This paper is a personal account of the discoveries made during a heuristic study in which the researcher sought to deepen her understanding of the difficulties of ending treatment with adolescent male clients as a female art therapist in training. Through the analysis of reflective artwork created during and after termination at a boys’ home, the researcher uncovered multiple themes as they related to the therapeutic relationship, attachment, transference/countertransference, dreams, vicarious trauma, self-care, and the ambiguity of termination. After reviewing the potential dangers of harmful termination and the paucity of literature on its effect on at-risk youth in group homes, this researcher chose to explore the personal meaning of this topic utilizing heuristic and arts-based methodologies. The process of data collection followed Moustakas’s six heuristic steps, corresponding to each day of the week. Each week, an archival termination art piece was analyzed and a corresponding questionnaire composed of four research questions and an art response was completed. After four weeks of data collection, two cumulative art pieces were finished to summarize research findings. Further dissection of the collective data was completed through a theoretical lens of attachment theory. Results suggested that reflective art making was proven useful to this researcher as a living record of the termination process and therapeutic relationship. To encourage self-care, deeper introspection, and monitoring of one’s expectations of termination, this creative modality could be utilized by other art therapists to externalize, cope with vicarious trauma, contain and process the complicated feelings of letting go.

The use of story and art therapy with children in treatment is explored in two case studies. Stories used as interventions for the participants include picture book stories and self- generated narratives. The study’s participants also created art responses that took forms as illustrations and self made books. Research questions that were investigated were: When children receiving art therapy engage with stories created by others, how did they respond? ; When children receiving art therapy create their own stories, how did they respond? ; What themes emerge in the art? Main subjects of the study were clients ages 6 and 8 receiving individual and family services from the therapist’s agency at The Whole Child. A case study approach was used to highlight themes and identify psychologically meaningful content in existing picture books for both participants. Biographical data and also responses to interventions were recorded in assessment and progress notes. Based on the results, the therapist found using picture books as interventions in therapy created a safe space where it helped clients to open up about personal feelings or situations that would be difficult to express or even discover on their own.

This study explores a beginning clinician’s use of art and journaling to process case material, clarify countertransference, identify signs of compassion fatigue and illuminate instances of personal growth. The clinician used a mixed methodology in her research including both quantitative and qualitative analysis. The quantitative analysis consisted of a battery of valid and reliable, evidence-based, self-administered tests at the beginning and end of data collection to measure compassion fatigue and compassion satisfaction. The qualitative analysis involved the clinician making art and keeping a journal over 10 weeks’ time as tools to process and clarify case material and countertransference. These materials were then converted into data sets for comparative analysis. Research questions were adapted from two previous studies related to a beginning clinician’s experiences of countertransference (Arbas, 2008, Karner, 2011). To inform this study the literature review discusses special considerations for clinicians working with dying patients and their families. These include, but are not limited to, the need for an existential, humanistic, and flexible therapeutic approach; grief interventions for bereaved clients and clinicians; and specialized approaches and considerations related to transference and countertransference. The study also discusses how art and journaling can not only be used to process clinical material but also as an effective method of self care for the beginning clinician. The personal art made in response to case material and countertransference as well as the journal entries conveyed the responses of a beginning clinician working in a second-year practicum with dying patients of all ages and socioeconomic levels, and their families. The analysis identifies themes of countertransference relating to personal loss, personal family dynamics, and personal existential issues. It also shows evidence of an increase in both compassion fatigue and compassion satisfaction. The data analysis in the study indicates that art has helped the beginning clinician clarify case material, identify countertransference, reduce emotional buildup, become aware of personal growth as a result of the work, and better attend to clients and clinical work. These findings correlate with findings of several other authors (Arbas, 2008, Deaver & Shiflett, 2011, Fish, 2012, Hardy, 2008, Harter, 2007, Karner, 2011, Miller, 2007, Wadeson, 2010)

This paper is an exploration among low-income Latino adolescents, which seeks to explore the experiences and the stressors from immigration, acculturation, and bicultural identity through art. The participants selected from Dolores Mission Parish in Boyle Heights California, created a personal art piece and a collaborative installation. The art explores and expresses their personal journeys with acculturation and bicultural identity. Multiple sources of data were collected including daily observation, group discussions, individual artwork, collaborative installation, and photographs taken during the workshop; to gain an understanding of what acculturation means to adolescents, how this process effects their lives, their experiences with biculturalism, and the effects of a community arts based workshop. The data-collecting workshop was held on two Saturdays. This study uses qualitative methods; data analysis shows a positive impact in a community setting in the areas of self-confidence, self-expression, self-concept, community building, and processing hardships related to acculturation and bicultural identity. Research also shows the use of art as a creative expression is a positive outlet that allows adolescents to freely express and reflect on their experiences leading to increased self-confidence, and pride.

This paper examines the utilization of participants’ nightmares in art therapy to benefit treatment. The researcher utilized a self-study by means of making art about three of her own nightmares, followed by a comparative analysis in case studies. The researcher asked the participants to make art about a nightmare they reported they had while in a treatment session, and then provided them with the opportunity to alter the image for possible means of catharsis. The researcher then discussed the process with the participants in order to answer the research questions. The participants’ ages ranged from 6-15; with two males and a female included. Their diagnoses vary yet all participants had one thing in common: that they all suffer from nightmares. The research revealed the significance of utilizing nightmare processing in art therapy. The practice provides a client with means of sharing nightmares with another person, which may lead to topics never discussed in treatment, a deepened examination of symptoms, diagnoses and fears, and catharsis in the artistic process. The literature reveals that the existence of nightmares is symptomatic, but that the use of processing nightmares in therapy is found to be successful. There is little literature about research with use of nightmares in art therapy practice; therefore this paper is a contribution to the research drought pertaining to this area of the field.

