Understanding the Roles and Uses of Art Making in Art Therapy

Lesley University DigitalCommons@Lesley Expressive Therapies Dissertations Graduate School of Arts and Social Sciences (GSASS) 2016 Understanding the Roles and Uses of Art Making in Art Therapy Mary Ellen Hluska Lesley University Follow this and additional works at: https://digitalcommons.lesley.edu/expressive_dissertations Part of the Art Therapy Commons Recommended Citation Hluska, Mary Ellen, "Understanding the Roles and Uses of Art Making in Art Therapy" (2016) Expressive Therapies Dissertations https://digitalcommons.lesley.edu/expressive_dissertations/3 This Dissertation is brought to you for free and open access by the Graduate School of Arts and Social Sciences (GSASS) at DigitalCommons@Lesley It has been accepted for inclusion in Expressive Therapies Dissertations by an authorized administrator of DigitalCommons@Lesley For more information, please contact digitalcommons@lesley.edu UNDERSTANDING THE ROLES AND USES OF ART MAKING IN ART THERAPY A DISSERTATION (submitted by) MARY ELLEN HLUSKA In partial fulfillment of the requirements for the degree of Doctor of Philosophy LESLEY UNIVERSITY August 2016 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at Lesley University and is deposited in the University Library to be made available to borrowers under rules of the Library Brief quotations from this dissertation are allowed without special permission, provided that accurate acknowledgment of sources is made Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship In all other instances, however, permission must be obtained from the author SIGNED: _ ACKNOWLEDGEMENTS I decided to get a PhD in expressive therapies, after working for many years in a research hospital I was surrounded by people who were trying to understand why illness develops, how it is treated and how medicine impacts the psychological well being of people who are ill I wanted to partake in this venture to help those who were not art therapists better understand how art therapy worked as an effective clinical method of support and treatment to those with emotional and physical illness A wise women in my department told me that some people get PhD’s to increase personal status, in order to teach, or some because they truly believe in a topic and want to understand it better I fall into the last category The act of art making has shaped both my career as an art therapist and my innate characteristics as an artist Making art, while involving skills, is the embodiment of conceptual and communication in which a product of some sort is the result Art making and the art therapist’s identity has always been a magical yet uncomfortable layering The finalized identity of the art therapists is ever changing and never static Sometimes that identity in its entirety is present, and at other times it is a fractious struggle to understand how each component creates to whole Not unlike a dissertation, where one or two thoughts go through a process of construction and deconstruction, until all the pieces reconnect and become a final product The product in the end looks professional and as finished as a sculpture on a pedestal What is not visible is the tangled knot of threads, the struggle to connect pieces, the behind the scenes show and how it all comes together on stage as a dissertation A dissertation is only a partial fulfillment of tasks leading to the degree of doctor of philosophy The developmental components of a Doctoral Degree may appear simple on paper but in actuality it is a materialization of intellectual, emotional, professional, clinical and personal efforts Multiple supports are in place or develop along the way, some are surprises and others are of strong foundations It is here that I would like to acknowledge and thank those who have supported me on this journey My special thanks to my dear friend Anne, who many years ago began the journey of art therapy with me at Hofstra University Anne told me I was Kramer-esque in my approach and I whole-heartedly disagreed at the time I doubted myself as an artist and had concerns that the therapist and artist would conflict somehow, as if one needed to trust the other As my own professional identity developed, and that complex magical vortex of space that art therapy becomes, I realized, Anne was correct Introducing my adolescent clients to artistic expression in the context of therapy, I rely on my artists and art therapist’s identity equally and Anne’s