Play, Music and Art Therapies

Music Therapy Defined

• “Music therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program” - American Music Therapy Association

• “Refers to the application of music with the intent to enhance functioning” - Association for Science in Autism Treatment

Music Therapy

Is it founded?

History of Music Therapy

• Idea of music as healing goes back to Aristotle

• Discipline began after World War I and World War II when musicians went to Veterans hospitals to play for victims

• Notable responses of patients led to doctors hiring musicians

• Some musicians needed training before being in hospitals led to need for college curriculum

• First music therapy degree program at Michigan State University in 1944

• The American Music Therapy Association founded in 1998American Music Therapy Association (2008). Autism Spectrum disorders: Music Therapy Research and Evidence-Based Practice Support.

Retrieved from

http://www.musictherapy.org/factsheets/bib_autism.pdf

Music therapy: Models

• Receptive music listening

• Song writing

• Music performance

• Imitation

• Call and answer songs (Chase, 2009)

• Improvisational music therapy

• Music-making vs. music-listening to motivate learners and effect growth

Settings: Music Therapy

• Psychiatric hospitals

• Rehab facilities

• Medical hospitals

• Outpatient clinics

• Agencies for developmentally disabled persons

• Drug and alcohol programs

• Senior centers

• Correctional facilities

• Schools

• Private practices.

Music Therapy: Claims

• Interventions designed to: • Promote wellness

• Manage stress

• Alleviate pain

• Express feelings

• Enhance memory

• Improve communication

• Promote physical rehabilitation

From the therapists…

• “For people with autism, the world is a chaotic place, full of overwhelming levels of sensory input,” says John Foley…”Music has form we all recognize, even if we don’t think in those terms; music makes sense. In the early days of defining autism, heightened response to music was considered for the list of possible symptom.” (Chase, 2009)

• “We know music therapy works with people on the autism spectrum, even if we don’t always know why or how” (Chase, 2009)

Music Therapy: Parent reports

• “’I wish I could say how, exactly, but I just know that music is an avenue to get their little brains going.’ said Michelle Phalon” (Chase, 2009)

• “’The proof is in what you see and the changes in your child…It’s hard to argue with physical progress. There are naysayers out there in everything. But you see the difference.’” (Chase, 2009)

• “’She just engage more,’ Wismann said. ‘Instead of being in her own space, if you’re more singsong-y when you’re interacting with her, she seems to engage more and want to be interactive with you.’” (Thompson, 2011).

Music Therapy: Social Responsiveness

• Results suggest positive effects of Music Therapy on social responsiveness

• Use of music (and other child-preferred activities) as motivation to increase socialization

Music Therapy: Outcomes for Children

• Increased attention• Decreased self-stimulation • Improved cognitive functioning• Increased socialization• Successful and safe self-expression• Improved behavior• Enhanced auditory processing• Decreased agitation• Improved verbal skills• Enhanced sensory-motor skills

Art Therapy Defined

• “Art therapy is a mental health profession that uses the creative process of art making to improve and enhance the physical, mental and emotional well-being of individuals of all ages. It is based on the belief that the creative process involved in artistic self-expression helps people to resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, increase self-esteem, self- awareness, and achieve insight”- Art Therapy Association of Colorado

• “Refers to the application of art with the intent to enhance functioning.” -Association for Science in Autism Treatment

History of Art Therapy

• 1900s

• Psychiatrists began being interested in patients’ art.

• Educators recognized artwork reflected children’s development/growth.

• 1914: Margaret Naumberg starts Children’s School

• Often identified as the founder of art therapy

• Art therapy started to be included with traditional talk therapy

• 1940s: Distinct discipline emerged

• 1970s: Division in art therapists

• Art therapy: innate healing power of making art

• Art psychotherapy: art as a healing tool within a framework of verbal psychotherapy

Art therapy: Models

• Acting/Filming

• Photography

• Painting

• Drawing

• Portrait drawing

• Art as expression of feelings

• Art as nonverbal communication

Art not only reproduces the visible, but makes visible that which is not easily seen.’Kimon Nikolaides, arts educator

‘Imagination is more important than knowledge’ – Albert Einstein

EXPRESSIVE ARTSVS.

ART THERAPY

* Client Centered Approach

* Therapeutic Relationship

WHY ART MAKING?

• Activate fantasy and imagination, giving it shape and color, bringing out messages

• Art making is the doorway to our souls.

• Natural tendency for the psyche to heal itself.

(Carl Jung’s teachings)

CHILDREN’S ART

Through art and play, children may play / act out issues, traumatic events, uncomfortable situations,

and build coping skills.

The Four Major Art Therapy Assessments

Diagnostic Drawing Series (DDS)

• The Diagnostic Drawing Series is a three-part assessment that largely relies upon colored chalk pastels and an 18”x24” piece of paper. In the first portion of the series, clients are able to draw anything that they want. In the second, they are asked to draw a tree. In the third and final picture of the series, they are asked to represent how they feel by the clever use of lines, shapes and colors. Certified art therapists are then able to interpret these drawings to gain a deeper insight to the person’s inner state of mind and level of self-awareness.

•  

Mandala Assessment Research Instrument

(MARI)• Mandalas are images that originate from the

Buddhist faith and are designs enclosed in a geometric shape. In this variation of art therapy, individuals are asked to choose a particular mandala from a deck of mandala cards and then to choose a colored card from another deck. Then, using oil pastels, they are asked to recreate the mandala they selected using the color of their choice, while working to explain any hidden meanings, experiences or other related information that may come to mind during the specific exercise.

House-Tree-Person (HTP)

• Similar to the first art assessment, this particular practice has people draw three separate things (a house, a tree and a person) using a lead pencil while answering specific, open-ended questions about each one. The art therapist is trained to use these images to gain insight into particular aspects related to the artist.

