Full Spectrum

Psychology of Color

2011-12-29T06:56:00.000-08:00

Some believe that color is a very powerful force in our lives and can have subtle effects on our bodies and minds. Interior designers and artists have used color to dramatically affect moods and feelings with their work. Institutions such as hospitals often use soft blues to decorate the rooms; creating a calming environment. However, your feelings about color can also be very personal and can be rooted in your own experience or culture. But there are certian characteristics and qualities of colors that can be useful when working with sensory sensitive children.
Color therapy or “chromotherapy” was practiced by ancient cultures including Egyptian and Chinese. They used color to heal and today in holistic or alternative settings, practitioners include it as well. Here are some interesting characteristics:

RED- Used to stimulate the body and min and to increase circulation (and appetite)
YELLOW- Used to stimulate the nervous system and help focus
ORANGE- Used to heal the lungs and promote energy
BLUE- Used to calm and sooth and treat pain

There are of course more nuances and uses of color that can be researched and debated, but how can some of this information be used in working with children? As an art therapist, I am always aware of visual stimulation when presenting art materials. When I notice a child is very hyper, I will avoid offering stimulating colors such as reds or oranges and try to stick with the blue tones. Does this help? I beleive it does, but to what degreee I am not sure. I will never deny a child colors that they are asking for, but may steer the choices when possible.

Color can also be used to evoke emotions or make connections to feelings, memories and ideas. I have often used the book by Dr. Suess called “My Many Colored Days” which can help children identify their emotions through color referencing. The story is wonderfully illustrated with colorful images that connect a feeling……this of course is rather subjective and I ask the children if the color in the book makes them feel different. Either way, the story helps them identify their own emotions which is often hard for children with developmental issues. After reading the story there are so many art making projects that can be presented as a follow up. I have had children create large murals, individual colorized portaits, and more……

Overall, color can be a great tool when working with sensory sensitive children. By experiementing and becoming aware of subtle reactions, we can taylor the activities and hopefully help them regulate. In addition, there are other things that compliment the use of color such as music and aromatherapy. More about those later…..

Accepting ASD

2011-12-29T06:52:00.000-08:00

As I observed a young boy with Autism in one of our groups, I kept trying to “figure him out”. Why does he flutter his hands? What makes him jumpy or make the sounds that he does? How can we get him to participate with the others in the art therapy process? As clinicians, we are always looking for the right approach or mix or perhaps the right ”connection” to the child. But what I am discovering is that maybe those answers will not be avaialble any time soon- so in the meantime I think that focusing on the journey with the child and staying with the unanswered questions can be the enough for the moment. It may feel as if we are not connecting or making progress, but as with all therapeutic processes the subleties can pave the way.
Here are some points to keep in mind when working with children with Autism Spectrum Disorders:

1) Remember that Autism is a challenging disorder and there will be a lot of tough days, so go easy on yourself.

2) Meet the child where they are at that moment in time. Sense the energy level and try to empathize with their potential discomforts. If the energy is high and overstimulating, offer calming activities with little pressure.

3) If the child’s voice or level of verbal sounds is loud….do not try to “speak over them” but rather lower your voice and calmly wait for them to see that you are trying to communicate with them, this takes patience. But, very often they will want to hear you and will become quieter in order to listen.

4) Sometimse offering a light touch or contact to their should or back may get their attention, calm them or regulate their energy. But be careful to ask the child if it is ok to touch them as it can be misread and there may be issues with touch.

5) Be aware of bright lights, loud outside noises or other stimulating sources in the environment. See if dimming lights helps, or adding soft music to the room helps. You can also teach the child to do deep breathing….this sometimes works wonders, espsecially if you make it into a game or use bubbles.

So, although we may not have all the answers to everything about how and why the child behaves a certain way or can’t seem to connect to his peers or to us, we can relax a bit and just try to be available for the child as best we can. As we travel the journey, an answer or two may just appear when its supposed to.

The Power of Therapeutic Play

2011-05-10T06:02:00.000-07:00

Children with Autism have many challenges with socialization and communication. They find it extremely difficult to relate to others; especially to their peers. Instead of playing with toys in imaginative ways (such as pretending a doll is really "my baby”) they may use toys for self-stimulation, perseverate on objects, and become entirely self-absorbed.

