Ar(t)chive, a retroactivist technique for queer worldmaking in art therapy, invites sexual, gender, and relationship diverse (SGRD) clients to engage with queer forms from history and construct a continuum of shared lived experiences across differences to challenge misinformation and discrimination, foster resilience, and build community. Phases…

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

This volume contains a compendium of the work of Rawley Silver. A founding member of the American Art Therapy Association, Silver is both an artist and a researcher; she is the originator of the Silver Drawing Test (SDT). In Part 1, nine studies in the area of "Hearing Impairments and Language Disorders" include three studies on art…

An art therapist working with disturbed adolescents discusses approaches toward dealing with their resistance to treatment. She explains that the method which seems most successful is one that accepts resistance as developmentally appropriate and she suggests that the resistance should be joined rather than interpreted as such. Other suggestions…

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)

Identifies three assumptions of art therapy which provide much of the rationale for the utility of art education. Stating that art is (1) a universal language which (2) enlivens the lackluster quality of life and (3) provides a heightened aesthetic sensibility, London presents these assumptions as serious alternative art education goals. (GEA)

The booklet presents an art therapist's thoughts on contributions of art therapy to the development of severely and profoundly impaired students. She emphasizes the importance of sensory exploration as an introduction to the child's environment. Also stressed is the importance of positive and accepting attitudes on the part of teachers or…

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)

Explains how students created artwork as a therapeutic outlet after the attack on the World Trade Center (New York) on September 11th, 2001. Describes a project that focused on patriotism in which students created murals with quotes from national hymns. (CMK)

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)

An art therapist describes her work with sixty residents (6-35 years old) in a treatment center for mentally handicapped and emotionally disturbed persons. The author discusses definitions, translations, and therapeutic approaches of art therapy. Goals are listed for each approach, and the planning of art activities to meet these goals is…

This document is used in a collaborative project that engages children and adolescents in alcohol, tobacco, and drug prevention activities through the arts. The project offers an innovative teaching resource that uses the universal language of the arts for drug prevention. By creating murals with drug prevention themes, elementary and secondary…

Describes "Snakes in the Grass," a weaving project used with special needs students. Discusses the preliminary skill-building activities used, the process for creating the students' individual snakes, and the preparation and process for how the students wove the snakes. (CMK)

Contends that art therapy promotes mental health beyond diagnosing and treating illness. Outlines four overlapping ways that art contributes to mental health: (1) giving people a sense of identity and place; (2) conferring status; (3) expanding and directing thought processes; and (4) utilizing the security of the rhythmic "takeover"…

Explains how art, a nonverbal form of communication, can ease separation anxiety in young children, allowing them to express issues that are important to them. Gives practical tips for teachers to set up an open art area in the classroom and suggested activities include group puzzles and quilts, homemade books, collage art, and puppets. (ET)