Art Therapy Institute of the Redwoods

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Welcome to The Art Therapy Institute of the Redwoods

Located approximately 2 hours north of San Francisco in a tranquil setting, The Art Therapy Institute of the Redwoods has been offering workshops and courses for art therapy professionals as well as other health care and service provider professionals since 1992. Our workshops are limited to ten participants in order to provide ample opportunities for interaction. While most programs are held in Redwood Valley, a few are held at other venues.

On these pages you will find not only course offerings and schedules, but useful resources and articles.

We encourage you to explore our pages and contact us with questions or suggestions.

Discovering the Self: A Task of Adolescence

by Linda Chapman, MA, ATR-BC

Although some adolescents are willing to complete drawing assessments, many teens are skeptical of these type of assessments. I often use a very useful assessment technique for teens, both in groups and as individual clients, and would like to share this with you.

Materials offered include a wide variety of magazines, maps, “Yes” glue, glue brush, scissors and 18”x24” heavy paper. The simple directive: “Please introduce yourself with a collage, using images, symbols, words, and colors. Keep in mind your body, mind and spirit, or physical, emotional, thinking self. Any image or words you wish you use are acceptable, and you don’t have to talk about any symbol you wish to keep private.”

It is remarkable how one can see the self reflected in the images or lack of images. With the many teens with no attachment figure to develop the Right Hemisphere (RH) of the brain to have a concept of mind/body self (Schore, 2009), this is reflected in the fragmented, disorganized, sparse collages. When asked about the images or words, the responses are not personal, rather they are seemingly randomly chosen.
Another theme that often dominates the collage is the theme of protection, expressed in clothing, weapons, missiles, or walls. Some teens reflect a fairly well developed sense of self by including personal pictures that reflect their personal interests, achievements or desires. Some include favorite idols, music, or other images and words that reflect relationships with family and friends.

These images help me formulate treatment goals and plans, and offer comparisons throughout therapy. When asked to do these after a year of art therapy, it is remarkable to see the client’s self-concept develop. Peter Blos (1962), in his book On Adolescence, writes of the discovery of the Self as the most important task of adolescent development. Art making allows the teens to develop a sense of Self as they see themselves reflected in the art created.

Reference:
Schore, A. N. (2009). Relational trauma and the developing right brain: An interface of psychoanalytic self psychology and neuroscience. Self and Systems, Annals of New York Academy of Sciences, 1159, 189-203.

Working with Abused Children and Teens

by Linda Chapman, MA, ATR-BC

In a previous article, “Passing Therapeutic Safety Tests”, I have written more extensively about the importance of establishing safety, which is my first consideration. I establish a sense of safety by stating my name and role, and point to the posted studio rules and explain each rule. After getting used to this routine, the seasoned group members often want to explain the rules to a new group member. Although it may seem tedious or repetitive, not one person has ever complained about this ritual in my studio or playroom. It is a great example of mental representation as a therapeutic tool. The child or teens perception is that safety is primary, every session.

The second consideration is establishing goals for the group. I encourage the groups to do this task themselves by offering a menu of possible choices used by other groups. The goals are broad, and the intent is to provide a sense of control over the group for the members.

Another important topic to address is confidentiality. The discussion pertains to whether group members want to provide a safe space for sharing confidential information or whether it is unsafe to do so. Everyone has to agree and this is again discussed with any incoming new group member.

Another useful technique is a structured environment with limited stimulus in the room. Within the structured environment, there is total freedom in the art, with the exception of making weapons or drug paraphernalia. I often use directives in the beginning of group therapy or when new members join the group, however, I strive to offer “free time” sessions where they each work with their media of choice. Rarely is there a child or teen who is not working the entire session on art making or engaged in dialogue about their art or process.

I continue to be surprised and delighted by the art created by the children and teens, and also amazed at the personal insight derived from the opportunity for art making and reflection.