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Thu, 08/08/2024 - 00:00
Edited Text
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
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