During graduate school, I was both an intern at an elementary school and a clinical counselor at the university's counseling clinic. I was fortunate to be exposed to many different art therapy techniques; many of which I still use in my counseling practice at school. Since then, I have stumbled upon other activities I can recommend. Below are a few projects I have used, activities I would like to try, and links to art therapy blogs.
feelings maps
The feelings map is one of my favorite techniques for students who have not yet mastered the identification of their own feelings. I fold a large sheet of white paper (12" x 18") so 1/4 of the sheet folds into the middle, leaving half. On the 1/4 flap, the student makes a list of 6-10 feelings words (I like to let them choose the feelings from an emotions poster). The student chooses a different color to represent each feeling and colors in a box next to the matching word. On the blank half, you have a choice: either the student can use the entire half to complete one large piece, or you can draw a grid of smaller squares (I like to make a 3x3 grid) and have students complete one square every time they visit for individual visits. If you choose to do the grid, students can visually see how their feelings have changed over time! You can also add the date for each square completed. On the inside flap- under the feelings "key"- I like to write some of the reasons students give for the bigger emotions they have experienced. Sometimes, students choose to draw pictures instead.
passing clouds
When I was working with an adult client at the counseling clinic, I came to appreciate the art of mindful meditation. A supervisor shared a technique of observing one's feelings as clouds that you notice and observe floating or passing by. I have since used this with clients of all ages, and find that anxious students tend to find it the most useful.
To add to this concept, students can make small 3-D clouds with string attached, write their feelings on the cloud, and watch the cloud float away (I hide it in a cupboard in my office, but you can always just walk away with the cloud for the student's visual memory). It can be helpful to hang the clouds in the office so students can "notice" the clouds whenever they visit (if your security alarm won't go off at night, of course!). Discussions can occur about how feelings can linger (i.e., storm clouds of anger that we feed, overcast clouds of enduring sadness), as well as what coping skills might be utilized to notice feelings without judgement and to encourage emotions to pass rather than linger.
To add to this concept, students can make small 3-D clouds with string attached, write their feelings on the cloud, and watch the cloud float away (I hide it in a cupboard in my office, but you can always just walk away with the cloud for the student's visual memory). It can be helpful to hang the clouds in the office so students can "notice" the clouds whenever they visit (if your security alarm won't go off at night, of course!). Discussions can occur about how feelings can linger (i.e., storm clouds of anger that we feed, overcast clouds of enduring sadness), as well as what coping skills might be utilized to notice feelings without judgement and to encourage emotions to pass rather than linger.
identity maps
Note: this is not one of my student's work. The identity map is essentially a web with the student's name in the center, and various aspects of one's life radiating out: family, age, favorites, hobbies, friends, etc.
I have read about identity maps as a tool that students can create completely on their own, but I have not done this yet. As I speak with a new student or one who may be seeing me individually, I either draw the map or have the student do it (depending on their age and ability). This helps me to get a better overall picture of the person with whom I am working. I also find that the visual focus and casual conversation centered on the student's every day life helps them to relax and build relationship with me as their counselor. Sometimes I ask what makes them most happy, sad, and frustrated, which can provide a great deal of information to me as the counselor. When I write the map, younger students often ask to add pictures to the map as we talk, which seems to bring further ownership to the process.
I have read about identity maps as a tool that students can create completely on their own, but I have not done this yet. As I speak with a new student or one who may be seeing me individually, I either draw the map or have the student do it (depending on their age and ability). This helps me to get a better overall picture of the person with whom I am working. I also find that the visual focus and casual conversation centered on the student's every day life helps them to relax and build relationship with me as their counselor. Sometimes I ask what makes them most happy, sad, and frustrated, which can provide a great deal of information to me as the counselor. When I write the map, younger students often ask to add pictures to the map as we talk, which seems to bring further ownership to the process.
self portraits
During my elementary internship, the first grade teacher team had students create self portraits of their face. Students were instructed to fold the page into eighths. The chin was drawn at the one quarter fold, the mouth at the half, and the eyes around the three quarter fold. Students could choose the colors and the background. As I walked past the results, I found some striking representations in the students' choices of color, sizes of features, and location of features. I have since used this with students in counseling sessions and continue to marvel at the conversations that ensue after completion of their art work.
self as superhero
Culled from the pages of Operation: Breaking the Boy Code, but can be used in individual counseling sessions, as well: create yourself as a superhero. Much like the miracle question ("If you woke up tomorrow and could change one thing about your life, what would you change?"), students love to answer what superhero power they would like to have. They like it even better when they can create an entire alter ego including costume, sidekick, evil they are fighting, transportation, and catch phrase! Given the chance to artistically render these ideas is all the more powerful for some students, and they are eager to consider how life would be were they to hold such power or control. In the end, some wonderful conversations can result about ways in which students can gain control over issues in which they were feeling powerless, where students might develop some of these desired traits in real life, and what it would feel like to help others who are less fortunate (especially for students who choose to fight bullies to help friends). Powerful stuff!
free draw
What can be truly underestimated? The opportunity to create art without directions, instructions, boundaries, etc. Some of the most profound moments with students have been when we have sat together at a table with art supplies of their choosing, creating and talking as we go. Students are often surprised at the stories that emerge through their drawings, and the pictures really can speak a thousand words to us as counselors... if we are only open to looking beneath the surface.
My soapbox: we do not allow children nearly enough space, time, or opportunity to imagine and create. This may be one of the most therapeutic techniques we can offer as counselors.
I find it most successful when the counseling office has a wide variety of art materials readily on hand:
* crayons, colored pencils, markers, oil crayons
* a variety of magazines & print materials
* a variety of paper (weight, color, size, etc)
* a scrap bucket full of treasures
* yarn, string, beads
* glue, mod-podge, tape,
* scissors (regular & craft styles)
* anything your crafty heart desires!
My soapbox: we do not allow children nearly enough space, time, or opportunity to imagine and create. This may be one of the most therapeutic techniques we can offer as counselors.
I find it most successful when the counseling office has a wide variety of art materials readily on hand:
* crayons, colored pencils, markers, oil crayons
* a variety of magazines & print materials
* a variety of paper (weight, color, size, etc)
* a scrap bucket full of treasures
* yarn, string, beads
* glue, mod-podge, tape,
* scissors (regular & craft styles)
* anything your crafty heart desires!
techniques to try
There are many more techniques I have yet to try, but am very much interested in (links attached):
art therapy blog links
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