Pennsylvania Western University Art Therapy for Youth in Foster Care: A Curriculum to Address Anxiety Presented by Brianna Guzman-Olson Overview 01 Purpose 04 Literature Review 07 Future Research 02 Justification 05 Project 08 Final Thoughts 03 Terms 06 Limitations 09 Questions Purpose to create a curriculum integrating mindfulness, person-centered therapy, and art therapy in the treatment of anxiety for youth in the foster care system Justification Youth in foster care are more likely than their peers to develop mental health conditions. Anxiety diagnoses have increased over time in children, and also frequently present comorbidly. Youth in foster care are more likely than their peers to become involved in the criminal justice system. The foster care-to-prison pipeline requires augmented attention and provided resources. If coping skills are not learned these youth have a significant chance of getting involved with the criminal justice system. Terms Anxiety Foster Care Mindfulness CBT Art Therapy Foster Youth Person-Centered Therapy Generalized Anxiety Disorder Trauma-Focused CBT Literature Review General Treatment of Anxiety treatment tools / interventions are imperative most prevalent mental health conditions therapeutic interventions are crucial for increasing demand Treating Anxiety with Person-Centered Therapy positively impacts clients over time focus on building supportive rapport and unconditional regard non-directive approach empowers clients Literature Review Treating Anxiety with Mindfulness reduces psychological stresses and symptom severity for anxiety strengthens coping abilities and reduces emotional dysregulation effective in decreasing anxiety and other diagnoses Treating Anxiety with CBT & TF-CBT efficacy in treating anxiety and maintaing long term effectiveness addresses trauma-related symptoms including anxiety leading treatment for children and adolescents with traumatic experiences Literature Review Anxiety & Foster Care youth face elevated anxiety due to unique challenges urgent need for tailored interventions and support systems comprehensive approach is essential acknowledge all factors tailored interventions targeted support is vital promote resilience and coping strategies enhance well-being of foster care youth Literature Review Art Therapy & Anxiety improves symptoms of anxiety enhance overall quality of life success in treating trauma positive effects in children and adolescents positive effects of integrating art therapy into anxiety treatment planning Literature Review Art Therapy & Foster Care traumatic experiences leading to excessive anxiety art therapy effective in treating youth such as these with anxiety symptoms main benefits for children in foster care aids in coping and emotional regulation reduces complex trauma symptoms reduces feelings of anxiousness and hopelessness Project Curriculum Overview •designed through a blended theoretical framework of Person-Centered therapy, Mindfulness theory, and TF-CBT •developed specifically for youth in foster care, at a BRS level, who experience anxiety •intended for youth ages 5-18 •provides coping skills to overcome dysregulation as they explore their anxiety •the trauma-focused (or trauma-specific), art therapy interventions are flexible and use a oneon-one structure to ensure space for adaptions and individuality within interventions to best serve each unique client •intended to be flexible and allow for lots of choice with materials to effectively serve its intended population Intervention 1 Connect the Dots Goals Provide an opportunity for the client to explore using a variety of drawing & natural materials. Build rapport and create the foundation for a strong therapeutic relationship going forward. Materials 3-5 natural objects a variety of drawing materials large paper Directive Drop natural objects onto paper and mark a dot where they land, then connect the dots. Intervention 2 “Bridge Drawing” & “Draw a Person in the Rain” Assessments Goals Provide insight surrounding the client’s current state as well as future goal state of being. Provide insight into the client’s current ability to cope with adversity. Materials 8.5 by 11 blank white paper drawing materials of choice (Bridge) 2 graphite pencils with working erasers (DAPR) Directive Draw a bridge going from some place to some place. Draw a picture of a person in the rain. Intervention 3 Healing Symbols Goals Encourage the client to identify & explore strengths & current effective ways of coping. Materials 1-3 natural objects that represent “strength” a variety of mark making materials large paper Directive Hold natural objects(s) and notice what attributes or qualities of strength draw you in, then identify a strength of your own and create a symbol to represent it. Intervention 4 Encircled Anxiety Goals Provide an opportunity for the client to visually represent anxiety and then create a protective barrier around the anxiety, to contain it. Materials collage materials (magazines, scissors, glue/tape) markers & paints (watercolor, acrylic, etc.) large multimedia paper Directive Create a collage representing the anxiety experienced, then create a barrier or boundary around the collage. Intervention 5 Emotional Landscape Goals Encourage the client to create a visual representation to personify their anxiety along with other emotions present. Provide support in holding space for present coexisting emotions while allowing further exploration of them as well. Materials a variety of rigid drawing materials a variety of fluid drawing materials large multimedia paper Directive Make a list of emotions felt throughout the week, represent each of these emotions by creating a landscape including a part to acknowledge each of them. Intervention 6 Bringing In & Letting Go Goals Encourage the client to identify and explore what they would like to let go of related to their anxiety and what they would like to hang onto or bring in that helps them cope with their anxiety. Materials a variety of rigid drawing materials a variety of fluid drawing materials large multimedia paper Directive Make a list of things that make the anxiety worse to let go of and things that help with the anxiety to hang onto or bring in. Next, split the paper into two parts and visually represent each of these items on their appropriate half, to hold space for each of them. Intervention 7 Coping Tree Goals Encourage the client to identify the supports they have around them and regard these supports as protectors between the client and their anxiety. Materials a variety of rigid drawing materials a variety of fluid drawing materials large multimedia paper Directive Make a list of supports that help with the anxiety currently; create a tree that holds space for each of these supports. Intervention 8 The Journey Goals Hold space & provide some closure for the client to process their journey through this curriculum and toward anxiety relief. Materials large paper or other clear surface to create on wide variety of open ended and natural materials Directive Create a piece of artwork representing the journey through this curriculum or toward healing from anxiety in general. This is a “living” piece and can be altered as desired rather than made permanent. Limitations efficacy tied to specific contextual factors (duration of treatment, one-on-one dynamic) limits transferability to broader contexts & diverse populations developed for individual therapy (neglects potential benefits of group interactions) untested nature of curriculum with adolescents in foster care (uncertainty regarding effectiveness without real-world testing) potential challenges when applied to populations with coexisting diagnoses & need for adjustments to address diverse symptomology necessity for post-implementation assessments / ongoing assessments for continual evaluation & improvement Future Research evaluate the effectiveness of the curriculum conduct longitudinal studies explore the feasibility and effectiveness of implementing the curriculum in group settings investigate how group dynamics influence the therapeutic process / identify strategies extend research to include other marginalized or at-risk populations examine cultural, socio-economic, and environmental factors Future Research explore how the curriculum can be adapted to address a broader spectrum of diagnoses incorporate ongoing assessment and refinement of the curriculum adopt a continuous quality improvement approach explore the integration of additional material modalities investigate synergies with other therapeutic modalities align treatment plans and program goals with a holistic approach Final Thoughts the prevalence of anxiety among these young individuals 1 the lack of resources tailored specifically to address their needs the urgency and importance of developing a targeted intervention 2 a comprehensive resource that seamlessly integrates art therapy's benefits into an easily accessible format fostering resilience 3 Q&A Pennsylvania Western University Thank You Presented by Brianna Olson