Art Therapy Portfoliolizfollano.com/wp-content/uploads/2016/12/ARTHPortfolio.pdfART THERAPY PROTOCOL Painting with Foam Balls 4. POPULATION: All populations.5. METHODOLOGY: a) Goals

Art Therapy Portfolio

Elizabeth Follano

LIU Post Graduate Student of Clinical Art Therapy and Counseling

ART THERAPY PROTOCOL

Express Yourself Through Landscape

1. POPULATION: Adult

2. METHODOLOGY:

a) Goals of the Session:

• Provide a safe place for clients to express themselves through their assignment

and to expel any emotions that they may be feeling in a healthier way by

utilizing the materials.

•Increase the awareness of others and the way they symbolize themselves

through group discussion.

•Provide self-esteem through learning how to use new materials and making a

product that is pleasing to them.

•Gaining self-control through mastering the materials used.

•Gaining a sense of self-awareness by focusing on the expression of self through

the directive.

b) Directive:

"Express Yourself Through Landscape" - Sometimes people have trouble trying to

explain/express themselves, or introduce themselves, to people they just met.

Introductions and getting to know someone can be an uncomfortable situation for

some, so this directive focuses on a way that the clients can express themselves

and feel safe in doing so. To express yourself in a way that brings the eyes off of

you and onto a product of art instead. [Note: This is an introductory directive].

c)Materials:

Markers (Crayola and Sharpie), Colored Pencils, Pencils, Dot Paints, Collage

Materials (such as tissue paper, pompoms, feathers, etc.), Magazine Clippings,

Scissors, Glue, Tape, White Cardstock Paper, and Glitter.

d)Process:

1) Have each client introduce each other by name to the group or new members

that have joined the group one by one until each has said their name individually.

2) Hand out white cardstock paper and explain to the clients in the group what

expressing yourself through landscape means. Give examples of symbols in

nature that could represent something about a person; possibly using a symbol

that you (the therapist) connect with.

3) Explain to the clients that they don't need to use your example if they do not

identify with it and just to think of other symbols in nature that may be something

that could express them or their inner feelings.

4) After the clients have finished their piece the whole group will make sure they

are sitting in a circle so that everyone can see the products that were made.

Engage in discussion by asking an individual client if they would like to share and

explain what is in their artwork, then go on to the next until everyone in the circle

has shared. Then talk about how the assignment helped them express themselves

to the group members.

e) Expected Outcome:

Clients will choose symbols in nature that they identify with and represent those

symbols in their art piece. They will gain self-awareness by focusing on

themselves and finding ways to express themselves in their process. Clients may

need examples of things in nature so that they can come up with ideas to show on

their papers. When they are finished they will then discuss their products and

explain how they identify with the symbols on their picture. They will also

increase their awareness of others and the way they express themselves in their

work, helping the group to gain a sense of universality.

3. RESULTS:

Clients will be able to produce a result that resembles a landscape. They will engage in a

discussion regarding their products where they will answer the following questions:

1) What are the symbols in nature that you chose to express yourself?

2) Why do you identify with those symbols?

3) How did it make you feel to express yourself in this way?

4) Do you have any good memories in nature that you can tell the group about?

Following the discussion, the group members can take their piece home or put it into their

respective folders to reflect on in future sessions.

Example of product done during session:


Painting with Foam Balls

4. POPULATION: All populations.

5. METHODOLOGY:










•Gaining a higher self-esteem by focusing on the way they can utilize the

materials in the directive.

b) Directive:

"Painting with Foam Balls" - There are times when people will be making art but

don't want to get dirty with paint or have full functionality of their hands. This

directive facilitates the use of paint for people that have such problems.

c)Materials:

Aluminum Tray, Various Colors of Tempura Paints, Foam Balls, Paper, Smocks

and Gloves.

d)Process:

1) Hand out paper to each client and aluminum trays.

2) Explain and show to the clients how to use the materials to form the art piece.

Let them know that if they don't want to get paint on their hands that they can use

gloves.