words come back to me all the time Thanks Anne for knowing me better than I know myself! Thanks to my life long brothers and sisters, whom most people call friends, thank you for never questioning and always hanging on to our connection It has meant the world to me My cohort of ladies who were there in there during those crazy art making summers of residency Together we nurtured each other, tending the fragile and the strong with equal muster Thank you Cohort members, Jill, Tammy, Susan, Lillian and Krystal, you will remain in my life as sisters of art and scholarship You lift me up! To my Patterson Park and Butcher’s Hill neighborhood and friends, I thank you for always supporting me You made me relax and remember why I believe in community as a supportive structure in my life I will never forget my life in Baltimore, you all have taught me to be comfortable with myself as a thinker and as an artist You have watched cats and dogs, listened to my accomplishments and frustrations and always, always encouraged me to remember why I began this journey Thanks and praises to my professors at Lesley University, who provided foundational support for me and helped clearly define my purpose during residency and beyond Michele, Robyn, Mitchell, Julia, Phil, Shaun and Michaela, thank you for what you and for supporting my belief in art therapy I cannot imagine not having learned from the perspective of the multiple expressive therapies The program truly has enriched my thinking and re-constructed my art therapists and artist’s identity and my desire to practice both Thank you to Jennifer my external committee member whose wise perspective and belief in the field of art therapy has been instrumental to this process I would like to thank my Grandmothers Mary and Julia, both whom I lost during this journey They both taught me by example that strong women are and can be successful if they hold onto their passions and pull strength from some inner mysterious place Thank you to my brothers, in particular my brother Karl who from the beginning saw this role for me You are so wise Thanks to Joe for keeping it real and making me realize there is a world beyond where I sit and write this For my silent brother Allen, who’s traumatic death when I was a child literally created my passion and inquiry into using art to express grief, loss, failure, happiness and success, so many years ago Bittersweet is a word I definitely understand I would not be a therapist if it were not for him and certainly would not be an artist Art was the strength that got me through many years of sadness and grief Thank you for looking over me With boundless gratitude I thank my parents Ron and Pat, who have been there every step, holding me up to fulfill this promise to myself Words cannot describe their patient, kind, and forthright position about my decision to get a doctorate; having been to my rescue more times that I can say I hold their example of faith and hard work about ones ability to accomplish, overcome and succeed close to my heart Thank you TABLE OF CONTENTS LIST OF TABLES 10 LIST OF FIGURES 11 ABSTRACT 12 INTRODUCTION 14 LITERATURE REVIEW 18 Background on the Role of Art Making in Art Therapy 18 Historical Parallels 18 Early Developments in Art Therapy 21 An Emerging Vocation 23 Questions of Identity in Art Therapy 25 Different Views on the Purpose of Art Making in Art Therapy 29 Experiential Approaches in Art Therapy 30 Psychotherapeutic Approaches in Art Therapy 35 Common Ground 36 The Role of Art in Related Fields 38 Art Making in Practice 41 Educational Requirements and Expertise 44 Summary of Literature 48 METHOD 50 Participants 51 Procedure 53 Data Analysis 54 Errors and Disclosures 56 RESULTS 58 Demographics 58 Education and Credentialing 60 Identity 62 Cross Tabulation of Age, Identity, and Conflict 65 Theoretical Preferences in Clinical Practice 66 Cross Tabulation of Age and Art Therapy Theory 70 Art-Making Practice and Training 71 Use of Art in Clinical Practice 71 Use of Art in Personal Practice 73 Frequency of Use 73 Personal Comfort Level With Art Making 74 Types of Personal Art Making 75 Cross Tabulation of Theories and Other Arts Modalities 77 Education and Training 78 Qualitative Data 80 Participant Interviews 80 Themes 82 Education 82 Art Making During Graduate Education 83 Uses of Theory in Practice 85 Reciprocal Learning in the Client–Therapist Relationship 90 Relationship to Self and Understanding Experiences Over Time 92 Personal Art Making as an