This research explores the connection and interaction between literature describing addiction theory and clinical art therapy practice. Literature spanning a wide variety of theoretical understandings of addiction and recovery was reviewed, as well as literature published on the use of art therapy with the substance abuse population. Using the review of the substance abuse literature as a base, key theoretical concepts were identified and formatted into a table that came to serve as a data coding system. Applying case study methodology, this coding system was then utilized as an analysis tool for the art therapy process and artwork of four clients in residential substance abuse treatment. Analysis of the data resulted in the emergence of five prominent themes amongst those listed in the coding system: 1) Intolerance of negative emotion 2) Problematic family dynamics 3) Traumatic experiences 4) Schemas and restructured cognitions and 5) Cultural issues. These findings were then examined in the context of the art therapy literature on substance abuse. The meanings derived from these findings make a case for greater integration between substance abuse literature and art therapy literature, illustrating the utility of clear and organized incorporation of theoretical ideas about addiction into art therapy with substance abuse clients.

This research study explored the integration of Art Therapy and Eye Movement Desensitization and Reprocessing (EMDR) to treat clients with Posttraumatic Stress Disorder (PTSD). The study explored how art therapy and EMDR can be combined effectively. First, a literature review investigated previous research connecting trauma and its neurological impact, as well as the subsequent causes, symptoms and criteria for PTSD, as well as the connection between neurobiology to art therapy and EMDR. Second, an in-depth interview with a licensed MFT and registered art therapist who is also a certified EMDR practitioner portrays the ways combining art therapy and EMDR to treat clients with PTSD can be done, and how a therapist experienced effectiveness of this treatment, its purpose, techniques, as well as the benefits and challenges of integrating these two treatment can inform others. Information gathered from the interview was transcribed, systematically categorized, and analyzed, resulting in three overarching themes; incorporating the body and mind, combining techniques of Art Therapy and EMDR and populations treated with this integrative modality. Third, a discussion of findings within the context of the larger literature review expanded the meaning of these findings, offering considerations for future clinical applications and research in the young field of integrative trauma treatment.

This study endeavors to explore the use of Helen B. Landgarten’s Family Art Assessment as a consultation service, in community mental health clinic settings. This research is a continuation of a pilot project initiated by director of the Helen B. Landgarten Art Therapy Clinic, Dr. Paige Asawa, MFT, ATR-BC, in which Dr. Asawa implemented the Landagarten Family Art Assessment at a local clinic with five families. The initial results of that study were examined and analyzed by Meirav Haber, who used a survey and an art response component to document the participants’ experience. In this study, a focus group was conducted, which consisted of various stakeholders in the agency from administration to the clinicians who participated in the initial pilot project. They shared their thoughts and feelings about the experience in a semi-structured conversational setting. The focus group recording was transcribed and analyzed into three themes: procedural recommendations, assessment conceptualizations, and therapeutic relationship indications. This indication pertained to the formation and stability of the therapeutic relationship between the family and its primary clinician, which must exist prior to conducting the Family Art Assessment. A synthesis of the existing protocol, focus group conversation, and the literature reveals that it is beneficial to have both the assessing art therapist and the primary clinician present in the therapy room during the consultation of the Family Art Assessment, in order for the results of the assessment to be as authentic and valid as possible. These results may contribute to a better understanding of the possibilities of having art therapy consultations as this local clinic, and to promote collaboration between art therapists and mental health professionals.

The purpose of this research was to explore cultural similarities and differences that could be found from analyzing the images of the Kinetic Family Drawing and their accompanying narratives. The current literature on the Kinetic Family Drawing as an assessment tool and the literature on the role of culture in psychotherapy were examined. The researchers have collected Kinetic Family Drawing images and narratives from groups of college students from the United States and groups of college students from two different areas in Mexico. Participants were asked to perform the Kinetic Family Drawing, title the drawing, write a brief narrative about the drawing, and list any cultural affiliations that may aid in contextualizing the drawing. Researchers used the Kinetic Family Drawings and the accompanying narratives collected to look for similarities and differences in perceptions of family among the different cultures and the ways in which environment and culture may impact family and family perceptions

This arts-based research investigated the personal responses of a trainee art therapist working with displaced refugees in Jordan. This inquiry is based on the belief that it is important for a new trainee to cultivate a broader appreciation of cross-cultural issues for both personal and professional applications. The art-based data, analyzed through Betensky's (1995) phenomenological approach, inspired a profound exploration of the refugee experience while simultaneously exploring the role and identity of the trainee. The author presented seven prominent themes that emerged from the refugee and trainee experiences: displacement, survival, connection, loss of control, safety, competence, and countertransference. Between both refugee and trainee there are three main shared themes, (a) connection, (b) loss of control, and (c) safety, which highlight shared meeting points of empathy. The research highlights meeting points and differences between the trainee and refugees to provide a deeper understanding of the refugee experience as understood by the trainee. The results of this research strive to provide insight into the ways art-making can help trainees navigate through cross-cultural encounters.