3) If clients need help using the materials, such as those with limited mobility of

their arms or hands, let them know you are there to aid in the process if they need

you.




explain how it felt to use this technique, then go on to the next until everyone in

the circle has shared.


Clients will facilitate the paint in a way that they fill comfortable and create an

abstract piece of art with the technique. They will gain self-esteem in being able

to master a different art medium in a new way. Clients may need help when using

the techniques but the process will mostly be done by them [the therapist will use

the hand-over-hand technique if needed]. When the clients are finished they will

explain if they liked the new technique that they learned and share their products.

They will also increase their awareness of others and their work may differ or

how they felt during the process.

6. RESULTS:

Clients will be able to produce a result that facilitates paint. They will engage in a

discussion regarding their products where they will answer the following questions:

1) Did you enjoy the technique/process used to make your painting?

2) What colors did you use and what feelings would you associate these colors

with?

3) What would you title your piece?




[Note: This particular client lacked mobility in his right hand, so this would be an example of a

way to work with a client that has this problem (hand-over-hand technique)].


Dream Catching


8. METHODOLOGY:












b) Directive:

"Dream Catching" - Dreams can be represented in many ways; through things

you hope for in your future, goals that you want to achieve, or just things that

come up in your head while you are sleeping. This directive allows those who

perform it to find a way to "catch" those dreams and allow them to make a

product they can go back to, to remind themselves of said dreams.

c)Materials:

Paper plate (cut and prepared for activity), Yarn, Feathers, Beads, Markers,

Colored Pencils, Dot Paints, and Various Collage Materials.

d)Process:

1) Hand out paper plate templates to each client.


Show a dream catcher and explain the story about how dream catchers are made

to "catch bad dreams" but that their dream catchers will be used to catch good

dreams that they have, and help them remember these dreams and goals. Also

explain that the goals should be ones that are plausible.

3) If clients need help using the materials, such as those with limited mobility of

their arms or hands, let them know you are there to aid in the process if they need

you.




explain how it felt to do this process and what is on their dream catchers, then go

on to the next until everyone in the circle has shared.


The clients will decorate their dream catchers and write their dreams/goals on the

paper plate template. They will then use any color of yarn that they chose and

string it through the holes to create a pattern in their dream catcher. This will help

the clients learn self-control by having patience during the threading process and

gain self-esteem with the finished product. They may need help with the threading

process, in which case you can put the yarn through the hole they choose and

allow them to pull it through the rest of the way. When the threading is done they

can add beads and/or feathers to the ends of the yarn. When clients are done they

will explain how they felt through the process of threading and share their final

pieces. They will also increase their awareness of others in the group when they

see how their dreams or goals may differ, and even the design of their dream

catcher.

9. RESULTS:

Clients will be able to produce a result that represents a dream catcher. They will engage

in a discussion regarding their products where they will answer the following questions:

1) Did you enjoy the technique/process of creating the dream catcher?

2) What colors did you use for the yarn and what feelings would you associate

these colors with?

3) What dreams did you represent on your dream catcher?

4) [If they are goals] What are you doing now to achieve those goals?




Some goals represented on this example are "learn

how to cook," "to meet new friends," and "to smile."


Soul Cards

10. POPULATION: Adult.

11. METHODOLOGY:












b) Directive:

"Dream Catching" - Dreams can be represented in many ways; through things

you hope for in your future, goals that you want to achieve, or just things that

come up in your head while you are sleeping. This directive allows those who

perform it to find a way to "catch" those dreams and allow them to make a

product they can go back to, to remind themselves of said dreams.

c)Materials:

Large index cards, Magazines/Magazine Cut Outs, Glue, and Scissors.

d)Process:

1) Hand out index cards and magazines to each client.


Show an example of a soul card already made and explain the meaning behind the

soul card.

3) Explain the process by telling the clients that they must first chose a

background image and then a foreground image to represent what they are trying

to express in their cards.




explain how it felt to do the assignment and ask what their card is saying giving

them the sentence "I am the one who..." Continue on to the next client until

everyone in the circle has shared. Then talk about how the assignment helped

them express themselves to the group members and that multiple cards could be

made in the future to create a deck.