For typical children, play allows learning and social skills to build naturally. We usually do not have to “teach” children to play. However, a child on the spectrum may need some guidance. Play can be a great tool for helping children to go beyond autism's self-absorption into a real and shared interaction. When directed properly, creative play can also help children explore their feelings and their environment. Eventually this can lead to stronger relationships with parents, siblings and peers.

Theories such as DIR/Floortime, a model created by Dr. Stanley Greenspan emphasize the use of play. The idea is to follow the child’s natural emotions and interests which he says is essential for learning and developing various parts of the mind and brain. In typical play therapy, clinicians are usually interested in letting the child take the lead. The therapist reflects back to the child their observations of what is happening in the session and mirrors back. Play Therapy with the Autistic child is a bit more challenging. We need to establish their functioning level and adapt to it. As stated above, they may not have the ability to play imaginative or symbolically. We need to be very animated and show them how to do this.

We may need to will get down on the floor with the child and truly engage him through the modality of play. For example, we might set out a number of toys that the child finds interesting, and allow them to decide what, if anything, interests her. If they pick up a toy car and run it back and forth without purpose, the therapist might pick up another car and place it in front of the child's, blocking its path and saying “beep beep”. If the child responds -- verbally or non-verbally -- then a relationship has begun. If there is little reaction, the therapist might look for sensory or high-interest, options to engage the child. Bubble blowing is often successful, as are toys that are “cause and effect”- they can move, squeak, vibrate, and otherwise do something.

As the therapy builds, the therapist can build reciprocal skills, such as sharing, taking turns, and imaginative skills (pretending to feed a toy animal, cook pretend skills) and even abstract thinking skills (putting together puzzles, solving problems). Eventually, as the child becomes better able to relate to others, participating in a small group of peers would help further by engaging in more social play.

Drawing with Alternative Materials

2011-04-12T08:57:00.000-07:00

Some children on the spectrum seek sensory input when I work with them in art therapy. One client that I work with can not use tradition drawing materials for any focused amount of time. I have found that there are other ways to "draw" images that keep him engaged better.

Wiki sticks are thin, bendable waxy materials that stick to surfaces and each other. We have been able to use them in image making quite successfully. This child loves the "stickiness" of the sticks and it encourages him to explore twisting and shaping them to create images on the paper. The sticks can be cut as well to help manage details in picture making. What is wonderful about this method, is that I am able to help the child learn some basic drawing skills; while at the same time engaing him and adapting to his sensory needs.

Model magic is another material that can be used for picture making. I think I have showcased this before, but can not emphasize its usefulness. This child was able to manipulate the modeling material into shapes thius creating the whole image. As he "practices" with engaing materials, his drawing skills improve and traditional media can be introduced gradually.

Create Flash Cards to help Children with Autism Learn about Feelings

2011-03-14T06:21:00.000-07:00

Children with Autism very often cannot fully comprehend feelings. They generally do not
understand how to read facial expressions on others and how these expressions
can indicate emotions. As a result, they have problems learning how to express
their own feelings and then can become frustrated. This frustration can turn
into meltdowns because they have difficulties communicating those feelings and
then frustration grows out of control. One of the best ways to teach children
with Autism to communicate feelings is to use or create visual aids so that they can begin to recognize these more fully.

Making flashcards together can be an effective way for children to relate and
recognize feelings. Gather magazines,stickers, scissors, index cards and glue to create your own flashcards. You can use pictures of favorite characters and actors and then cut out each one and paste it onto the card. You can also use stickers of different characters. Then
go through the flashcards with the child asking him how he feels about the
different pictures. See the nonverbal reactions as well. You can write the
correct emotion or feeling on the back and let him know what that emotion is.
Or you can write it on the front to encourage the verbal.

During your sessions,when emotions arise, ask the child for the appropriate card that corresponds to the feeling. Or model for him, for example when he gets angry, tell him that it
seems that he is angry and show him the right card. Do this for each card until
he starts to understand. Then you can praise or reward him for getting the
right card.

Use the words “I feel”along with the card, as in “I feel…” and then show the appropriate card. Or ifthe child is showing a particular emotion, say “I feel…” and show that card. Encourage the child to say the same phrase and show you the card. He doesn't have to verbally express the emotion yet, but try to have the child show you the emotion card
and if verbal, eventually say the phrase.

