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Proposal for Group Therapy with a Specific Population Paper

Proposal for Group Therapy with a Specific Population Paper

Harsheen Kaur Chadha

Adler University Vancouver Campus

MART 527: Group Skills

May 8, 2023
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Proposal for Group Therapy with a Specific Population Paper

Painted Prism, Pigment Pathways: Proposal for Group Therapy with a Specific

Population Paper

Painted Prism, Pigment Pathways is an Art therapy support group for children which

uses different art forms and inventive activities to assist children to develop coping

mechanisms and life skills, explore their emotions, and express themselves in a supportive

and creative setting. Art therapy can be particularly beneficial for children who may have

difficulty verbalizing their feelings or who prefer expressing themselves through art. Children

would participate in different art therapy interventions and other activities under the guidance

of an art therapist. These activities include drawing, painting, sculpting, collage-making, and

other creative expressions. The art therapist facilitates self-expression and reflection by

providing a secure environment where children can explore their feelings, thoughts, and

experiences through art.

Major focus would be on emotional expression, as art provides children with a non-

verbal outlet to express their emotions and help them communicate and process difficult

emotions. Self-discovery through works of art to enable children to explore their identities,

strengths and challenges. Thereby promoting self-awareness and self-esteem. Art therapy

promotes the development of healthy coping mechanisms, stress-reduction techniques and

equips children with valuable skills for coping with emotional difficulties. Communication

and Social Skills encourages the development of social interaction, collaboration and

communication skills as children share their creations and experiences with others. In

addition, emotional regulation through participation in art interventions can help children

regulate their emotions and have a calming and therapeutic effect (Malchiodi, 2011).

Painted Prism, Pigment Pathways would also focus on teaching life skills including

Creativity and problem solving as art encourages children to think creatively and develop
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Proposal for Group Therapy with a Specific Population Paper

innovative solutions. Through art interventions, children learn to think outside the box,

explore different possibilities and find their own way of expressing themselves. It helps in

communication because Art provides a non-verbal means of self-expression.. Art also

enhances emotional Intelligence and confidence as art allows children to explore their

emotions and express them better. This fosters self-confidence and promotes emotional

regulation and increases perseverance. Art often requires patience and children learn to

experiment over time, make mistakes, and keep trying until they get the results they want.

This promotes a growing spirit and resilience and can teach children not to give up easily

when faced with difficulties (Rymanowicz, 2021).

Critical thinking and decision making as art interventions encourage children to make

decisions, consider different options, and critically question artistic choices. They learn to

evaluate their work, make adjustments, and assess the impact of their decisions. This

strengthens their ability to make decisions and develop abilities to analyse and assess

situations in other areas of your life. Cooperation and social skills by doing Group art projects

encourage collaboration, and teamwork. Children learn to share materials, communicate their

ideas, negotiate and work towards common goals. Time management and organization art

interventions often require planning, organizing materials, and effective time management.

Children learn to set goals, break tasks into small steps, manage time wisely, and stay

organized. These skills can be applied to many aspects of life, including schoolwork,

extracurricular activities, and personal responsibilities. Confidence and self-esteem by

participating in artistic activities and seeing works come to life boosts children's confidence

and self-esteem. A sense of accomplishment when completing an art project contributes to a

positive self-image and belief in one's own abilities (Rymanowicz, 2021).

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Proposal for Group Therapy with a Specific Population Paper

This idea is idea for art therapy groups in schools because it gives students access to a useful

resource and creates a supportive, therapeutic environment inside of a classroom. For treating

stress, anxiety, trauma, and learning new social skills, art therapy groups are helpful.

Conducting art therapy groups in schools has a number of important advantages, including

the ability to offer students who are experiencing emotional difficulties emotional support.

Students can express themselves creatively, explore their emotions, and learn coping

mechanisms in the safe spaces that art therapists provide. Students can express themselves

nonverbally in art therapy groups, opening up yet another channel for communication and

self-expression. There are supposed to be trained art therapists to facilitate these groups

(Michel, 2018).

Art therapy groups encourage social and emotional learning by emphasising self-

awareness, self-regulation, social awareness, relational skills, and responsible decision-

making. Students may use art to better understand their emotions, boost their self-esteem,

develop empathy, form good relationships, and make wise decisions. As an arts intervention,

stress reduction and relaxation are relaxing and therapeutic for pupils, reducing stress and

promoting relaxation. Mindfulness methods such as guided imagery and breathing exercises

are frequently used in art therapy groups to develop relaxation and stress management

abilities. Art therapy groups assist children acquire a number of abilities that are important

both academically and psychologically. Creativity, problem-solving, critical thinking,

decision-making, fine motor skills, visuospatial skills, and attention to detail are examples of

these abilities. Art therapy also fosters resilience and creativity (Weissberg, 2016).

