Editorial

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3 pages, 169 KiB

Open AccessEditorial

Special Issue: Arts Therapies with Children and Adolescents—Editorial

by Dafna Regev

Children 2023, 10(1), 110; https://doi.org/10.3390/children10010110 - 04 Jan 2023

Cited by 2 | Viewed by 1594

Abstract

Arts therapy dates back to the mid-20th century [...] Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

Research

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25 pages, 1174 KiB

Open AccessArticle

Ultra-Orthodox Parents’ Perceptions of Arts Therapies for Their Children

by Lali Keidar, Sharon Snir, Dafna Regev and Eliav Keidar

Children 2022, 9(10), 1576; https://doi.org/10.3390/children9101576 - 18 Oct 2022

Cited by 2 | Viewed by 1776

Abstract

Studies have underscored the complexity of psychotherapy for Ultra-Orthodox Jews, and cross-cultural therapy in particular, which evokes fear of disruption of basic values. Parents’ sense of responsibility for their child’s religious education exacerbates these problems in child therapy. However, there is scant research [...] Read more.

Studies have underscored the complexity of psychotherapy for Ultra-Orthodox Jews, and cross-cultural therapy in particular, which evokes fear of disruption of basic values. Parents’ sense of responsibility for their child’s religious education exacerbates these problems in child therapy. However, there is scant research on child therapy for the Ultra-Orthodox, especially in the field of arts therapies. The present study examined the perceptions of 17 Ultra-Orthodox parents whose children were receiving arts therapies (including art therapy, dance/movement therapy, music therapy, psychodrama and bibliotherapy). Semi-structured interviews were conducted with the parents and analyzed based on the principles of Consensual Qualitative Research. The study covered five domains: (1) The parents’ experiences in therapy; (2) The parents’ perceptions of the child’s experiences in therapy; (3) Implications of environmental-social factors on the parents’ perceptions and experiences of therapy; (4) Effects of intercultural aspects on therapy; (5) Perceptions of the use of the arts in therapy. The findings show that the experiences of ultra-Orthodox parents in the arts therapies of their children is complex due to the influence of the socio-cultural context, which involves dealing with stigma and tensions in their relationship with the education system. This context also shapes their perceptions of therapy, which can be characterized as purpose-oriented. The findings also highlight the parents’ challenges in coping with the intercultural therapeutic relationship, and emphasizes the parents’ preference for a therapist from a similar religious/cultural background and for cultural supervision of therapy. However, the results also suggest that there are benefits inherent to intercultural therapy in general and arts therapies in particular, including a sense of security, openness and acceptance of the parents and children. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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21 pages, 2160 KiB

Open AccessArticle

A Music Therapy Intervention for Refugee Children and Adolescents in Schools: A Process Evaluation Using a Mixed Method Design

by Evelyn Heynen, Vivian Bruls, Sander van Goor, Ron Pat-El, Tineke Schoot and Susan van Hooren

Children 2022, 9(10), 1434; https://doi.org/10.3390/children9101434 - 21 Sep 2022

Cited by 2 | Viewed by 3246

Abstract

Refugee children and adolescents have often experienced negative or traumatic events, which are associated with stress and mental health problems. A specific music therapy intervention is developed for this group in school settings. The aim of the present study was to set the [...] Read more.

Refugee children and adolescents have often experienced negative or traumatic events, which are associated with stress and mental health problems. A specific music therapy intervention is developed for this group in school settings. The aim of the present study was to set the first steps in the implementation of this intervention. A process evaluation was performed using a mixed method design among refugee children and adolescents (6–17 years) at three different schools in the Netherlands. Interviews were conducted with teachers and music therapists before, at the midpoint, and after the intervention. At these moments, children completed a classroom climate questionnaire and a visual analogue scale on affect. The results indicate that the intervention strengthens the process of social connectedness, resulting in a “sense of belonging”. The intervention may stimulate inclusiveness and cultural sensitivity, and may contribute to a safe environment and the ability of teachers to adapt to the specific needs of refugee children. Refugee children and adolescents showed a decrease of negative affect during the intervention. When implementing the intervention in schools, it is important to take into account the initial situation, the prerequisites for the intervention, the professional competence, the experience of music therapists, and the collaboration and communication between the professionals involved. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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24 pages, 2047 KiB

