Art Therapy Program Research Articles

REBT 기반 집단미술치료 프로그램이 유아기 자녀 어머니의 양육스트레스와 양육효능감에 미치는 효과

본 연구의 목적은 유아기 자녀를 둔 어머니를 대상으로 실시한 REBT 기반 집단미술치 료 프로그램이 어머니의 양육스트레스, 양육효능감에 어떠한 영향을 미치는가를 알아보는 것이다. 연구대상은 경기도 소재 G시, H시, N시에 거주하는 유아기 자녀를 둔 어머니 38명 (실험집단 19명, 통제집단19명)이다. 실험집단과 통제집단에게 독립 t-test를 실시하여 동질 성을 검증하였고, 실험집단을 대상으로 총 10회기 프로그램을 주 2회, 90분씩 진행한 후 사 후검사를 실시하였다. 효과검증을 위한 자료분석은 양육 스트레스척도(Korean Parenting Stress), 양육효능감 척도(parenting efficacy)를 이용하였고, SPSS 19.0을 사용하여 실험집 단과 통제집단의 사전-사후의 평균과 표준편차를 산출하고 대응표본 t검정을 통해 집단간 차이를 분석하였다. 연구 결과는 첫째, REBT 기반 집단미술치료 프로그램은 유아기 자녀 를 둔 어머니의 양육스트레스 감소에 효과가 있는 것으로 나타났다. 둘째, REBT 기반 집 단미술치료 프로그램은 유아기 자녀를 둔 어머니의 양육효능감 증진에 효과가 있는 것으로 나타났다. 따라서 본 연구는 유아기 자녀를 둔 어머니들을 대상으로 실시한 REBT 기반 집 단미술치료 프로그램의 효과성을 검증함으로서 향후 연구의 기초자료와 임상현장에서 활용 할 수 있는 집단미술치료 프로그램을 제공하는데 의의가 있다.

The effect of group art therapy program on late adolescents with social anxiety

The effect of group art therapy program on late adolescents with social anxiety

RP기반 집단미술치료가 알코올 중독자의 우울, 스트레스대처능력 및 금주자기효능감에 미치는 효과

본 연구는 RP기반 집단미술치료 프로그램을 알코올 중독자에게 적용하여 우울과 스트레 스대처능력 및 금주자기효능감에 미치는 효과를 알아보기 위한 연구이다. 연구는 S시 B정 신병원 알코올중독 입원환자 22명 중 실험집단에 12명, 비교집단에 10명을 선정하여 각각 RP기반 집단미술치료 프로그램과 RP인지치료 프로그램을 주 2회 각 60분씩 총 15회기를 진행하였다. 결과 검증을 위해 우울, 스트레스대처능력, 금주자기효능감에 대한 사전-사후 검사를 실시하였다. 결과분석은 SPSS WIN 23.0 프로그램을 이용하여 사전-사후 독립표본 t-test와 공변량분석, 혼합변량분석을 하였다. 연구결과는 다음과 같다. 첫째, 실험집단의 사 전-사후 우울이 유의하게 감소하였으며, 비교집단의 사전-사후 변화와 동일한 수준의 효과 가 나타났다. 둘째, 실험집단의 사전-사후 스트레스대처능력이 유의하게 향상되었으며, 비 교집단의 사전-사후 변화와 동일한 수준의 효과가 나타났다. 셋째, 실험집단의 사전-사후 금주자기효능감이 유의하게 향상되었으며, 비교집단의 사전-사후 변화와 동일한 수준의 효 과가 나타났다. 이를 통해 알코올중독 특성상 인지적, 정서적, 언어적 기능의 저하로 인해 RP인지치료 프로그램의 참여가 어려운 알코올 중독자에게 RP기반 집단미술치료는 보다 용 이한 치료적 접근으로 알코올중독 재발방지를 위해 폭넓게 활용되기를 기대한다.

해결중심 집단미술치료 프로그램이 학교부적응 청소년의 학교적응수준과 문제해결능력에 미치는 영향

해결중심 집단미술치료 프로그램이 학교부적응 청소년의 학교적응수준과 문제해결능력에 미치는 영향

Evaluation of ‘Images of Self,’ an art therapy program for children diagnosed with autism spectrum disorders (ASD)