Road Drawing

• Though a simple task, asking clients to draw a road offers a massive amount of very personal insight including how they view their own “road of life” as well as information about their past and even their intent for the future. Over the course of therapy, the road drawn by a client can vary dramatically.

Read the Full Page: Art Therapy – The Four Major Art Therapy Assessments AllAboutCounseling.com

CHILD-CENTERED PLAY THERAPY

~ Look At The World Through A Child’s Eyes ~

1.We can only give what we are aware of, accept and appreciate in ourselves.

2.The child takes the lead when he/she feels safe and comfortable.

Others / supplies / toys = catalysts.

3. Children learn by experience.

4. Sit down at children’s eye level and show interest.

5. Listen to the child

6. A statement goes to the child’s soul.

7. Play is children’s language.

8. ‘It sounds like you have a plan.’

Using Choices & Consequences turn all responsibility back to them.

9. Allow - No hurry10. Play is intrinsically complete &

rewarding Give the child credit, not praise.

Play allows children to discover their own strengths11. Always address the child as ‘you’12. If I don’t learn something from the child, then the child won’t learn anything from me

THE ARTS FOSTER, ENHANCE, NURTURE AND

PROMOTE:* Hand-Eye Coordination

* Small Muscle Development

* Concentration / Focus

* Relaxation

* Cooperation

* Imagination & Fantasy

* Self-Esteem

* Processing Information

* Following Direction

…THE ARTS FOSTER, ENHANCE, NURTURE AND PROMOTE:

* Self-Motivation to Explore & to Learn

* Sense of Control & Accomplishment

* Confidence in Risk-Taking

* Left/Right Brain Harmonization

* Creativity & Problem Solving

* Compassion

* Stress Management

* Emotional Intelligence

* Bonding

LEARNING DIFFERENCES ~ LEARNING STYLES

• 15% AUDITORY

• 40% VISUAL

• 45% KINESTHETIC

www.nlpjerusalem.com/DisplayArticle.asp?ID=7

MULTIPLE INTELLIGENCIES

By Harvard’s Dr. Howard Gardner

Art Therapy Settings

• Work with health professionals in palliative care programs

• Prisons

• Trauma relief teams

• Personal growth classes

• School systems

Center for Health and Healing (2011). Art Therapy -- How it works and when to use it. Retrieved from http://www.healthandhealingny 

org/complement/art_how.html

Definition of Play Therapy

• Play therapy is the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapist use the therapeutic powers of play to help clients prevent or resolve psychological difficulties and achieve optimal growth and development. (Association for Play Therapy Board, March 1997)

Play Therapy Activity

Types of Play Therapy

• Directive Play Therapy

• Non-Directive Play Therapy

Theories of Play Therapy

• Directive

• Cognitive behavioral

• Gestalt

• Developmental

• SFBT

• Non-Directive

• Child-centered

• Jungian

• Psychoanalytic

Source: InAPT conference 2005

Methods of Play Therapy

• Sand Tray

• Imaginative Play

• Puppet Play

• Art/Crafts

Play Therapy Activity

Sand Tray

Group Sand Tray

Toys Needed for Play Therapy Room

• Scary toys• Client’s can

use these to deal with fears

• Plastic monsters, snakes, bugs, bears, lions, dinosaurs

• Nurturing Toys• Client’s can use

these to play out family relationships and events

• Doll house, dolls, puppets, baby dolls, baby doll supplies, kitchen set

Source: InAPT conference 2005

Toys Needed for Play Therapy Room

• Aggressive Toys• Clients use these

to express anger and aggression and explore power and control issues

• Guns, play knives, hammer and nails, toy soldiers, punching bag

• Expressive Toys• Clients use these

to explore relationships, express feelings, deal with problem/solution

• Crayons, paper, scissors, paint, craft items.

Source: InAPT conference 2005

Toys Needed for Play Therapy Room

• Pretend/Fantasy Toys

• Clients can use these to explore different roles, hidden feelings, and alternative behaviors

• Masks, hats, doctor’s kit, zoo and farm animals, building materials, jewelry

Source: InAPT conference 2005

Support for Play Therapy in the Schools

• Play an effective treatment for children’s problems (Ray et. Al., 2001)(Cohen, 1977)(Johnson et. Al., 1997) (Post, 1999)

• Children’s natural language is play. Play is a developmentally appropriate way that children express themselves. (Axline and Landreth)

• Play is a natural way for children to express feelings/emotions (Drewes)

• Many children learn through hands-on activities and movement (Gardner’s Theory of Multiple Intelligences)

Support for Play Therapy in the Schools (cont.)

• Play therapy matches with Piaget’s theory of cognitive development (Ray et. Al, 2005)

• Preoperational stage (ages 2-7): language skills are not as developed as internal awareness

• Concrete Operations Stage (ages 8-11): limits in abstract reasoning- play helps bridge gap between concrete experience and abstract thought

• Practical applications in the school

• Play therapy can be used to assist in GEIS and IEPs to inform classroom observations and social-emotional analysis (Drewes)

Challenges Related to Play Therapy in the Schools

• Lack of time available with students in a school setting (Ray et. Al., 2005)

• Efficacy even greater when parents are involved and the number of sessions ranges from 30-35 (Leblanc & Ritchie, 2001)

• Lack of training in play therapy for school counselors (Ray et. Al., 2005)

• Cost of play materials (Drewes)

• Non-traditional: need to advocate for it- use research and concrete explanation (Drewes)

Solution Focused Brief Therapy-Play Therapy

• client goal

• miracle question

• relationship question

• instances/exception

• scaling

• unfinished business

• message

Play therapy techniques for SFBT