Open AccessArticle

Visual Expressions of Children’s Strengths, Difficulties and Wishes in Person Picking an Apple from a Tree Drawings among Preschoolers Living in Areas of Persistent Political Violence

by Michal Bat Or, Rafi Ishai, Nirit Barkay and Or Shalev

Children 2022, 9(9), 1387; https://doi.org/10.3390/children9091387 - 14 Sep 2022

Cited by 2 | Viewed by 3015

Abstract

The present study sought to inquire into the subjective experience of 156 preschoolers (age 4–6.9 years) living in an area of political violence in Israel (on the border with the Gaza Strip) during a period of massive bombing. Children were invited to draw [...] Read more.

The present study sought to inquire into the subjective experience of 156 preschoolers (age 4–6.9 years) living in an area of political violence in Israel (on the border with the Gaza Strip) during a period of massive bombing. Children were invited to draw a Person Picking an Apple from a Tree (PPAT), and were interviewed on their sense of self-potency using the CAMP, a measure of potency. Teachers were asked to report problems in executive functions using a few BRIEF scales; and mothers filled out a questionnaire for maternal distress (BSI), a measure of their child strengths and difficulties (SDQ), and were asked to provide their assessment regarding the extent to which their child was exposed to political violence. Findings reveal associations between mothers’ distress, the degree of exposure of their child to trauma, and the child’s emotional symptoms. PPAT analysis identified four main factors: Tree Generosity, Person Agency, Vividness, and As-Real-R. Positive associations were found between self-potency and the main factors of the drawings; negative associations were found between the child’s difficulties in executive functions and the drawing’s four main factors; and two small negative associations were found between the child’s emotional symptoms and Tree Generosity and As-Real-R factors. The following associations were found within each gender group: mothers’ depression degree was associated with boy’s Tree Generosity, and mother’s perceptions of their girl’s exposure to trauma was related to Person Agency, Tree Generosity, and As-Real-R factors; furthermore, a significant difference was found between the narrative focus of drawings in this sample and the narrative focus of drawings of a sample of the same age group from a non-war zone. In addition, narrative focus was found to be related to children’s self-potency. The discussion deals with the study’s findings through the prism of developmental psychology, self-agency, object-relations, and art-therapy theories. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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11 pages, 277 KiB

Open AccessArticle

Artmaking in Elementary School Art Therapy: Associations with Pre-Treatment Behavioral Problems and Therapy Outcomes

by Sharon Snir

Children 2022, 9(9), 1277; https://doi.org/10.3390/children9091277 - 25 Aug 2022

Cited by 3 | Viewed by 2533

Abstract

Engaging in artmaking is one of the key components of art therapy. Theoretical conceptualizations posit that artmaking is not only influenced by the mental state of the artmaker, but can also modify it. The quantitative longitudinal study reported here examined these assumptions in [...] Read more.

Engaging in artmaking is one of the key components of art therapy. Theoretical conceptualizations posit that artmaking is not only influenced by the mental state of the artmaker, but can also modify it. The quantitative longitudinal study reported here examined these assumptions in the context of school art therapy. Seventy-seven elementary school students in art therapy in Israel completed the Art Based Intervention Questionnaire (ABI) three times during the therapy year. Their parents and homeroom teachers reported on the students’ behavioral and emotional problems on the Child Behavior Checklist (CBCL for parents, and TRF version for teachers). The results indicated an inverse correlation between the students’ externalizing and mixed problems before starting treatment and these clients’ experiences of artmaking during the first month of therapy. A regression model for predicting gain scores on the TRF internalizing problem indices was significant, whereas the significant regression predictor was the students’ experience of artmaking at T1. These findings provide initial support for an association between the experience of artmaking and mental state, and an improvement in mental state, and are discussed in relation to the context of school art therapy. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

20 pages, 6968 KiB

Open AccessArticle

Subjective Experiences of At-Risk Children Living in a Foster-Care Village Who Participated in an Open Studio

by Michal Bat Or and Reut Zusman-Bloch

Children 2022, 9(8), 1218; https://doi.org/10.3390/children9081218 - 12 Aug 2022

Cited by 5 | Viewed by 2460

Abstract

The open studio art therapy model offers a space for free creation; in this space, the art therapist supports the participants’ art process. According to this model, the creative process is the central component of the therapeutic work. This qualitative study seeks to [...] Read more.

