Outlines basic art therapy processes for the art teacher. (SJL)

Describes a sculpture project for emotionally disturbed children conducted by a New York artist. (SJL)

An art-teacher therapist discusses six principles she uses in working with disturbed children (such as consistency of management and clearly defined expectations and limits), and cites two examples of how an art project can help children develop trust and lessen their withdrawal. (CL)

Discusses the similarities between what librarians call activity bibliotherapy and psychotherapists call poetry therapy, and the need for cooperation between these professions. The interactive aspects of bibliotherapy and the need for professional training in this process are emphasized. (CLB)

Proposes that inclusion of arts in the curriculum of all handicapped students can improve motor, perceptual, and social skills, and can be of functional, therapeutic, and aesthetic value. Suggests ideas for adopting art instruction to the needs of handicapped children in regular and special education classes. (JD)

Described are the development, evolution, and creative art activities of a summer camp for handicapped, learning disabled children--Learning through Creative Arts With Handicapped Children--in Ashville, New York. (KC)

An expressive arts therapist and a pediatrician in an inpatient child psychiatric unit collaborated on the design of psychotherapeutic visits for sexually abused children. Three cases illustrate the potential therapeutic role of the pediatrician in resolving traumatic events, by decreasing the child's anxiety about physical concerns. (JDD)

Intended for researchers, teachers, and administrators, this bibliography covers much of the literature concerned with visual art education and samples materials from the related areas of visual perception, creativity, art therapy, leisure research, and space planning. (Author/SJL)

The article summarizes 12 group sessions intended to decrease inappropriate behavior and increase the self-esteem of 10-12 learning-disabled seventh and eighth graders. Art projects culminating in a group mural were a prominent part of the group activities. (DB)

The author delineates the role of the art therapist by contrasting it to that of the art teacher and the psychotherapist. She suggests ways the art therapist can reach severely disturbed children and stimulate their interest in art and the productive process. Part of a theme issue on art therapy. (SJL)

This article explores art as a vehicle for self-expression in students with emotional disturbances. Art activities can help students understand themselves and empathize with others and can help educators understand students' feelings. Activities are presented for focusing on negative and positive feelings and on ambivalent feelings. (JDD)

Outlines a brief history of the relationship between people experiencing disabilities and art education. Discusses the emergence of a sociopolitical orientation. Shows how that orientation can better inform research in art education. Proposes additional contributions that art educators can make to this civil rights movement. (KM)

The visual arts can be employed as a counseling vehicle for gifted, creative, and talented students. Color, image proportion, subject matter, and texture in student art facilitate assessment and guidance. Craft, drawing, painting, photography, printing, design, and sculpture activities which could help in this process are briefly described. (CB)

This article presents information on the new career alternative of art therapy: a definition of the field, types of training necessary, registration as an art therapist, and the job market. It is part of a theme issue on art therapy. (SJL)

Presents case study of 10-year-old girl with nighttime fears. Provides background information on the case and discusses various strategies used to lessen fears and encourage control: involving and educating the parents; educating the child; allowing the child to explore and discuss fears through art; teaching positive, competence-related…