The art therapy (AT) program for children diagnosed with Autism Spectrum Disorders (ASD), ‘Images of Self’, has been evaluated with repeated single case studies (n = 12) in a mixed-methods design. The program focuses on children’s difficulties with their ‘sense of self’, ‘emotion regulation’, ‘flexibility’ and ‘social behavior’. Parents, teachers and art therapists scored the BRIEF and CSBQ, instruments for rating child behavior. Children filled out the SPPC, a self-image scale. To evaluate the quality of the program, therapists used a child observation scale (OAT-A) and a therapists’ self-evaluation scale (EAT-A). All instruments were applied three to five times per case, depending on the corresponding measurement objectives: one week before the start of the program (T0), during session 3 (T1), session 8 (T2), session 15 (T3), and 15 weeks after termination of the treatment (T4). Parents and teachers were invited to complete a form for qualitative comments which was structured around the four problem areas. Therapists video-recorded three sessions and evaluated these with parents and - during training sessions - with the principal investigator. At the end of the treatment parents, teachers and art therapists gave a rating for their overall satisfaction with the treatment. Main improvements after treatment were seen in children’s flexible and social behavior. Overall satisfaction regarding the program showed averages between 7.1 and 7.7. Implications of our study for the AT-practice and future research are discussed.

Primary-school-based art therapy: A mixed methods comparison study on children’s classroom learning

ABSTRACT Background: In the UK an estimated one in ten primary school pupils have diagnosable mental health problems which may impact their education. Aims/context: This study examined a primary-school-based art therapy service for children experiencing social, emotional and mental health difficulties to assess the intervention’s acceptability and possible changes in classroom learning. Methods: A mixed methods before-and-after study was conducted with 25 children in art therapy and a comparison group of 25 children per subject for reading, writing and maths attainment. A focus group with 10 teachers and interviews with 37 children were used to examine perceptions of art therapy and classroom learning. Results: Academic attainment was similar between the art therapy and comparison children. Both groups’ learning rate resembled that of national minimum expectations. Children and teachers perceived art therapy to be helpful for engagement with classroom learning, relationships with teachers and peers, and learning time. Conclusions: Further research is needed to develop this primary-school-based art therapy programme, assess transferability, and examine wider educational outcomes. Implications for practice: Primary-school-based art therapy may be particularly helpful when it is perceived as: a safe place, sessions being social and fun, facilitates coping strategies, expressing, thinking and talking, as well as making artwork. Plain-language summary In the UK an estimated one in ten primary school pupils suffer from mental health problems, and this can affect their educational attainment. Thus, it is important that therapies help children to gain positive outcomes both in mental health and educationally. We looked at one art therapy service, which specifically focuses on helping children to understand their own and others’ minds (metallization), within one primary school in London. Thirty-seven children referred to art therapy with social, emotional and mental health difficulties were included. Ten class teachers participated. The aims were to see if the children, and their teachers, found the approach acceptable and if there were any indications of changes in classroom learning. There were no differences in reading, writing and maths scores between children attending art therapy and comparison children receiving usual education support. However, all the children learned at the same rate as the national minimum expectation. Art therapy may have prevented the increasing educational attainment gap that social, emotional and mental health difficulties can bring. We held a focus group with the class teachers and interviewed the children and both reported experiencing art therapy as helpful for engagement with classroom learning, relationships with teachers and peers, and learning time. Specific aspects of art therapy which they considered helpful were: art therapy being a safe place; learning coping strategies; expressing, thinking and talking in art therapy; making artwork; and sessions being social and fun. The teachers also appreciated: advocating and sharing information; psychoeducation and collaborative work; reflecting on actions; encouraging independence; framing school as a positive place with trusted adults; working with transitions and endings. We recommend further research, including more art therapists, schools, teachers, parents and children, to further develop and assess this approach to art therapy in primary schools.

The Effects of a Group Art Therapy Program based on Mindfulness Meditation on the Job Stress and Interpersonal Relationships of Office Workers

The Effects of a Group Art Therapy Program based on Mindfulness Meditation on the Job Stress and Interpersonal Relationships of Office Workers

The Effects of Person-Centered Expressive Arts Therapy Program on Depression, Anxiety, Emotional awareness, Emotional Expression of Middle-Aged Women

