Presents ways of combining students' physical and emotional expressions within the restricted environment of a school counselors' offices. Argues that combining the physical release of energy with emotional expression and cognition, all within the security of the counselor's office, offers a useful tool for helping children. (RJM)

Presents case study of 10-year-old girl with nighttime fears. Provides background information on the case and discusses various strategies used to lessen fears and encourage control: involving and educating the parents; educating the child; allowing the child to explore and discuss fears through art; teaching positive, competence-related…

Contends that art therapy promotes mental health beyond diagnosing and treating illness. Outlines four overlapping ways that art contributes to mental health: (1) giving people a sense of identity and place; (2) conferring status; (3) expanding and directing thought processes; and (4) utilizing the security of the rhythmic "takeover"…

Presents the idea that art therapists and special education teachers must collaborate to successfully work with special needs students. Describes a situation in which the authors used co-teaching to present information to student teachers regarding children with sensory integration dysfunction. (MKA)

Discusses the elimination of the graduate art therapy program at Buffalo State College and its impact on the art therapy faculty. Focuses on surviving such an event while retaining status as a member of an art education department. (JPS)

Explains how art, a nonverbal form of communication, can ease separation anxiety in young children, allowing them to express issues that are important to them. Gives practical tips for teachers to set up an open art area in the classroom and suggested activities include group puzzles and quilts, homemade books, collage art, and puppets. (ET)

The purpose of this paper is to explain how origami can be used to foster life and academic skills in struggling students in rural schools. At-risk students often lack the social, behavioral, study, self-management, academic and life skills to face their daily challenges. This paper describes: (1) benefits of origami and its integration into…

This guidebook is designed to help parents, teachers, day care professionals, nannies, and others in the childcare arena recognize signs of distress in children's drawings. The handbook is intended for those with little or no knowledge of art therapy. Information the book provides is a compilation of indicators that commonly appear in the drawings…

This test, the Silver Drawing Test (SDT), evolved from a belief that the intelligence of children and adults who have poor language skills tends to be underestimated. The aim of the SDT is to provide an instrument for assessing the cognitive skills of individuals who have difficulty understanding others and making themselves understood. There are…

This paper describes two personal development groups for procrastinators, the "Unblocking" group and "The Manana Syndrome." Theoretical background for the groups is presented based on behavioral techniques adapted from Lakein's work on time management and Ellis' work on cognitive therapy. Differences between the two groups are…

The theoretical basis for a Figurative Therapy Reading Clinic in the elementary schools and the tentative structure for implementing that clinic as a pilot project are described in this paper. The contents include: "Figurative Therapy Defined," which refers to the psychoanalytic approach to art therapy; "The Objectives of the Figurative Therapy…

Statue building complements the counselor's usual skills to help children understand and express their emotions and gain a heightened sense of awareness. Statue building promotes empathy for the feelings of others and provides an opportunity for children to increase their ability to express emotions. (Author)

Sets forth a model of group supervision, drawing on a creative therapies approach which provides an effective way of delivering process issues, conceptualization issues, and personalization issues. The model makes particular use of techniques drawn from art therapy and from psychodrama, and should be applicable to therapists of many orientations.…

A study evaluated a person-centered counseling intervention on the self-concept of four children (ages 6-12) with moderate mental retardation. The study used person-centered art therapy as an adjunct to counseling. Three of the children indicated an improved self-concept. However, only one teacher indicated a positive movement within the child.…

Discusses the limits to fitting aesthetic experiences into theories of education or curricula, claiming that this often results in aesthetic alphabetization. Contrasts this to the aesthetic education possibilities in art therapy. Beginning with a statement by Hugo von Hofmannsthal, theorizes about the existence of an aesthetic self-identity. (CH)