published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy

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Syftet med studien var att synliggöra hur bildterapeuter arbetar med vuxna med PTSD, och eventuella skillnader och likheter i arbetssätt. Ett annat syfte var att få ökad kunskap om hur bildterapi bedrivs vid PTSD och vilka delar i behandlingen bildterapeuterna ser som verksamma. Frågeställningarna var: a) Arbetar bildterapeuter annorlunda vid PTSD än vid annan problematik? b)Vilka beståndsdelar i det bildterapeutiska arbetet ser bildterapeuten som särskilt verksamma vid PTSD? Metod för studien var semistrukturerade intervjuer med 6 bildterapeuter med erfarenhet av att arbeta med PTSD. Fem intervjuer gjordes via personliga möten och en via Skype. Intervjuerna spelades in digitalt, transkriberades och bearbetades därefter genom Tematisk Analys. Resultaten visar att bildterapeuterna håller fast vid sin terapeutiska metod oavsett problematik hos patienten de möter men att förhållningssättet förändras när diagnosen PTSD finns från terapistart. Vid bildterapi med PTSD-patienter ser bildterapeuterna flera avgörande faktorer, där bl.a. den skapade bilden utgör en viktig del, liksom att kreativiteten engagerar kroppsminnen och underlättar bearbetningen. I diskussionen presenteras tankar kring undersökningens utformning, bildterapins position som traumabehandlande metod och den brist på forskning som gör att bildterapin saknar erkännande. / The purpose of this study was to visualize how arttherapists work with adults suffering from PTSD, and how differences and similarities in the approaches are expressed. The aim was also to find out more about how arttherapy in PTSD is conducted as well as what aspects the therapists themselves consider to be active parts of the treatment. The issues were: a) Do arttherapists operate differently in PTSD than with other problems? b) What elements in the therapeutic work are especially effective with PTSD, according to the arttherapists? The method consists of semi-structured interviews with six artherapists, all with experience in meeting patients with PTSD. Five interviews were made through personal meetings and one via Skype. The interviews were recorded digitally, transcribed and then processed through Thematic Analysis. The results of the survey shows that arttherapists maintain their therapeutic method regardless of the patient’s problems but that their approaches change when PTSD is known from the start of the therapy. In arttherapy with PTSD arttherapists notice several crucial factors, e.g. the created image as an important part, as well as creativity that involves embodied memories and facilitate processing. The discussion presents thoughts on the survey design, arttherapy's position as treatment in PTSD and the lack of research that makes art therapy failing to receive recognition.

Darbe atlikta teorinė dailės terapijos reikšmės mažinant mokinių hiperaktyvumą analizė. Interviu metodu buvo atliktas tyrimas, kurio tikslas - įvertinti dailės terapijos reikšmę mažinant hiperaktyvumą. Atlikta hiperaktyvių mokinių atvejų analizė. Tyrime dalyvavo septynios dailės terapijos užsiėmimus vedančios darbuotojos iš keturių tipų įstaigų ir skirtingų miestų bei trys hiperaktyvūs mokiniai. Empirinėje dalyje įvertinta dailės terapijos reikšmė hiperaktyvumui mažinti bei dailės terapijos taikymo mažinant vaikų aktyvumą atvejų analizė. Svarbiausios empirinio tyrimo išvados: 1. Dailės terapijos užsiėmimų metu mokiniai išmoksta bendrauti, didėja dėmesingumas, mažėja per didelis aktyvumas ir judrumas. Dailės terapija skatina jausmų raišką, padeda labiau pasitikėti savo jėgomis. 2. Specialistai, dirbantys su mokiniais, turinčiais hiperaktyvumo sutrikimą, pirmiausiai linkę įžvelgti negatyvius šių vaikų bruožus: išsiblaškymą, nekantrumą, didelį judrumą, dėmesio sutelktumo stoką, negebėjimą vertinti savo elgesio. 3. Geriau pažinus mokinius, išsiaiškinus jų elgesio priežastis, nuosekliai ir pastoviai dirbant, skiriant ypatingą dėmesį, taikant individualų priėjimą ir asmeninį motyvavimą, atsiskleidžia ugdytinių pozityvūs bruožai: kūrybiškumas, imlumas naujovėms, gebėjimas jausti pasitenkinimą. 4. Atvejų analizės rezultatai atskleidžia pozityvią dailės terapijos reikšmę vaikų hiperaktyvumo mažinimui. Vaikai išmoksta kontroliuoti instinktyvius troškimus, sulaikyti per didelę energiją... [toliau žr. visą tekstą] / An analysis of the theoretical value of art therapy in reducing the student’s hyperactivity was carried out at work. A research was carried out using an interview method, the objective of which was to evaluate the significance of art therapy in reducing hyperactivity. A case study analysis, involving hyperactive pupils, was conducted. The research involved the participation of 7 (seven) art therapy leading professionals from 4 (four) types of institutions and different cities and 3 (three) hyperactive students. The empirical part assessed the analysis and its significance of art therapy on hyperactivity reduction and the application of art therapy toward reducing children’s activity. Main conclusions of the empirical research: 1. During the art therapy involvement, the pupils learn to communicate, to be among others, they have an increase in attention span, and a decrease in hyperactivity and restlessness. Art therapy increases pupil’s self-confidence, encourages the expression of feelings, and helps to feel assertive. 2. Specialists, working with pupils who have hyperactivity disorder, tend to initially perceive the negative traits of these children: distraction, impatience, high mobility, lack of focus, inability to evaluate own behavior. 3. Getting to know the pupils, finding out the reason for their behavior, constantly and consistently working, paying particular attention, and by applying an individual approach and personal motivation, positive traits start to show up:... [to full text]

ABSTRACT Based on my experience and research, I believe more educational resources are needed for teaching students with Autism Spectrum Disorder (ASD). I have combined interviews of participants --two certified and currently practicing art teachers working in the public school setting, two adaptive art specialists, and two art therapists-- with relevant information from my Review of Literature to compile an initial set of practices and adaptive techniques specifically for art teachers to use in constructing a successful learning environment in the art classroom for students with ASD. According to my review of literature, three factors necessary for creating a successful learning environment for students with ASD are preparation, collaboration, and instruction. To examine these factors, I focused my interviews on these topics. Results were aligned with the initial research as those interviewed described a need for more complete and applicable training, more opportunities for collaboration, and information about possible strategies to use with students with ASD in the art classroom. INDEX WORDS: Art Education, Autism Spectrum Disorder, Art Therapy, Adaptive Art

This qualitative study sought to answer: How may I, as an artist, use art for my own transformation and healing? I am an artist and teacher living with chronic pain and fatigue and wanted to find healing through art and inspire others to do the same. During the three month study, I made artwork, reflected in my journal, and practiced guided imagery. The journal was used to reflect on my health, the creative process, and to record ideas generated through guided imagery. Findings showed that short term relief was provided during the act of creation, but no long-term relief was achieved. The primary conclusion was that I was able to use art for healing and transformation, but only after experimentation and reflection. By adapting the creative process to accommodate for my illness, I was able to include art making as part of a healthy life.

Thesis (M.A. (Hons.)) -- University of Western Sydney, 2003. / "Master of Arts (Honours) Art Therapy" Bibliography : leaves 161-168.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 55-57).

Diss. (sammanfattning) Stockholm : Karol. inst., 2005. / Härtill 4 uppsatser.

Research paper (M.A. Applied)--Victoria University of Wellington, 2004. / Includes bibliographical references.