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Group Art Therapy Final Project

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Mamie Vetsch

on 7 July 2014

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Transcript of Group Art Therapy Final Project

Session Three
Transition Stage
Opening Ritual
Explanation of "putting on a mask"

30 minute check in--1 hour art making--30 minute processing

Things to consider during this stage
Deal with any defensiveness and reluctant behavior
Maintain a trusting, supportive environment
Possible fears of clients: losing control, being singled out, vulnerability, rejection
Session Seven
Session One
Initial Stage
Explanation of session opening ritual
(Objects or images will be laid out on a table at the front of the classroom. Pick one upon entering and use it as a check in piece.)
Establishing of group norms and roles

40 minute check in--50 minute art making--30 minute processing

Things to consider during this stage
Trust vs. Mistrust
Group cohesion
Session Four
Transition Stage
Opening Ritual
Explanation of an "inner critic"

20 minute check in--1 hour and 10 minute art making--30 minute processing

Things to consider during this stage
Struggles with conflict
Maintaining group cohesion
Caring confrontation
Address end of group is approaching

Art Explorers

Directive #1
Group Totem Pole

Art Directive
Each member will create on a toilet paper roll around the idea of self-identity (To be processed with group when finished)

Once everyone is finished, the toilet paper rolls will be stacked and secured as a totem pole and act as a representation of the group norms and as a mascot for the group (Process as group what it was like to join together and create totem pole)

To support self-identity within a group setting and promote group cohesion and establishment of group norms

Collage/Mixed Media

Directive #3
Inside/Outside Mask
Art Directive
1. Members use a pre-drawn face and label it "outside". Then draw on the face what they are willing to show others (their general mask)
2. On a second pre-drawn face labeled "inside", members will create how they often times feel on the inside (feelings they may not readily show to others)
3. Process verbally as a group when finished

Discover what it means to "wear a mask"
Communicate feelings/visualize difficult feelings
Self-awareness, self-expression

Paper and drawing media
Directive #4
Inner Critic Puppet
Art Directive
1. Members will create an "inner critic" sock puppet
2. When finished with the puppet, members will create a short dialogue to have with their "inner critic"
3. Share with group when finished

Understand what an inner critic is and how it affects feelings/affect
Independence and success

Socks, pipe cleaners, googly eyes, pom poms, sharpies, etc.
Directive #7
Art Directive
1. Members will create a superhero out of a pre-made fabric doll
2. Next, members will create a short biography of their superhero explaining their strengths and weaknesses and how that superhero may help them in the future

To serve as a transitional object from the group
Promote self-expression
Communicate feelings

Pre-made fabric doll
Puffy paint, felt, sharpies, fabric, ribbon, beads, etc.

Group compilation and pre-screening

Accept referrals from case managers and provide an introductory meeting to each member and guardian(s) to ensure readiness and understanding of the group

Provide opportunities for success
Communicating feelings/visualize difficulties
Promote self-expression and self-identity
Foster self-awareness and self-confidence
Discover art as a healthy coping skill and stress reliever

Considerable factors
Securing a space at the school
Obtaining funds for art supplies
Consistency (room, time, interruption free) and stability
Safe and comfortable atmosphere
Types and severity of learning disabilities of each member

Role of leader
Provide members with encouragement, genuineness and authenticity
Foster safe, structured atmosphere and positive group climate
Help establish group norms and safe boundaries within group
Support cohesion and independence

"Another study showed that four weekly hours of academic assistance was less effective than one hour of group therapy." (Schectman, 2010)

Session Two
Directive #2
Altoid Box Happy Place
Session Five
Directive #5
Personal and Group Mandala Making
Session Six
Directive #6
Change the image
Session Eight
Directive #8
'Take away' project
Art Explorers is an art therapy group of 6-8 students at Rockford Middle School- Center for Environmental Studies for early adolescents with mild learning disabilities that will run after school for two hours, one day a week for 8 weeks.
Initial Stage
Opening ritual
Review group norms and expectations
Explanation of what is a happy/safe place

30 minute check in--1 hour art making--30 minute processing

Things to consider during this stage
Address hesitations
Continue to build trust and a strong therapeutic relationship with members
Art Directive
1. Using an altoid box, members will be asked to create and decorate a happy/safe place
2. Process verbally as a group when finished

To create trust and safety within the group while engaging in the art making process
Establish boundaries

Open medium (collage/found objects suggested)
Working Stage
Opening Ritual
Explanation of Mandala

20 minute check in--30 minute personal mandala--50 minute group mandala-- 20 minute processing

Things to consider during this stage
Trust and willingness tends to thrive
Focus on here and now
Responsibility is accepted and communication is open
Address end of the group approaching
Art Directive
1. Members will first be asked to create a mandala around the subject of how they are feeling right now on paper
2. As a group, the members will venture outside to create a large scale nature mandala in the school forest/outdoor classroom

Explore present feelings
Provide opportunity for success
Explore working as a group versus working independently
Connect with nature
Experience both permanent and non permanent art forms
Enhance group cohesion

Personal Mandala: markers, colored pencils, crayons, chalks or oil pastels

Group Mandala: Found objects in nature
Working Stage
Opening Ritual
Discuss change and how it affects us

30 minute check in--1 hour art making--30 minute processing

Things to consider during this stage
Awareness of group process and unity of group are high
Members feel hopeful
Supportive atmosphere towards change
Address end of the group approaching
Art Directive
1. Members will be asked to choose a pre-cut magazine image they are drawn to
2. After they have chosen an image, they will be asked to rip it up into pieces any way they'd like
3. Next, members will create a new image out of the torn pieces. Members may use other materials to add to the magazine pieces.
4. Process as group about art making process and what it felt like to ruin the image they chose

Deal with change and frustration
Engage in problem solving
Communicate feelings

Magazine image, open studio

personal image
Final Stage
Opening Ritual

30 minute check in--1 hour art making--30 minute processing

Things to consider during this stage
Feelings of sadness and anxiety over separation
Help transfer what they have learned in group to situations in the outside world
Complete any unfinished business
Final Stage
Opening ritual

20 minute check in--1 hour art making--40 minute processing

Things to consider at this stage
Reviewing the group experience
Plan of action to apply change outside of group
Feedback (giving and receiving)
Deal with sadness and anxiety of group ending

1. Members will create around the idea of what they are going to take away and remember from the group
2. Members will share with the group at the end

To provide closure to group
Allow for self-expression and communication of feelings
Promote freedom and independence


*All artwork will be returned to members and totem pole will be divided up and each part will be returned to owner*
Corey, C., Corey, G., & Corey M.S. (2014).
Groups process and practice.

Belmont, CA: Brooks/Cole.

Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the
social, emotional, and academic adjustment of children with learning disabilities.
The Arts In Psychotherapy,

, 97-105. doi:10.1016/j.aip.2010.02.003

Garside, G. (2008). The art of inclusion.
Learning Disability Today
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Nisenson, K. K. (2008). Arts for healing: The importance of integrated
music and art therapy in special education.
Exceptional Parent
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Strand, S. (1990). Counteracting isolation: Group art therapy for people
with learning difficulties.
Group Analysis
, 255-263. doi:10.1177/0533316490233006

White, I., Bull, S., & Beavis, M. (2009). Isobel’s images – one woman’s
experience of art therapy.
British Journal Of Learning Disabilities
, 103-109. doi:10.1111/j.1468-3156.2008.00521.x
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