G. Fowler, Lisa Liu
ABSTRACT Background Overweightness, obesity, pre-diabetes, and type 2 diabetes are prevalent and associated with additional physical and mental health problems in the US. Aims The primary aims were to explore the potential efficacy of six one-time psychosocial art-based community workshops for obesity and disease prevention in increasing motivation to change health and eating behaviours, and confidence in the ability to manage emotional eating. An additional aim assessed if the workshops would be positively evaluated by community participants. Methods This programme evaluation used a pre-test post-test one-group design to explore the effectiveness of the psychosocial art-based community workshops (N = 40). The workshop included an empirically supported drawing protocol. Hypotheses included: (1) increased motivation to change health and eating behaviours, (2) increased confidence in the ability to manage emotional eating, and (3) high workshop satisfaction. Results Motivation to change health and eating behaviours significantly increased, but confidence in managing emotional eating did not. Workshops received positive evaluations. Conclusions Participation in the psychosocial art-based community workshops inspired motivation to change health and eating behaviours. Implications Art therapists should consider using psychosocial art-based community workshops to generate motivation for change and prevent obesity. Plain-language summary There is an established connection between overweightness, obesity, pre-diabetes, type 2 diabetes, and other physical and mental health problems. Psychological, community, and art-based interventions have been shown to improve weight management and associated problems. Multidisciplinary and integrated approaches, including community, mental, and physical health fields are needed. An integrated psychosocial art-based community workshops for pre-diabetes, type 2 diabetes, and obesity related risk prevention with a community sample of adults was developed and piloted. Motivation to change health and eating behaviours significantly increased, but confidence in managing emotional eating did not significantly change. Workshop evaluation ratings were high, suggesting positive reception of integrated workshops. Overall, results supported the workshop’s potential effectiveness in increasing motivation to change health and eating behaviours.
{"title":"Obesity prevention: a pilot study on community workshops delivered by art therapists","authors":"Rebecca Bokoch, Noah Hass-Cohen, G. Fowler, Lisa Liu","doi":"10.1080/17454832.2022.2123010","DOIUrl":"https://doi.org/10.1080/17454832.2022.2123010","url":null,"abstract":"ABSTRACT Background Overweightness, obesity, pre-diabetes, and type 2 diabetes are prevalent and associated with additional physical and mental health problems in the US. Aims The primary aims were to explore the potential efficacy of six one-time psychosocial art-based community workshops for obesity and disease prevention in increasing motivation to change health and eating behaviours, and confidence in the ability to manage emotional eating. An additional aim assessed if the workshops would be positively evaluated by community participants. Methods This programme evaluation used a pre-test post-test one-group design to explore the effectiveness of the psychosocial art-based community workshops (N = 40). The workshop included an empirically supported drawing protocol. Hypotheses included: (1) increased motivation to change health and eating behaviours, (2) increased confidence in the ability to manage emotional eating, and (3) high workshop satisfaction. Results Motivation to change health and eating behaviours significantly increased, but confidence in managing emotional eating did not. Workshops received positive evaluations. Conclusions Participation in the psychosocial art-based community workshops inspired motivation to change health and eating behaviours. Implications Art therapists should consider using psychosocial art-based community workshops to generate motivation for change and prevent obesity. Plain-language summary There is an established connection between overweightness, obesity, pre-diabetes, type 2 diabetes, and other physical and mental health problems. Psychological, community, and art-based interventions have been shown to improve weight management and associated problems. Multidisciplinary and integrated approaches, including community, mental, and physical health fields are needed. An integrated psychosocial art-based community workshops for pre-diabetes, type 2 diabetes, and obesity related risk prevention with a community sample of adults was developed and piloted. Motivation to change health and eating behaviours significantly increased, but confidence in managing emotional eating did not significantly change. Workshop evaluation ratings were high, suggesting positive reception of integrated workshops. Overall, results supported the workshop’s potential effectiveness in increasing motivation to change health and eating behaviours.","PeriodicalId":39969,"journal":{"name":"International Journal of Art Therapy: Inscape","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46361268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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