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Art therapists' perceptions of their...

Herzog-Rodriguez, Tami.

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Art therapists' perceptions of their work with children who have severe and multiple disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Art therapists' perceptions of their work with children who have severe and multiple disabilities./
Author:	Herzog-Rodriguez, Tami.
Description:	164 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3705267
ISBN:	9781321781601

Art therapists' perceptions of their work with children who have severe and multiple disabilities.
Herzog-Rodriguez, Tami.

Art therapists' perceptions of their work with children who have severe and multiple disabilities. - 164 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--New York University, 2015.

This item must not be sold to any third party vendors.

This qualitative study explores how art therapists understand and experience working with children who have severe and multiple disabilities. Differing art therapy approaches for treating children with severe and multiple disabilities raise critical questions about how art therapists perceive their work with this population. In-depth interviews were conducted with five art therapists, each having a master's degree in art therapy and a minimum of five years of experience working with children who have severe and multiple disabilities in schools, hospitals, residential facilities, and museums. An analysis of the interview transcripts provides insight into how the art therapists' seemingly diverse experiences are connected in the following areas: developing therapeutic relationships, adapting art therapy techniques, introducing art materials, and creating connections to the community. Findings from this research show how art therapists understand therapeutic presence, attunement, and the self-awareness gained through personal artistic experiences, and how their perceptions shape the foundation for strong therapeutic relationships. According to the art therapists, successfully adapting multi-sensory art materials includes pairing new materials with familiar objects while also evaluating progress through frequent assessments. By following the children's lead, the art therapists uncover individual communication styles and preferred forms of creative expression, thus facilitating connections to other teachers, to peers, as well as to the greater art community. The course of art therapy, as described by the study's participants, begins with focused, individual sessions, followed by a transition to art groups with peers as well as groups outside the art studio space. Currently the components of therapeutic presence and theories on developmental art therapy are understood in isolation. This study demonstrates how the above concepts are connected when therapeutic art interventions are individualized with an acute level of awareness, children's unique forms of self-expression are nurtured regardless of their disability diagnosis.

ISBN: 9781321781601Subjects--Topical Terms:

547650
Art education.

Art therapists' perceptions of their work with children who have severe and multiple disabilities.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Ikuko Acosta.
502 $a Thesis (Ph.D.)--New York University, 2015.
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520 $a This qualitative study explores how art therapists understand and experience working with children who have severe and multiple disabilities. Differing art therapy approaches for treating children with severe and multiple disabilities raise critical questions about how art therapists perceive their work with this population. In-depth interviews were conducted with five art therapists, each having a master's degree in art therapy and a minimum of five years of experience working with children who have severe and multiple disabilities in schools, hospitals, residential facilities, and museums. An analysis of the interview transcripts provides insight into how the art therapists' seemingly diverse experiences are connected in the following areas: developing therapeutic relationships, adapting art therapy techniques, introducing art materials, and creating connections to the community. Findings from this research show how art therapists understand therapeutic presence, attunement, and the self-awareness gained through personal artistic experiences, and how their perceptions shape the foundation for strong therapeutic relationships. According to the art therapists, successfully adapting multi-sensory art materials includes pairing new materials with familiar objects while also evaluating progress through frequent assessments. By following the children's lead, the art therapists uncover individual communication styles and preferred forms of creative expression, thus facilitating connections to other teachers, to peers, as well as to the greater art community. The course of art therapy, as described by the study's participants, begins with focused, individual sessions, followed by a transition to art groups with peers as well as groups outside the art studio space. Currently the components of therapeutic presence and theories on developmental art therapy are understood in isolation. This study demonstrates how the above concepts are connected when therapeutic art interventions are individualized with an acute level of awareness, children's unique forms of self-expression are nurtured regardless of their disability diagnosis.
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