본 연구는 인간중심 표현예술치료의 집단프로그램 활동이 중년기 여성들의 우울, 불안, 정서 인식, 정서표현에 미치는 효과를 알아보기 위한 목적이다. 이를 위해 K시에 소재한 공공기관과 상담소에 홍보하였고 참여를 희망하는 40세에서 60세의 중년여성 36명을 최종 모집하여 처치집단 18명, 통제집단 18명으로 무선 할당하였다. 처치집단에는 주 1회 180분씩 8회기 프로그램을 실시하고 프로그램 전·후, 프로그램 종료 4주 이후에는 추후검사를 하여 공변량(ANCOVA) 분석으로 효과를 검증하였다. 본 연구의 결과를 요약하면 첫째, 사전-사후검사 결과 인간중심 표현예술치료가 중년기 여성의 우울과 불안을 감소시키고 정서인식과 정서표현을 유의하게 향상시키는 것으로 보였다. 둘째, 사전-추후 검사 결과 인간중심 표현예술 치료가 중년기 여성의 우울과 불안의 감소 및 정서표현 향상에는 효과가 지속됨을 알 수 있었지만 정서인식 향상에서는 유의한 차이를 보이지 않았다. 결론적으로 인간중심 표현예술치료 프로그램이 중년기 여성의 정서적 어려움을 개선하는데 효과가 있었음을 확인하였고 이러한 연구결과를 바탕으로 중년기 여성의 다양한 특성을 고려한 후속연구를 제안하였다.The research goal of this paper was to investigate the effect of group-based programs of person-centered expressive arts therapy and whether or not it could affect depression, anxiety, emotional awareness, emotional expression of middle-aged women. 36 women aged 40 to 60 years of age in K City were recruited and 18 experimental groups and 18 control groups were randomly assigned. In the experimental group, the program was, in total, 8 sessions a week for 3 hours once a week, and, four weeks after the program was conducted, the effect was verified by analysis of covariate (ANCOVA). Summarizing the results, first, pre-post examinations showed that person-centered expressive arts therapy reduced depression and anxiety in middle-aged women and significantly improved emotional awareness and emotional expression. Second, as a result of pre-following tests, it was found that person-centered expressive arts therapy was effective in reducing depression and anxiety and improving emotional expression in middle-aged women, but did not show a significant difference in emotional awareness. In conclusion, it was confirmed that the person-centered expressive arts therapy program was effective in improving the emotional difficulties of middle-aged women, and based on the results of these studies, the need for follow-up studies considering various characteristics of middle-aged women shoud be considered.

M46. THE STUDY OF HEART RATE VARIABILITY AND EMOTIONAL RESPONSE TO POSITIVE AND NEGATIVE AUDIOVISUAL STIMULATION IN PATIENTS WITH SCHIZOPHRENIA

BackgroundThis study was to investigate the Heart Rate Variability (HRV) and emotional response to positive and negative audiovisual stimulation in patients with chronic schizophrenia and healthy control group.MethodsAmong 253 chronic schizophrenic patients, 104 patients were informed about this research and consented. 35 healthy control consisted of peoples that did not have past and present history of mental and physical illness. Positive and negative affect and HRV were compared between chronic schizophrenia and healthy control groups, and positive and negative affect and HRV to positive and negative audiovisual stimulation were measured. Positive and negative audiovisual stimulation was defined by an art therapy professionalist and a psychiatrist as 10 positive and negative pictures. 3 positive and negative musics were shown to two groups for 4 minutes simulta¬neously. Positive and negative audiovisual stimulation were shown to two groups during 1-week intermission. HRV was measured with Ubpulse H3, an equipment for autonomic nervous system test made by Laxtha company and also analyzed by frequency domain analysis. Emotional Empathy Scale(EES) and Positive Affect and Negative Affect Schedule (PANAS) of two groups were measured at baseline and after positive and negative audiovisual stimulation. Global Assessment of Functioning Scale(GAF) and Positive and Negative Syndrome Scale(PANSS) of chronic schizophrenia group were measured by a psychiatrist.ResultsPositive affect of patients group were significantly lower than control group, negative affect of patients group were significantly higher than control group. Low Frequency (LF), High Frequency (HF), and Total Power (TP) of HRV in patients group were significantly lowered than control group at baseline. 7 subscales of emotional empathy scale were lowered in patients group compared to control group. Positive affect of patients group was significantly less increased compared to the control group after positive audiovisual stimulation, negative affect of patients group was significantly less decreased to the control group after positive audiovisual stimulation. Positive affect of patients group was increased after negative audiovisual stimulation, but positive affect of control group was significantly decreased compared to the patients group after negative audiovisual stimulation. There was no significant difference in negative affect between two groups after audiovisual stimulation. LF of patients group was significantly higher than control group after positive audiovisual stimulation, HF and TP of patients group were significantly lowered than control group after positive audiovisual stimulation. LF of patients group was significantly higher than control group after negative audiovisual stimulation, HF and PT of patients were significantly lowered than control group after negative audiovisual stimulation.DiscussionAudiovisual stimulation in integrative arts therapy program for schizophrenia might have avoid overactive sympathetic stimulation and recommend activate parasympathetic stimulation. Integrative art therapy for schizophrenia must be sufficiently relaxed, empathetic, and promote positive affect during therapeutic process.

