Feedback feeds self-identity: using art therapy to empower self-identity in adults living with a learning disability

Abstract

ABSTRACTAlthough there has been little systematic research on the subject of feedback, this article attempts to explore the concept, use and function within art therapy and its potential in the learning disability population to create and reawaken self-identity. The author uses case material to illustrate how self-identity may be enhanced through amplification of the image, use of ‘third hand’ approaches and therapist engagement and feedback. The article is written in the form of a road map to identify key areas of research. Reflections on art therapy, resilience and implications for practice are discussed at the end. Pseudonyms, with consent, have been agreed for all client names except one person who wanted to use his first name. In an unorthodox manner, the author starts this article by exploring his own experiences of feedback and his knowledge of the learning disability setting to make up for a lack of research on this topic.