Toburen,
J., & J. Atkins, B. (1982). Art as a Rehabilitation Counseling Tool for Use
with Persons Who are Mentally Retarded. Journal
of Rehabilitation, 48(2.3),
53-57. doi:April 1, 1982, Retrieved September 20, 2015, from EBSCOhost
Article Title: Art as a Rehabilitation Counseling Tool for
Use With Persons Who are Mentally Retarded
First, please be aware that this article is outdated
(written 1982) in its use of the term ‘Mentally Retarded’. In recent years
there has been a big push to eliminate the ‘R Word’ because it is considered
offensive, so I will continue my response replacing it with Intellectual
Disability.
As the title suggests, the article discusses ways of
incorporating Art into counseling for individuals with Intellectual
Disabilities, and provides a case study that demonstrates how it can work. In the clinical world, art has been
defined as a pictorial representation of an individual’s conscious and
unconscious thoughts that is used to facilitate communication, as well as a
projection of things that might be or ought to be (Toburen, Atkins 1982). For
people with intellectual disabilities, there tends to be difficulty in
verbalizing effectively, so many counselors have incorporated art into their
counseling programs to allow their clients to draw their feelings, thoughts,
and ideas without having to feel held back by their verbal communication
abilities.
In the case study, the counselor worked with a young woman
named Karen who was a high school graduate displaying inappropriate behaviors
including chronic running away, alcohol abuse and physical aggression; she also
showed signs of insecurity and lack of self esteem. In counseling, Karen
initially refused to talk about her feelings, so by the 5th session
the counselor decided to introduce art by laying out a sketch pad and crayons,
and encouraging her to try it out. Next, the counselor remained quiet and only
spoke once Karen initiated conversation. The first picture that Karen drew was
of her with a sad face, standing on a ground-like area, with nothing else in the
picture. The counselor pointed out how isolated Karen looked, and Karen went on
to explain why she had drawn it that way.
From the conversation, the counselor learned that over the
past weekend Karen had gotten drunk while she was out one night, but was afraid
of her parents finding out so she had slept in the woods instead of going
home—she was too embarrassed. This conversation allowed the counselor to see
that Karen had a sense of awareness about herself and the choices she made. In
the next sessions, Karen seemed to open up more and asked to be able to draw
each time, and the counselor allowed it. Sometimes Karen would ask to draw in a
separate room, and then come back to show the counselor and talk about it—which
was also allowed. The counselor gave Karen a lot of freedom in deciding the
format of her sessions and she seemed to really benefit from it. By the end,
Karen was initiating all conversations about her art and feelings, and would
even discuss it as she was drawing.
Her pictures also evolved from images of isolation to more bright,
detailed, and happy drawings.
In choosing articles to discuss in my posts, I’ve really tried researching the connections between the topics and art because that is what I am most passionate about. I really enjoyed reading this article because it gave me ideas to use in my art classroom to better help my students, and get a sense of who they are. My overall theme since I started teaching has been “Reflections of You” and I try to create art lessons that allow students to share a bit of themselves in their work, so I would love to try an activity that allows students to illustrate whatever they are feeling and either share it with the group, or just with me as a journal entry.
In choosing articles to discuss in my posts, I’ve really tried researching the connections between the topics and art because that is what I am most passionate about. I really enjoyed reading this article because it gave me ideas to use in my art classroom to better help my students, and get a sense of who they are. My overall theme since I started teaching has been “Reflections of You” and I try to create art lessons that allow students to share a bit of themselves in their work, so I would love to try an activity that allows students to illustrate whatever they are feeling and either share it with the group, or just with me as a journal entry.
The article was useful because it provided background for its
purpose, included a case study to provide evidence that their purpose is valid,
and then ended with how readers can put this information to use. I appreciate that this article points
out that not all counselors are qualified enough to use art in their sessions, and
provides qualifications that professionals should have in order to effectively do
so which includes the following: (1) Having an interest in and dedication to
effectively use art with clients for the purpose of personal adjustment, (2) Experience
and professional traning in art and its techniques, (3)Experience working with
art and disabled individuals, (4) Experience and training in art therapy.
Overall, this article was very informative and helpful to support the argument
of art as a means for rehabilitation for individuals with intellectual
disabilities.
That technique seems fascinating. I've heard of art being used in therapy by many different individuals. I know that a lot of child psychologists use art therapy quite a bit. It is helpful to just have a child engaged in an activity while you talk. To just "sit" and unload your problems is very uncomfortable for most people, especially children. It reminds me to be aware of what the children in the classroom are drawing and creating. I could always tell who my children had for a teacher each year by the way they prayed. There words and prayers would reflect what they were hearing at school. They also would display what they heard through their creative play, problem solving and while participating in group activities. Art seems like another extension of this type of therapy.
ReplyDeleteOn a side note, not all children with Intellectual Disabilities will be able to participate in this type of therapy. It depends on the severity of the disability. My aunt has been severely ID since birth, and she would not be able to engage in this level of therapy. I understand the need to change the words to be "intellectual disability". I will never forget being in high school and saying that something was "retarded" in front of my grandma. The look of utter pain on her face made me instantly apologize, and has been engraved in my memory forever. When I hear it said by kids today, I instantly recall that moment. It is something that we as teachers, parents, and adults should be very careful with; and correct immediately when we hear it from our students/children. It leaves lasting scars. Words are powerful.
Liz, I like that you are making connections with art and the topics. I enjoyed the information about the case study and the positive impact art had on the individual. I have heard that art work or simply coloring is a type of therapy. I currently take care of my mother who has Alzheimer's and her doctors suggested we spend time coloring or drawing as a form of mental therapy. I also agree that words are powerful.
ReplyDeleteI am a huge fan of using all art forms to help individuals with disabilities. I am so glad you are weaving your passion into the course project. Susan made a great point that even though adapted art is for individuals with disabilities, the level of adaptability will still need to be adjusted based on the individual's needs.
ReplyDelete