The clients will pick one or more images to represent the background and

foreground of their soul cards. They will then position the images onto the index

card that they are given to create the front of their card. The clients will gain self-

esteem through the finished product and expressing themselves. They will also

gain awareness of other group members during the sharing process, allowing them

to feel a sense of universality.

12. RESULTS:

Clients will be able to produce a result that expresses themselves in the soul card. They

will engage in a discussion regarding their products where they will answer the following

questions:

1) Did you enjoy the technique/process of creating the soul card?

2) What pictures did you use and what do feeling do they associate with, if any?

3) If you could, how would you finish the sentence "I am the one who..." to go

along with your card?

4) What do you think other cards in your deck would say?




On the back is written "I am the one who

grows."


Fall Leaves

1. POPULATION: Children and Geriatrics

2. METHODOLOGY:


• Provide a safe place for clients to express themselves. Clients can utilize the

media and focus on mastering it.

•Provide education about materials and how to use them.

•Increase awareness of others as a result of group discussion.

•Promote self-esteem through education and instruction of materials to

accomplish a product that is aesthetically pleasing.

•Improve motor skills and sense of self-control by promoting mastery over

materials.

b) Directive:

"Fall Leaves" - as a child or geriatric you may not know how to use certain art

materials. Art materials, such as paint, can be a great sensory tool as well. One

often needs to learn something new to promote self-esteem. This directive allows

people who need these things to receive them through the mastery of materials

and exploring new things. This directive also helps with reality orientation,

focusing on the time of year, and is especially helpful for dementia patients. It

also gives a sense of togetherness by creating a full product together as a group.

c)Materials:

Tempura paint, leaf cut-out or print-out, paint brushes, sponge brushes, glue, tape,

stapler, large paper (for mural piece), and water cups.

d)Process:

1) Provide each client with a hand-out or cut-out of a leaf. Ask them what the

image is and then reference the time of year (fall). The leaves could be different

shapes and sizes to allow the clients to make a choice.

2) Once they choose a leaf, they can use any of the colors of paint given to begin

to paint with. They could also choose what type of brush they would like to paint

with or what would be easily suited for their limitations. Usually it is best to offer

fall colors, such as orange, red, brown and yellow to express the time of year. For

more expressive freedom, allow many colors.

3) After clients are finished creating, have them choose where to stick the leaves

on a tree mural. Either you can have a group work on painting the tree mural to

stick the leaves on, have one person work on it, or prepare it yourself ahead of

time.

4) Have the clients express how the process felt for them and what the experience

was like to work with the medium. Ask them about the style of leaf they chose

and the colors they decided using.


Clients will choose a leaf shape and develop their own leaf(s), which can help the

client get sensory stimulation. During the process, they will gain increased

awareness of the materials and self-expression by using them; by engaging in a

tactile experience. Clients will then have a discussion on the type of leaf they

chose, why they chose it, what their experience was like with this process, if they

experienced any emotions during the process, and how they can expand on the art

project for future directive.

3. RESULTS:

Clients will be able to produce a result that resembles a leaf and fall tree. Clients will

engage in a discussion regarding their leaves during which they will answer the following

questions:

1) Which leaf did you choose?

2) What colors did you choose?

3) Where did you place your leaf on the mural?

4) What do you remember about the fall or what holidays are in the fall (expand

on holidays)?

5) How did it feel to work with the materials?

6) What would you add to the mural to expand the project for fall?

Following discussion, clients may collaborate to form another project to expand the

mural and perhaps give a title of the piece.

Example of product done during this process:


Watercolor and Resistance

1. POPULATION: All populations; Group or one-on-one

4. METHODOLOGY:


• Provide a safe place for clients to focus on process and to relax.

•Provide education about art materials and self-awareness.

•Increase relationship between the therapist and the client(s).

•Improve sense of self-control by promoting mastery over materials.

•Improve quality of life.

• Provide a way of reminiscing.

• Allow sensory stimulation through use of materials.

b) Directive:

"Watercolor and Resistance" - Sometimes using a material that is new to you can

help increase a sense of self-awareness and mastery when making an art product.