Aspect of Art Therapist Identity 94 The Studio as an Authentic Living Space 95 Summary of Results 97 DISCUSSION 100 Summary of Results 100 Constructing a New View of Art Therapy 101 Research Bias, Disclosures, and Limitations 111 Implications for the Field of Art Therapy 112 APPENDIX A Recruitment Flyer 116 APPENDIX B Recruitment E-mail 118 APPENDIX C Survey Questions 120 APPENDIX D Informed Consent Form 127 REFERENCES 130 129 study records Your name and other facts that might identify you will not appear when we present this study or publish its results If for some reason you not wish to remain anonymous, you may specifically authorize the use of material that would identify you as a subject in the experiment You can contact the Principle Investigator’s advisor Dr Michele Forinash at (617) 868-9600, forinism@lesley.edu, 29 Everett St., Cambridge, MA, 02138, with any additional questions You will be given a copy of this consent form to keep a) Investigator’s Signature: Date Investigator's Signature Print Name b) Subject’s Signature: I am 18 years of age or older The nature and purpose of this research have been satisfactorily explained to me and I agree to become a participant in the study as described above I understand that I am free to discontinue participation at any time if I so choose, and that the investigator will gladly answer any questions that arise during the course of the research _ Date Subject's Signature Print Name There is a Standing Committee for Human Subjects in Research at Lesley University to which complaints or problems concerning any research project may, and should, be reported if they arise Contact the Committee Co-Chairs Dr Terry Keeney (tkeeney@lesley.edu) or Dr Robyn Cruz (rcruz@lesley.edu) at Lesley University, 29 Everett Street, Cambridge, Massachusetts, 02138 130 References Aigen, K (2007) In defense of beauty: A role for the aesthetic in music therapy theory Part I: The development of aesthetic theory in music therapy Nordic Journal of Music Therapy, 16(2), 112–128 Alexander, C (2015, February) Revealing the trauma of war National Geographic Magazine 227(2) Retrieved from http://www.nationalgeographic.com/healingsoldiers/index.html Allen, P B (1992) Artist in residence: An alternative to “clinification” of art therapists Art Therapy: Journal of the American Art Therapy Association, 9(1), 22–29 Allen, P B (1995) Art is a way of knowing Boston, MA: Shambhala Allen, P B (2008) Commentary on community-based art studios: Underlying principles Art Therapy: Journal of the American Art Therapy Association, 25(1), 11–12 doi:10.1080/07421656.2008.10129350 Altschuler, G., & Blumin, S (2009) GI Bill: A new deal for veterans New York, NY: Oxford University Press American Art Therapy Association (2007) Masters education standards Retrieved from http://arttherapy.org/upload/masterseducationstandards.pdf American Art Therapy Association (2013) Ethical principles for art therapists Retrieved from http://www.arttherapy.org/aata-ethics.html Arnheim, R (1974) Art and visual perception: A psychology of the creative eye (2nd ed.) 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(April 15, 2016a) Retrieved from, http://www.arttherapy.org/upload/whatisarttherapy.pdf What is Art Therapy?, (April 21, 2016b) Retreived from http://www.atcb.org/Public/WhatIsArtTherapy Yoo, H (2011) Supervisors’ experience of empathetic understanding when using artmaking in art therapy supervision (Doctoral dissertation) Lesley University, Cambridge, MA Retrieved from http://ir.flo.org/lesley/institutionalPublicationPublicView Young-Bruehl, E (1994) What theories women want: The shift in psychoanalytic theory, American Imago 51(4), p.373+ Retrieved from http://libraries.state.ma.us/login?gwurl=http://go.galegroup.com.ezproxyles.flo.or g/ps/i.do?id=GALE%7CA16328721&v=2.1&u=les_main&it=r&p=AONE&sw= w&asid=3a239182bfdd5d6e1a044b13e1120b6c ... provide insight into the core concepts of the art therapy field Furthermore, researching art making as the core component of the profession of art therapy may increase the self-efficacy of the art therapists,... valuable in establishing a clear foundational understanding of the field Different Views on the Purpose of Art Making in Art Therapy Considering the fact that art making forms the very basis of the art. .. published in Art Therapy: Journal of the American Art Therapy Association, Randick and Dermer looked at art therapy in schools and the necessity of art therapists to meet the needs of the American