Building a Supportive Community Art therapy groups foster community and

belonging among participating children. Peer support, teamwork, and the ability to share and

learn from each other's experiences are encouraged in group sessions. This part of
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Proposal for Group Therapy with a Specific Population Paper

community-building can lead to more empathy, understanding, and acceptance among

students. Adopting art therapy groups in schools can provide early intervention and

preventative measures for kids at risk of developing mental health disorders or experiencing

emotional challenges. Having adequate resources, art supplies, and an appropriate location

for an art therapy session is also necessary (Feen-Calligan, Moreno, & Buzzard, 2018).

It's crucial to take into account a number of variables that support inclusion,

accessibility, and cultural sensitivity while establishing art therapy groups in schools. The

financial impact of offering groups is taken into account in this proposal. Finding funding

sources or investigating collaborations with community organisations that might provide

money or resources to the programme. It is vital to make sure that all students, regardless of

their financial situation, may still access the programme. The goal of this idea is to earn

money through various efforts, such as art auctions and funfair charity events at schools.

recognising and honouring the variety of languages, cultures, and backgrounds among the

kids. Incorporate inclusive and culturally appropriate materials, tools, and activities into art

therapy programmes. If necessary, providing multilingual art therapists or interpreting

services to accommodate pupils who do not speak English as their first language.

Recognising and avoiding imposing Western ideas on art and therapy, and being

conscious of cultural variations. practising cultural sensitivity by including topics and art

forms that speak to people from different cultural origins. encouraging students to include

their personal artistic practises and cultural inspirations into the art therapy process. Think

about if there is childcare or supervision available for students who might need it during art

therapy sessions. Considering that some students could be responsible for younger siblings or

other caregiving duties, making the proper arrangements can assist secure their participation.

scheduling art therapy sessions at convenient times for the pupils. To maximise involvement,
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Proposal for Group Therapy with a Specific Population Paper

take into account extracurricular activities, school timetables, and any conflicts. A larger

range of pupils can be served through flexible scheduling choices including providing classes

after school or during school hours.

Establishing a pre-screening process to identify students who may benefit from art

therapy groups and obtain appropriate consent from parents or guardians. Collaborating with

school counsellors, teachers, and administrators to identify students who may benefit from art

therapy and ensure their willingness to participate. Ensuring that the art therapy space is

physically accessible for students with mobility challenges. Consider any necessary

accommodations, such as ramps, elevators, or accessible seating, to ensure equal

participation. Emphasizing the importance of confidentiality and privacy within the art

therapy groups. Establishing guidelines and protocols for safeguarding students' artwork and

personal information. Assure students that their creative expressions and personal

experiences will be respected and kept confidential (Harpazi et al., 2020).

My fascination with working with children is due to an innate passion that resonates

deep within me. Working with children brings out my inner child, creates joy and

enthusiasm, and motivates me to serve my community. Through my research and experience,

I have developed a deep connection with this field, with a particular focus on children. Their

unique perspectives, limitless creativity, and ability to evolve inspire me on a personal and

professional level. Working with children, I have experienced the transformative power of

support, guidance and therapeutic interventions. Guided by this unwavering passion and

connection, I am committed to positively impacting children's lives, promoting their well-

being and reaching their potential.

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Proposal for Group Therapy with a Specific Population Paper

References

Feen-Calligan, H., Moreno, J., & Buzzard, E. (2018). Art Therapy, Community Building,

Activism, and Outcomes. Frontiers in Psychology, 9, Article 1548.

https://doi.org/10.3389/fpsyg.2018.01548

Harpazi, S., Regev, D., Snir, S., & Raubach-Kaspy, R. (2020). Perceptions of Art Therapy in

Adolescent Clients Treated Within the School System. Frontiers in Psychology, 11.

https://doi.org/10.3389/fpsyg.2020.518304

Malchiodi, C. A. (2011). Handbook of Art Therapy. Guilford Press.

Michel, K. (2018, December 12). An expert on school-based art therapy explains how art

therapy helps children make sense of the insensible. American Art Therapy Association.

https://arttherapy.org/art-therapy-helps-children-make-sense-of-the-insensible/#:~:text=In

%20conclusion%2C%20art%20provides%20children,uncertainty%2C%20trauma%2C%20or

%20conflict.

Rymanowicz, K. (2021, March 17). The art of creating: Why art is important for early

childhood development. Michigan State University Extension.

https://www.canr.msu.edu/news/the_art_of_creating_why_art_is_important_for_early_childh

ood_development#:~:text=Art%20can%20help%20children%20learn,following%20through

%20on%20their%20plan.

Weissberg, R. (2016, February 15). Why Social and Emotional Learning Is Essential for

Students. Edutopia; George Lucas Educational Foundation.

https://www.edutopia.org/blog/why-sel-essential-for-students-weissberg-durlak-domitrovich-

gullotta