Community-Based Art Therapy Program to Honor 9/11

ABSTRACT With the increase of mental health problems among veterans and active duty service members since the terrorist attacks on 9/11, the need to provide effective mental health treatments has grown. This study focused on the experiences of thirty-seven active service members, veterans, and their families participating in community-based arts activities. Four themes were uncovered suggesting the experience was positive and expressing thoughts and feelings through art-making was therapeutic. Results indicated that art expression provided a way to reflect on the effects on the country, families, and individuals affected by 9/11. Understanding how participants experienced the event provides better understanding of how expressive arts events addressing grief and combat-related loss can be a beneficial component of community engagement and integration.

Art therapy with Syrian refugee youth in the United States: An intervention study

This article describes a 12-week intervention program for Syrian refugee youth who have lived in the U.S. for approximately one year. The purpose of this study was to identify and develop art therapy interventions that would reduce stress and severity of trauma-related psychopathology while providing coping skills for youth aged 17 and under. Psychological questionnaire data were collected to obtain subjective and objective changes in trauma-related symptoms over the course of the art therapy program. The findings incited a large statistically significant effect of art therapy on posttraumatic stress and separation anxiety (p = .05; d >.8) compared to no treatment controls, and moderate effects of art therapy on anxiety, panic disorder, and GAD (d >.5) compared to no treatment controls. The reduction in stress was reflected behaviorally in participants’ positive affect, increased interest in art activities and increased coping (as evidenced through interaction with media, problem solving, participant initiated coping strategies and social support). The paper includes a review of relevant literature, description of select interventions, and recommendations for future work in art therapy with refugees.

Compassion Focused Art Therapy for people diagnosed with a cluster B/C personality disorder: An intervention mapping study

A key concern of Compassion Focused Therapy (CFT) is to develop inner warmth, safeness and soothing. The aim of the current study was to develop a compassion focused art therapy programme for clients diagnosed with Personality Disorders (PDs), the goal being to strengthen compassion skills and achieve more adaptive emotion regulation.The Intervention Mapping Method was used for this purpose, based on: 1) determining needs, 2) goals for behavioural change, 3) theoretical art therapy methods and practical applications, 4) translation into an art therapy intervention, 5) planning adaption, implementation and durability, and 6) an evaluation plan. Use was made of a number of literature studies, focus groups with clients and occupational group professionals, questionnaires and a feasibility study.The study resulted in the development of a Compassion Focused Art Therapy (CFAT) intervention for clients diagnosed with PDs, in which the most important goal was strengthening their compassion for themselves and for others. Key topics of CFT are found here as well, such as mindfulness, imagery and emotion regulation systems. The programme is based on a number of potentially effective methods that were specifically combined and tailored for this client population. Further research with a larger sample is needed to substantiate the intervention.

Effects of Art Therapy Program on Anxiety and Depression among 6-12-Year-Old Burned Children

INTRODUCTION: There are various ways to relieve physical injuries, but less attention has been dedicated to the treatment of psychological injuries in burned children.
 AIM: The present study was conducted to investigate the effects of art therapy using painting and music on reducing anxiety and depression in burned children.
 MATERIALS AND METHODS: This study was a three-group randomized clinical trial with a pre-test-post-test design that was performed on 60 children aged 6–12 years. The patients were admitted to the Burn Center of Imam Reza Hospital, Mashhad, Iran, within 2018 were selected using convenience sampling method and randomly divided into three groups, namely, two intervention (subjected to art and music) and one control group. Ten 45-min-long art therapy sessions were conducted every day. Anxiety was measured with parent-version of the Spence Children’s Anxiety Scale, and depression was measured using Maria Kovacs Children’s Depression Inventory Questionnaire. The control group only benefited from the routine services of the center.
 RESULTS: Before the intervention, the total mean scores of anxiety in the burned children in the painting, music, and control groups were measured at 90.4 ± 5.4, 84.8 ± 6.8, and 77.4 ± 13.8, respectively. However, the total mean scores of anxiety after the intervention in the burned children in the painting, music, and control groups were estimated at 53.3 ± 4.4, 45.9 ± 8.4, and 72.4 ± 12.9, respectively (p < 0.001). Furthermore, the mean of depression total score before the intervention was measured at 38.7 ± 3.4, 32.8 ± 5.4, and 28.9 ± 5.4, for painting, music, and control groups, respectively (p < 0.001). Moreover, the total mean score of depression after the intervention in the painting, music, and control groups was obtained as 29.9 ± 4.0, 19.3 ± 3.8, and 25.2 ± 4.9, respectively (p < 0.001).
 CONCLUSION: Art therapy using painting and music led to the reduction of anxiety and depression in children with burns; therefore, it is recommended to use the technique for this population.