This directive is used to help with the understanding of new materials and the

fluidity of watercolors, and to help the difficult medium. This medium could also

help with clients to express themselves in a new way and allow them to

understand that there are some things you cannot control; especially with a

medium such as watercolors.

c)Materials:

Watercolor paper, watercolor (not thick; no gouache), oil pastels (preferably white

but colors work well too), watercolor brushes, water cup and paper towels.

d)Process:

1) Provide the clients(s) with a piece of water color paper, oil pastel, a cup of

water and paint brush. Explain how to use the watercolor and pastel mediums in

case they do not understand.

2) Explain that they can draw whatever they like with the pastels and when they

are done they can begin the painting process. You may have to show the client(s)

your own example first so they understand. Explain that you will be finding the

"invisible" drawing with the paint and allow them to fill the paper as much as

possible to find it. [This works well in groups, because someone can draw the

picture than pass it on for the next person to find the image with the paint].

3) After the client(s) are finished creating, have them look at the product and

explain how the process felt for them. Engage in a discussion about what they

drew and the colors they used for the watercolor.


The client(s) will be creative through the process and enjoy the fluidity of the art

materials. During this process they will learn to master the materials and gain a

sense of self-expression. By working with such fluid material, the client(s) will be

able to experience s something new and rewarding by completing an artistic

product. The client(s) will engage in a tactile experience that will give them a

form of sensory stimulation. The client(s) may experience a degree of frustration

or regression. They will discuss the product, what they drew, what colors they

chose, what the experience was like, if they experienced frustration and how they

might try a different approach to the work if so.

5. RESULTS:

The client(s) will be able to produce a result that allows them to master the fluid materials

to their developmental level. The client(s) will then engage in a discussion regarding their

painting, during which they will answer the following questions:

1) What did you draw before painting?

2) Did you enjoy the process?

3) Did the process create any memories to come to you or emotions?

4) What was it like to work with watercolors?

5) What colors did you choose and are their any meanings behind these colors for

you?

6) How might you approach this medium in the future if you wish to try it again?

The client(s) can hang up their work after it is dried, so they can continue to see their

product. They may then feel that they understand and have mastered a new material.



Foam Mosaics


6. METHODOLOGY:





•Increase awareness of others as a result of working in group.




materials.

b) Directive:

"Foam Mosaics" - one of the first toys one plays with as a child is usually blocks

of some sort. This directive is geared towards sensory stimulation and allowing

the client(s) to work on their own or in a group to create a full piece of work that

is aesthetically pleasing. It promotes self-awareness, self-esteem and fine motor-

skills.

c)Materials:

S&S Worldwide Giant Foam Pattern Blocks (or another brand, if possible.

d)Process:

1) Provide the client(s) with a certain amount of foam pattern blocks (enough to

make a nice sized mosaic).

2) Explain to the client(s) what they will be doing with the blocks and show them

if necessary. From there allow the, to work silently on the process and help when

needed.

3) After clients are finished creating, take a picture of the final piece so that it can

be hung up for them later on.


was like to work with the blocks. Ask them if they remember the block they

started with and the one they ended with.


The client(s) will work at their own pace to create a full mosaic on the table top

they are sitting at. If working as a group, they will take turns putting a piece down

and work together to create a final piece. The client(s) will get the sensory

stimulation they need and they will gain a sense of self-awareness, self-esteem,

and fine motor-skills through the mastery of materials. They will then discuss the

process, where they started, where they ended, if they enjoyed the process and if

they like the final product.

7. RESULTS:

Clients will be able to produce a result is aesthetically pleasing. Clients will

engage in a discussion regarding their product during which they will answer the

following questions:

1) What was the process like for you?

2) Which block did you start with?

3) Which block did you end with?

4) Did you enjoy the process?

5) Do you like the final product?

Following discussion, clients may take apart their mosaic and then create another one if

they would like. Pictures of their final pieces will be hung up for them to look back at

later.