The open studio art therapy model offers a space for free creation; in this space, the art therapist supports the participants’ art process. According to this model, the creative process is the central component of the therapeutic work. This qualitative study seeks to learn, through an analysis of interviews and artwork, about the subjective experiences of at-risk children living in a foster-care village who participated in an open studio. In addition, it seeks to identify changes in the artwork over time. This study involves a qualitative thematic analysis, while the analysis of visual data is based on the phenomenological approach to art therapy. The data include interviews and 82 artworks of five participants, aged 7–10 years. Five main themes emerged from the analysis of the visual and verbal data: (a) engaging in relationships; (b) moving along the continuum from basic, primary, art expressions (e.g., smearing, scribbling, etc.) to controlled expressions; (c) visibility, on a range between disclosure and concealment; (d) holding versus falling/instability; and (e) experiencing and expressions of change. The discussion expands on the themes in relation to key concepts in the field of psychodynamic psychotherapy and art therapy. It also examines the unique characteristics of this population in reference to empirical studies on developmental trauma and challenges of out-of-home placement. Finally, it discusses the study’s limitations and presents recommendations for further research. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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17 pages, 1378 KiB

Open AccessArticle

Exploring Change in Children’s and Art Therapists’ Behavior during ‘Images of Self’, an Art Therapy Program for Children Diagnosed with Autism Spectrum Disorders: A Repeated Case Study Design

by Celine Schweizer, Erik J. Knorth, Tom A. Van Yperen and Marinus Spreen

Children 2022, 9(7), 1036; https://doi.org/10.3390/children9071036 - 12 Jul 2022

Cited by 2 | Viewed by 3602

Abstract

(1) Background: ‘Images of Self’ (IOS) is a recently developed and evaluated art therapy program of 15 sessions to reduce difficulties in ‘sense of self’, ‘emotion regulation’, ‘flexibility’, and ‘social behavior’ of children diagnosed with Autism Spectrum Disorders (ASD). In this paper, it [...] Read more.

(1) Background: ‘Images of Self’ (IOS) is a recently developed and evaluated art therapy program of 15 sessions to reduce difficulties in ‘sense of self’, ‘emotion regulation’, ‘flexibility’, and ‘social behavior’ of children diagnosed with Autism Spectrum Disorders (ASD). In this paper, it is explored whether change in the child’s behaviors corresponds to the therapist’s actions during IOS and 15 weeks later. (2) Method: In a repeated case study design, twelve children and seven therapists participated. Art therapists monitored their own and the children’s behavior by applying two observation instruments: the OAT (Observation of a child with autism in Art Therapy) and EAT (Evaluation of Art Therapist’s behavior when working with a child with autism). Child behaviors during art making were—individually and as a group—compared with therapist’s actions at three moments during the program. (3) Results: Ten of twelve children showed a substantial or moderate positive behavior change considering all OAT subscales at the end of the program and 15 weeks after treatment. Improvement of ‘social behavior’ stood out. Halfway treatment art therapists most prominently showed support of ‘emotion regulation’, ‘flexibility’, and ‘social behavior’. Clear one-on-one relationships between changes in children’s behavior and actions of therapists could not be identified. (4) Conclusion: The study provides new insights in the AT treatment process by monitoring children’s and therapists’ behavior. The art making itself and the art therapy triangle (child, art making, therapist) offer opportunities to improve verbal and nonverbal communication skills of the child. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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16 pages, 269 KiB

Open AccessArticle

Clinicians’ Perceptions of Parent-Child Arts Therapy with Children with Autism Spectrum Disorders: The Milman Center Experience

by Michal Bitan and Dafna Regev

Children 2022, 9(7), 980; https://doi.org/10.3390/children9070980 - 29 Jun 2022

Cited by 4 | Viewed by 2197

Abstract

Different types of arts offer a wide variety of modes of nonverbal communication and expressive tools for children with Autism Spectrum Disorders (ASD). The present study was designed to characterize therapists’ perspectives on the implementation of a parent-child arts therapy model for children [...] Read more.

