Using Expressive Arts to Work With the Mind, Body and by Mark Pearson, Helen Wilson

By Mark Pearson, Helen Wilson

"Using Expressive Arts to paintings with brain, physique and feelings" combines idea, study and actions to supply useful feedback for reinforcing shopper participation within the remedy strategy. It surveys the literature on paintings treatment; somatic ways; emotion-activating types; use of song, writing and dreamwork; and the consequences of the recent findings in neuroscience. The publication comprises step by step directions for enforcing expressive treatments thoughts, and encompasses a wide selection of experiential actions that combine playful but strong instruments that paintings in concord with the client's innate skill for self-healing. The authors speak about transpersonal impacts besides the sensible implications of either emotion-focused and attachment theories. "Using Expressive Arts to paintings with brain, physique and feelings" is a vital consultant to integrating artistic arts-based actions into counselling and psychotherapy and may be an invaluable handbook for practitioners, teachers and pupil counsellors, psychologists, psychotherapists, social employees and artistic arts therapists.

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22). The research observed a movement amongst young participants from compliance to spontaneity, with overall gains in creativity and curiosity. Overall outcomes included positive emotional, social and academic outcomes. Fox (2000) analysed four contributions the theory and practice of ET could have for classroom teachers to enhance effective interaction with children. The four areas highlighted in this study were the usefulness of 32 USING EXPRESSIVE ARTS TO WORK WITH THE MIND, BODY AND EMOTIONS imagination, understanding the concept of the ‘inner child’, awareness of the need to validate a child’s experience of their body, and ‘being emotionally present’.

During initial sessions a counsellor may try to understand in what ways this inner healing movement has been attempting to bring about resolution and transformation, or in what ways the person’s resourcefulness has tried to strengthen and maintain defence against further emotional pain (Teyber 2006). Symptomatic behaviour can be the result of attempts to kick-start the healing process. The inter-relatedness between challenging behaviour and a client’s inner healing resources may not be immediately observable or overt.

The existence of and documentation of the body’s energy system is becoming more widely understood in Western cultures (Brennan 1993; DiCarlo 1996), and has been catalogued and used therapeutically in Asia for centuries. Symptomatic behaviours are frequently the result of unresolved experiences from the past. Feelings that are too strong for a child to deal with, or are not accepted by others, or are not safe to express, become relegated to the ‘psychological background’ – a sort of backdrop on which future scenes and players act out the drama.

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