Example of a product done during this process:


Freehand Mural Painting


8. METHODOLOGY:





•Increase awareness of others as a result of group discussion.




materials.

b) Directive:

"Freehand Mural Painting" - everyday we are often thinking about what

happened yesterday or what is going on tomorrow. We think about bills we have

to pay or things we need to do still. It is good to practice what we call

"mindfulness" to be aware of and enjoy living in the moment. Making a freehand

drawing or painting can help one to explore materials and just have fun engaging

in the process. It is good to explain mindfulness while they are creating the mural.

c)Materials:

Tempura paint, paint brushes, sponge brushes, paper plates, sponge roller brushes,

large white paper to paint on and water cups if needed.

d)Process:

1) Provide each client with a brush of their choice, a large piece of white paper to

cover their table with and multiple colors of tempura paint colors of their choice

put onto a paper plate.

2) Once they are given the materials, explain the process of the mural and that it is

a freehand project. Explain how to use the materials and show them how to use

them if needed.

3) After clients are finishing creating, have them help clean up the brushes and

tables (if they can and volunteer to) and then hang up the mural for everyone to

look at.


was like to work with the medium. Ask them about the colors they used and if

they liked the final product.


The client(s) will choose what materials and colors they wish to work with and

begin to create a mural piece. The clients will be creative through the process and

enjoy the fluidity of the art materials. During the process they will learn to master

the materials and gain a sense of self-awareness and self-esteem by having

freedom of choice and making a aesthetically pleasing product. The client(s) will

also receive a sense of mindfulness by freely using the materials and not thinking

hard on what they are producing. They will then get into a discussion about the

process, how they worked with the materials, how the process felt, and if they felt

calm and relaxed during the process.

9. RESULTS:

The client(s) will be able to produce a result that is aesthetically pleasing and allows them

to work freely. Upon discussion, the client(s) will answer the following questions:

1) What was the process like for you?

2) How did the process feel for you?

3) What was it like working with the materials?

4) Did the process feel calm and relaxing?

Following discussion, clients may collaborate to form another project to expand the

mural and perhaps give a title of the piece.


Why I Wanted to Become an Art Therapist

I had a hard time figuring out the right spot for me when I was going

through school. I started out going to Nassau Community College for fashion and

when that didn't work out I moved on to Commercial Art. Both of these options

just didn't suit me and I felt out of place in the curriculum as I went through the

classes. As much as I love fashion and creating looks/designing ideas, when it

came to the high end fashion designers, I knew about as much as I know about

modern artists; nothing. This made me feel out of place in the commercial art and

even the art majors because I was surrounded by people who knew all these

obscure people that were artists/designers of our time and I knew nothing about

them; it made me feel naive. So, I finished at Nassau Community College with an

Associates in Liberal Arts, just taking classes to figure out what I liked most. The

classes that stuck out to me the most were my science and psychology courses.

I created art because it was something that I enjoyed. I didn't follow all the

history or the people that are popular today (although I do have artists from the

past that I love). I had always been an artist, from the moment I picked up a crayon

and scribbled on paper. I just flourished into my own unique self and it was an

outlet for me as I grew up. Making art was my happy place and I always loved to

connect with people that had the same passions in making art themselves. But, as I

said earlier, all the art majors I went for just didn't feel right for me. Thus, I went

into healthcare, figuring that since I always enjoyed science classes and helping

people that it would be a good thing to go for. I started going to Alfred State

University for Nursing in 2013.

This too fell through and I felt even more lost than before. It wasn't until a

friend of mine brought up Art Therapy that I even considered it. She had explained

to me all the benefits that Art Therapy has for the people who receive it and what

schools on Long Island actually offer undergraduates for it (which is why I'm

going to LIU Post). I loved the whole idea behind it and even did some of my own

research on it before I made a definite decision to go to school for it. It was the best

decision I have ever made. For the first time in all the years I have gone to school I

feel like I'm where I belong and the internship has just proven to me that I made

the right choice.

Artwork Portfolio Elizabeth Follano

Documents

Art Therapy Portfoliolizfollano.com/wp-content/uploads/2016/12/ARTHPortfolio.pdfART THERAPY PROTOCOL Painting with Foam Balls 4. POPULATION: All populations.5. METHODOLOGY: a) Goals