Different types of arts offer a wide variety of modes of nonverbal communication and expressive tools for children with Autism Spectrum Disorders (ASD). The present study was designed to characterize therapists’ perspectives on the implementation of a parent-child arts therapy model for children with ASD. Semi-structured interviews were conducted with 13 arts therapists who participated in the study. The thematic analysis (qualitative analysis) approach yielded seven themes: (1) Therapeutic goals. (2) Adjusting the therapeutic intervention. (3) The advantages of parent-child arts therapy. (4) Difficulties in parent-child arts therapy. (5) The unique contribution of the participants to parent-child arts therapy. (6) The different types of arts in the therapy room. (7) The arts therapists’ assessment of the progress of therapy. The discussion focuses on the four central components of parent-child arts therapy room: the child in therapy, the parent, the arts therapist, and the creative arts. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

16 pages, 1532 KiB

Open AccessArticle

Relationship Aspects of Mothers and Their Adolescents with Intellectual Disability as Expressed through the Joint Painting Procedure

by Tami Gavron, Rinat Feniger-Schaal and Adi Peretz

Children 2022, 9(6), 922; https://doi.org/10.3390/children9060922 - 20 Jun 2022

Cited by 4 | Viewed by 2044

Abstract

The quality of the interaction between mothers and their children with an Intellectual Disability (ID) plays a crucial role in their development and in particular during adolescence. This qualitative study was designed to provide a better understanding of aspects of the relationships between [...] Read more.

The quality of the interaction between mothers and their children with an Intellectual Disability (ID) plays a crucial role in their development and in particular during adolescence. This qualitative study was designed to provide a better understanding of aspects of the relationships between mothers and their adolescents with ID through an art-based tool, the Joint Painting Procedure. The qualitative analysis of six dyads of mothers and adolescents with severe, moderate and mild ID was based on the principles of narrative and phenomenological inquiry. The findings yielded three key themes that emerged from the relational dynamics during the JPP: (1) from dependency to autonomy, (2) the joint painting as a way to foster verbal communication, and (3) playfulness and enjoyment. The JPP appeared to serve as a meaningful art-based assessment of the implicit and explicit aspects of the relationships which evolved during the interaction. The findings underscore the potential of the JPP as a non-verbal, art-based tool that allows researchers and clinicians to learn more about the dynamics of relationships between mothers and their adolescents with ID. It also enables a context where the expression of relational issues can be communicated and even transformed. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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19 pages, 1447 KiB

Open AccessArticle

Qualitative and Arts-Based Evidence from Children Participating in a Pilot Randomised Controlled Study of School-Based Arts Therapies

by Zoe Moula, Joanne Powell and Vicky Karkou

Children 2022, 9(6), 890; https://doi.org/10.3390/children9060890 - 15 Jun 2022

Cited by 5 | Viewed by 4492

Abstract

(1) Background: There is limited evidence on the impact of arts therapies as a tool for the prevention of mental health difficulties in childhood. This pilot randomised controlled study aimed to investigate the impact of arts therapies on children’s mental health and well-being; [...] Read more.

(1) Background: There is limited evidence on the impact of arts therapies as a tool for the prevention of mental health difficulties in childhood. This pilot randomised controlled study aimed to investigate the impact of arts therapies on children’s mental health and well-being; the qualitative and arts-based evidence is presented in this article. (2) Methods: Sixty-two children (aged 7–10) with mild emotional and behavioral difficulties were recruited across four primary schools and were randomly assigned to either art therapy, music therapy, dance movement therapy, or dramatherapy. All children were interviewed individually after their participation in arts therapies. (3) Results: Children verbally and artistically expressed that they experienced positive changes in their mental health and well-being, such as improved self-expression, safety, empowerment, hope, and optimism for the future. The arts were particularly important for expressing complex emotions and feelings that cannot be easily verbalised. Recommendations are provided to improve the quality of group arts therapies in future interventions, such as through smaller groups, longer sessions, and strategies to protect the therapeutic environment. (4) Conclusions: This study embraced all arts therapies as one research domain and set children’s verbal and non-verbal responses at the heart of outcome evaluation. This article highlights the importance of incorporating qualitative and arts-based methods to capture changes in children’s mental health well-being in future experimental studies. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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15 pages, 255 KiB

