This book describes the use of drawing in therapy. Stimulus drawings (SDs) and techniques were developed in the 1960s for use with deaf children at a time when manual communication was forbidden in their schools. During the 1970s, the drawings were expanded for use with learning-disabled children, adult stroke-patients, and others with…

This guide provides recommendations and guidelines to expressive arts therapists and educators who work in school settings as therapists, supervisors, supervisees, or graduate school expressive arts interns. There are eight chapters: (1) Expressive Arts Therapies in School Settings (definitions, learning objectives, confidentiality, ethical…

This manual describes a clay therapy program appropriate for use with students having a variety of exceptionalities and in an age range from 6 to 18 years. Organization and staffing are briefly discussed followed by a list of long range goals (affective, motoric, and aesthetic), suggestions for clay therapy implementation to achieve these goals,…

Expressive therapists (in art, music, and dance) possess the techniques necessary for working with older adults who need assistance in making productive use of their leisure time. Therapeutic expressive activities for long-term care residents promote creativity, self-expression, communication, and understanding of oneself. The purpose of the…

The guide for teachers of trainable mentally retarded (TMR) children is thought to be valuable especially to teachers, administrators, and other workers in public schools who are involved in educational programs for the children. Discussion of a general approach to the problem of educating TMR children in the public schools includes the topics of…

This document describes a program designed for women and children living in homeless shelters to offer them creative, interactive experiences. The activities served to provide personal contact with the children and to read with them; help the families participate in creative expressions of self; and provide visits with the larger community. These…

Uses an example of a counseling session to illustrate the use of drawing as a counseling technique for nonverbal children. Suggests that drawing provides a less threatening atmosphere that allows children to communicate with a counselor and express feelings they may not want to face. (JAC)

Five highly respected, practicing art therapists responded to a series of questions related to employment, training program development, and legislative issues. Excerpts from their comments have been arranged as if an actual interchange occurred. This article is part of a theme issue on art therapy. (Author/SJL)

The treatment of children with Gender Identity Disorder is laden with important ethical and moral considerations. Gender-typed behavior is defined by culture; therefore, it is of paramount importance that therapists clarify their own biases and expectations of gender-based behavior before attempting treatment. Two case studies are presented. (LSR)

Presents ways of combining students' physical and emotional expressions within the restricted environment of a school counselors' offices. Argues that combining the physical release of energy with emotional expression and cognition, all within the security of the counselor's office, offers a useful tool for helping children. (RJM)

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…

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"…

Presents the idea that art therapists and special education teachers must collaborate to successfully work with special needs students. Describes a situation in which the authors used co-teaching to present information to student teachers regarding children with sensory integration dysfunction. (MKA)

Discusses the elimination of the graduate art therapy program at Buffalo State College and its impact on the art therapy faculty. Focuses on surviving such an event while retaining status as a member of an art education department. (JPS)

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)