Exploring the Effects of Guided vs. Unguided Art Therapy Methods.

Art therapy has become known by its psychosocial and affective impact, but not so much by its effects on cognitive functioning. Based on a comparison between art therapy and music-making programs, we hypothesized that guided methods—dominant in music-making programs and characterized by an emphasis on execution (play the piece, produce the visual object) rather than ideation (conceive the visual object)—could boost the cognitive effects of art-making. We also hypothesized that removing ideation from the process with guided methods could decrease psychosocial/affective benefits. In order to test our hypotheses, we compared the effects of two art therapy methods on cognitive vs. psychosocial/affective domains. We implemented a short-term longitudinal study with patients with schizophrenia showing both psychosocial/affective and cognitive deficits. The sample was divided into two groups: unguided, instructed to ideate art pieces and execute them without external guidance, vs. guided, instructed to execute predefined art pieces following externally provided guidelines. There was no evidence that guided methods boost cognitive effects, since these were equivalent across groups. However, psychosocial/affective benefits were enhanced by unguided methods, suggesting that therapeutic methods can make a difference. Our study contributes to raising important new questions concerning the therapeutic mechanisms of art therapy.

Development of Natural Objects Art Therapy Program for Children in Child Care Facilities

Development of Natural Objects Art Therapy Program for Children in Child Care Facilities

통합예술치료 프로그램을 통한 발달장애성인의 정서안정과 자기표현 변화

The purpose of this study was to examine the effects of integrated art therapy program on emotional stability and self-expression in adults with developmental disabilities. The subjects of this study were three adults with developmental disabilities who participated in the P University Lifelong Education Center program of Busan city. The research method was a single group pre-post design and an integrated art therapy program consisting of art, music, dance and movement activities was conducted twice a week for 8 weeks. As a pre-post test tool, self-report questionnaires and observation journals were recorded and recorded according to the activities of each session. The self-report questionnaire examined the questionnaire questions according to the pre-post test results and qualitatively analyzed the activities of each session. As a result, the emotional stability and self-expression of the developmentally disabled adults who participated in the integrated art therapy program were stabilized and the self-expression was stable by increasing the low scores of the questionnaire before and after the self-report questionnaire. In addition, as a result of qualitative analysis of the activities of each session, problem behaviors such as aggressive behaviors seen in the basic stages and other people"s notices and poor self-expression began to show positive changes in the development stages and integrated stages was clear that the decrease. Therefore, it was concluded that the integrated art therapy program is useful for adults with developmental disabilities to stabilize their unstable emotions and express their thoughts freely, thereby promoting their emotional stability and self-expression.

표현예술치료 프로그램 개발ㆍ적용이 지적장애 아동의 자기 표현력 신장과 사회성 증진에 미치는 효과 - 초등학교 특수학급 지적장애 학생을 중심으로 -

표현예술치료 프로그램 개발ㆍ적용이 지적장애 아동의 자기 표현력 신장과 사회성 증진에 미치는 효과 - 초등학교 특수학급 지적장애 학생을 중심으로 -

정서 부적응 행동 유아를 대상으로 한 정서지능 향상 집단미술치료프로그램 효과 연구 Park

정서 부적응 행동 유아를 대상으로 한 정서지능 향상 집단미술치료프로그램 효과 연구 Park

Undergraduate Art Therapy Programs in the United States Survey Report

Undergraduate art therapy programs outnumber graduate programs in the United States, yet they lack a parallel set of educational standards. An online survey collected data from 38 out of 54 undergraduate art therapy programs. Similarities among programs included: curricular requirements, credential-holder provided advising and fieldwork supervision, and a statistically significant number of students who continue on to study graduate level art therapy. Program differences included: learning outcomes, faculty body, fieldwork requirements, and gate-keeping practices. The results implied an increased need for art therapy faculty trained to teach undergraduates, expanded scope of practice for educated para-professionals working in non-clinical community settings, increased access for a diverse student body into graduate level education, and need for development of undergraduate education standards.

A Qualitative Study On the Effects of group art therapy program for Multi-cultural Families Children: Focusing on Bicultural Adjustment Stress

A Qualitative Study On the Effects of group art therapy program for Multi-cultural Families Children: Focusing on Bicultural Adjustment Stress