Expressive Therapies Continuum: A Framework for Using Art in by Lisa D. Hinz, Vija Lusebrink

By Lisa D. Hinz, Vija Lusebrink

In the course of graduate tuition to turn into an paintings therapist, I learn many, many books approximately paintings remedy. This one is just the simplest. the writer presents a powerful theoretical starting place for using paintings media in remedy, and cause for using particular media with varied members. it isn't a cookbook of artwork remedy directives, as are many paintings treatment books, yet relatively it offers an schooling in tips on how to psychologically and developmentally conceptualize artwork treatment and using media with the intention to create your personal potent and acceptable directives in consultation. i will not suggest this ebook hugely sufficient for practising paintings therapists and scholars.

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Extra resources for Expressive Therapies Continuum: A Framework for Using Art in Therapy

Example text

E use of the Expressive ἀ erapies Continuum as a framework for organizing therapeutic sessions with individual clients is discussed in Chapter 11. ἀ is chapter aids the reader in understanding how assessment information can be used to gauge where to begin in therapy and how and when to change therapeutic focus. ἀ e chapter contains an exploration of the ETC as a framework for building a successful client-therapist partnership in the formulation of treatment goals and the conduct of effective therapy.

Although symbolism was not one of the primary ways in which she envisioned people gathering and ­processing information, Cane 24 Expressive Therapies Continuum recognized the importance of symbolic content in children’s artwork and used this content in her work with them. , 1983; Junge, 1994). , 1983). ἀ e Freudian and Jungian ideas underlying her own psychoanalyses informed Naumburg’s ideas about the function of art in therapy. Working within the context of these theories, she concluded that art psychotherapy was equal or superior to verbal therapy in its ability to release repressed ­material.

A blocked basic function, either movement, emotion, or thought, was one that was not fully integrated for use, and through which limited or no information was available. Cane wrote about how her work with art was demonstrated to “unblock” students and to integrate buried functions. She described her teaching in the following words: I study each individual, his personality and his type. From observing his work I usually can judge which are his superior and inferior functions. ἀ en I proceed to find ways of developing his inferior side, and thereby balance his work and his character.

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