Open AccessArticle

Dance Movement Therapy with Children: Practical Aspects of Remote Group Work

by Einat Shuper-Engelhard and Maya Vulcan

Children 2022, 9(6), 870; https://doi.org/10.3390/children9060870 - 11 Jun 2022

Cited by 1 | Viewed by 2623

Abstract

The global COVID-19 outbreak has forced psychotherapists to find creative ways to continue treating their clients from afar. Dance movement therapy emphasizes the body–mind connection and offers a unique mode of emotional intervention for supporting mental processes. The present study is the first [...] Read more.

The global COVID-19 outbreak has forced psychotherapists to find creative ways to continue treating their clients from afar. Dance movement therapy emphasizes the body–mind connection and offers a unique mode of emotional intervention for supporting mental processes. The present study is the first to examine the distinctive qualities of group dance movement therapy in the context of remote emotional intervention with young children. Fourteen preschool children participated in six DMT meetings. The data generated three themes: 1. play as a platform for transforming technical complexity into an expression of the inner world; 2. accessories and props as means of motivation for movement and imaginative play; 3. playfulness-inhibiting conditions in settings of remote therapy. The discussion examines the significance of bodily expressions in remote therapy for understanding the needs of children in times of crisis and for getting acquainted with feelings and sensations which do not lend themselves easily to verbal expression. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

16 pages, 1918 KiB

Open AccessArticle

Use of Self-Figure Drawing as an Assessment Tool for Child Abuse: Differentiating between Sexual, Physical, and Emotional Abuse

by Nisara Jaroenkajornkij, Rachel Lev-Wiesel and Bussakorn Binson

Children 2022, 9(6), 868; https://doi.org/10.3390/children9060868 - 11 Jun 2022

Cited by 3 | Viewed by 8376

Abstract

Child abuse is a worldwide phenomenon with adverse short- and long-term mental and physical negative consequences, with a huge gap between the prevalence of child abuse and disclosure rates. The study aimed to examine and validate the self-figure drawing as an assessment tool [...] Read more.

Child abuse is a worldwide phenomenon with adverse short- and long-term mental and physical negative consequences, with a huge gap between the prevalence of child abuse and disclosure rates. The study aimed to examine and validate the self-figure drawing as an assessment tool to differentiate between three forms of child abuse, i.e., child sexual abuse (CSA), child physical abuse (CPA), and child emotional abuse (CEA). Following the ethical approval, 1707 Thai children (13–18 years old) from the general population (schools) were asked to complete a self-report anonymous questionnaire consisting of four measures (Demographics, Childhood Trauma Questionnaire (CTQ), The Medical Somatic Dissociation Questionnaire (MSDQ), and The Disclosure of Trauma Questionnaire (DTQ)). After completion, they were asked to draw themselves. There was a significantly positive link between the reluctance to disclose and the experience of abuse, indicating that the more severe the abuse the higher the reluctance to disclose. The findings broaden the knowledge of movement and symbols as representations of inner personal conflictual material. Additionally, it substantiates self-figure drawing as an assessment tool and assists practitioners in early child abuse detection. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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16 pages, 460 KiB

Open AccessArticle

Creative Arts Therapy in the “Remote Therapeutic Response” Format in the Education System

by Shir Korman-Hacohen, Dafna Regev and Efrat Roginsky

Children 2022, 9(4), 467; https://doi.org/10.3390/children9040467 - 26 Mar 2022

Cited by 4 | Viewed by 2224

Abstract

Many creative arts therapists work in the education system on a regular basis. As a result of the pandemic, all have had to treat students in a “remote therapeutic response” format. The aim of the present study was to map creative arts therapists' [...] Read more.

