Parallels in art and play therapy with a disturbed retarded child

Abstract

There is a great deal of literature on the therapeutic aspects of play with children (Ginott, 1961; Haworth, 1964; Schaefer, 1976) and a growing body of literature on art therapy with children (Kramer, 1971; Rubin, 1977). There is also interest in combining two expressive methods to form a third type of therapeutic experience. For example, Irwin, Rubin & Shapiro (1975) discuss the formation of an art-drama group where both therapies were used within the same therapy sessions. There is a dearth of meaningful literature, however, on art therapy and play therapy with retarded children (Roth, 1978; Roth, 1979; Stacey & DeMartino, 1957; Wilson, 1977). This paper illustrates how the retarded child can benefit from simultaneous participation in art therapy and play therapy. Each therapy is distinct and neither modality is subordinate to the other. The opportunity to observe the same child in both art therapy and play therapy has allowed the following observations: 1. Retarded children are capable of symbolic processes. 2. A similar therapeutic process is revealed in more than one setting and in more than one treatment modality. 3. A comparison of the child’s performance across settings may both confirm the nature of his problems and facilitate their resolution. Art therapy and play therapy within the context of this paper are briefly defined as follows: Art therapy is a treatment that offers children an opportunity to communicate through the use of art materials. Children represent through scribbling, drawing, painting, or interacting with clay, feelings and ideas that bother them but which they may not fully understand nor be able to talk about directly. It gives children an outlet for sharing thoughts that are disturbing while participating in the art-making process or by telling a story related to a finished art product. Play therapy is based on the idea that playing with toys and acting out stories in play is a natural and easy way for children to express thoughts and feelings that may be troubling. The therapeutic use of play whether it be representational, symbolic, or dramatic play provides the child with a non-threatening opportunity to reveal his fears, hopes, and fantasies. For the nonverbal child, both play therapy and art therapy offer a special form of self-expression that is meaningful.