Many creative arts therapists work in the education system on a regular basis. As a result of the pandemic, all have had to treat students in a “remote therapeutic response” format. The aim of the present study was to map creative arts therapists' perceptions of the “remote therapeutic response” in the education system. Semi-structured interviews were conducted with 15 creative arts therapists who participated in the study. The consensual qualitative research approach yielded seven domains: (1) the emotional experiences of transitioning to a remote therapeutic response; (2) the implementation of the remote therapeutic response; (3) benefits of remote creative arts therapy; (4) challenges in remote creative arts therapy; (5) remote contact with parents; (6) working in the educational system; (7) insights and recommendations. Although the findings show that creative arts therapists believe that remote creative arts therapy will never be a fully satisfactory replacement for most clients, remote work, despite its many difficulties and challenges, has also opened the door to new possibilities in the world of creative arts therapy in the education system. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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Review

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27 pages, 731 KiB

Open AccessReview

Drama Therapy for Children and Adolescents with Psychosocial Problems: A Systemic Review on Effects, Means, Therapeutic Attitude, and Supposed Mechanisms of Change

by Marij Berghs, Anna-Eva J. C. Prick, Constance Vissers and Susan van Hooren

Children 2022, 9(9), 1358; https://doi.org/10.3390/children9091358 - 06 Sep 2022

Cited by 4 | Viewed by 6091

Abstract

Drama therapy is applied to children and adolescents with psychosocial problems. Drama therapy is an experimental form of treatment which methodologically uses drama and theatre processes to achieve psychological growth. Although in clinical practice, drama therapy has been applied successfully, little is known [...] Read more.

Drama therapy is applied to children and adolescents with psychosocial problems. Drama therapy is an experimental form of treatment which methodologically uses drama and theatre processes to achieve psychological growth. Although in clinical practice, drama therapy has been applied successfully, little is known about how and why drama therapy contributes to a decrease in psychosocial problems. A systematic narrative review was performed to obtain more insight into this issue. Eight databases were systematically searched. Ten out of 3742 studies were included, of which there were four random controlled trails, three non-controlled trials, and three pre-and post-test design studies. We identified the results, drama therapeutic means, attitude, and mechanism of change. Positive effects were found on overall psychosocial problems, internalizing and externalizing problems, social functioning, coping and regulation processes, social identity, and cognitive development. An adaptive approach was mentioned as the therapeutic attitude. The means established contribute to a dramatic reality, which triggers the mechanisms of change. These are processes that arise during treatment and which facilitate therapeutic change. We found ten supposed mechanisms of change to be frequently used in all studies. No direct relations were found between the results, drama therapeutic attitude, means, and mechanisms of change. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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17 pages, 2536 KiB

Open AccessReview

Art Is Fun, Art Is Serious Business, and Everything in between: Learning from Art Therapy Research and Practice with Children and Teens

by Einat S. Metzl

Children 2022, 9(9), 1320; https://doi.org/10.3390/children9091320 - 30 Aug 2022

Cited by 4 | Viewed by 4396

Abstract

This paper explores the current theoretical frames of working with children and adolescents, considers the socio-political and developmental considerations for art therapy practice within settings, and systems in which children are embedded. An illustration of the use of art materials, processes, and products [...] Read more.

This paper explores the current theoretical frames of working with children and adolescents, considers the socio-political and developmental considerations for art therapy practice within settings, and systems in which children are embedded. An illustration of the use of art materials, processes, and products for children and adolescents based on an art therapist’s clinical experience in school settings, mental health hospital, adolescents’ clinic, and private practice then follows. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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Other

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13 pages, 256 KiB

Open AccessCase Report

Butterflies, Dwarves, and Plastic Lollypops: A Case Report on Medical Clowning in a Children’s Rehabilitation Hospital

by Sigalit Ofer and Shoshi Keisari

Children 2022, 9(12), 1805; https://doi.org/10.3390/children9121805 - 24 Nov 2022

Cited by 1 | Viewed by 1326

Abstract

Medical clowning has been evolving in the past three decades and now plays a significant role in the rehabilitation processes of children who have suffered injuries and undergone complex medical procedures. The current paper focuses on this topic by presenting a case study [...] Read more.

Medical clowning has been evolving in the past three decades and now plays a significant role in the rehabilitation processes of children who have suffered injuries and undergone complex medical procedures. The current paper focuses on this topic by presenting a case study of a young girl who lost most of her functional abilities due to brain damage. During the child’s physiotherapy sessions at the rehabilitation hospital, a medical clown was brought in to work together with the physiotherapist in providing the treatment. The case study brings an in-depth perspective on the therapeutic process, as it is based on documentation of the sessions while addressing key stages in the child’s rehabilitation, alongside core concepts in drama therapy. The qualitative analysis shows how the playful space in the rehabilitation process enhanced the child’s inner motivation, provided a space for role expansion, and promoted the connection between the child and the environment. This paper demonstrates how the involvement of medical clowns can promote the rehabilitation processes of children who have suffered traumatic injuries and help them cope with functional losses. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

13 pages, 19440 KiB

Open AccessCase Report

Art Therapy Open Studio and Teen Identity Development: Helping Adolescents Recover from Mental Health Conditions

by Linda J. Kelemen and Liat Shamri-Zeevi

Children 2022, 9(7), 1029; https://doi.org/10.3390/children9071029 - 11 Jul 2022

Cited by 3 | Viewed by 3807

Abstract

Adolescent identity development is driven to a significant degree by peer interaction. However, when mental health conditions (MHC) or other crises separate teens from their peers, their identity development can be slowed or arrested. We developed a unique open studio intervention (OS-ID) that [...] Read more.

Adolescent identity development is driven to a significant degree by peer interaction. However, when mental health conditions (MHC) or other crises separate teens from their peers, their identity development can be slowed or arrested. We developed a unique open studio intervention (OS-ID) that could facilitate identity development in teens recovering from MHC, and incorporated this intervention into a therapeutic day school catering to our target population. We utilized qualitative case study research to explore these students’ experiences. Over the 10-month period of our intervention, we saw positive changes in the participants’ identity development. Key elements in OS-ID include the therapists’ commitment to supported autonomy; the absence of participatory demands; the emphasis on creative process over product; the use of setting and materials to promote the healing process; the facilitators’ and participants’ witnessing the process; the privatization and protection of the participants’ creations; and the ubiquitous presence of non-threatening significant others. This OS-ID modality could be an effective mechanism for assisting socially isolated teens to manage their social anxiety, develop their identity, and transition back into their peer environments. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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4 pages, 432 KiB

Open AccessEditor’s ChoiceBrief Report

Parents’ Views with Music Therapy in the Pediatric Intensive Care Unit: A Retrospective Cohort Study

by Vladimir L. Cousin, Hubert Colau, Francisca Barcos-Munoz, Peter C. Rimensberger and Angelo Polito

Children 2022, 9(7), 958; https://doi.org/10.3390/children9070958 - 26 Jun 2022

Cited by 8 | Viewed by 2565

Abstract

Purpose: Music therapy intervention (MT) could be used as an adjunctive therapy in PICU for anxiety and pain management. The aim of the study was to examine the perception of MT by children’s parents in a PICU of a tertiary care teaching hospital. [...] Read more.

Purpose: Music therapy intervention (MT) could be used as an adjunctive therapy in PICU for anxiety and pain management. The aim of the study was to examine the perception of MT by children’s parents in a PICU of a tertiary care teaching hospital. Methods: This is a retrospective cohort study summarizing the results of an institutional quality improvement initiative. Questionnaires were distributed to parents whose children were exposed to MT. Results: From April 2019 to July 2021, 263 patients received a total of 603 h of MT. Twenty-five questionnaires were distributed to parents over a 4-month period (February–June 2021). A total of 19 (76%) parents completed the questionnaire. The majority of parents thought that MT helped their child to communicate (89%), feel less isolated (100%) and cope with stress during hospitalization (100%). The majority of parents also thought that MT contributed to physical recovery (90%) and alleviated feelings of anxiety (90%). Parents also believed that MT should be offered as an out-patient service. Conclusions: Our study agrees with other studies on the positive potentials of MT in PICU. Music therapy intervention could be used to promote children’s and parents’ psychological well-being. Further studies are warranted to evaluate the impact of MT on long-term post-ICU outcomes. Full article

(This article belongs to the Special Issue Arts Therapies with Children and Adolescents)

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