Continue to teach the child to say the emotion with the phrase. The goal would be that after sometime, he will be able to show you the appropriate card along with saying how he
feels. However, if verbal skills are limited, at least the cards will help him
communicate these feelings. You can use the cards less as the child is able to
express the emotions in other ways, but generally the visual aids can be useful
to keep on hand during all therapeutic activities.

Puppet Making: Imagination and Learning for Children with Autism

2011-02-13T10:50:00.000-08:00

Most typical children naturally love to pretend play and intuitively use their imaginations at a relatively early age. We see this in normal development the strongest around 3-6 years of age. A child may pick up a toy car and “pretend” it is driving up and down the furniture; he may joyfully make sounds to indicate the car’s speed and motor. As the child becomes more mature and develops relationships in the world, he might race the car and tell us a story about who is in the car, where they are going and other details. Children learn about their world through play and then are able to develop healthy imaginations.

Children with Autism very often have challenges in developing healthy imaginations as well as engaging in purposeful or imaginative play. This, in addition to communication and socialization is an area that the creative therapies can help with. By engaging the child creatively and meeting them where they are, we can bring out their own interests and help them develop this skill in fun ways.

Puppet making is a great activity that combines art and play together! There are very simple ways to make puppets that can be executed by artists and novices alike. There is even pre-cut fabric or paper “blanks” that can be used as starters from various school supply or art supply vendors. There are a variety of styles such as paper bag puppets, sock puppets, finger puppets, stick puppets or glove puppets to name a few. Here is a link for a simple paper bag puppet in which all you need is a small brown bag, computer printer, scissors and glue: http://www.dltk-kids.com/crafts/teddy/mbearbag.html

There are many different styles and ways to create puppets and it really doesn’t matter which one you choose. The goal is to work together and encourage the child to be creative and imaginative with both the act of making the puppet and then with playing afterwards. A visual reference is always good to have, so making a sample puppet ahead of time might be helpful or having a picture. However, do try to promote creative changes as the child makes their own puppet. Verbal feedback is a good way to support the child’s efforts. Saying, “Oh, I like the way you used blue hair on yours instead of brown, it’s so fun and bright!” As you are creating the puppet with the child there may be opportunities to start “pretending” by making voices or giving the puppet a name.

After the art making, the play can begin. At first, some children on the spectrum may not join in but rather observe the play, or just not be paying attention at all. This is ok; you may have to play for them instead of with them in the beginning. Eventually, they may become curious and try some things with the puppet. Even if it doesn’t seem to make sense, follow their lead and go with it.

At some point, the puppets may be a projection for the child’s feelings and thoughts. Although some children with ASD may not have the verbal skills to express it fully, they may be able to have the puppet make a sound, or do a dance or gesture. The storytelling or the imaginative play can very often reflect some real issues ultimately. So, while having fun and letting the child explore with the puppet, the therapist or parent may be able to pick up on some things that otherwise may have not been noticed. But ultimately, it will be a fun activity that can open up the child’s creativity and help develop imagination and play skills.

"Art As Therapy": Sensory Activities for the Child with Autism

2011-01-09T12:47:00.000-08:00

Very often my goals as an art therapist will focus on the creative expression in developing the child’s imagination, communication and socialization skills. These are all areas that the child with Autism Spectrum Disorder is working on in school, home and other therapies as well. However, sometimes art can simple be used in a more non-directed way and purely allow the child to experience the sensory elements of the materials.

In the field of Art Therapy, using the model of “Art as Therapy” is a process that allows individuals to experience the art making with little direction. This then allows them to gain insight and open up to their feelings in their own time. However, with the population of Autism, I see the “Art as Therapy” model more about the intrinsic sensory processes and believe that it can benefit the child that needs to “just have fun” with the creative activities. Having fun and engaging in this experience can then ultimately regulate the senses, emotions and behaviors.

Let’s explore some techniques and materials that both professionals and parents can use to help their children have this experience. These are some activities that can be adapted for any functioning level by either limiting the amount of materials presented and/or limiting the time allotted

Cornstarch Goo

This activity can be a little messy, but often will be a fun way to build a tolerance to wet materials. It is more a “play” activity rather than an art making one, because there is no product at the end. Sometimes the simplest of ingredients can create a great tactile experience- cornstarch and water is a great example of that. Combining these two ingredients makes a fun “goo” that acts like a solid and a liquid at the same time. It’s a great learning activity that will fascinate the kids about how things work.

Making the goo: In a medium size bowl, start with 1 cup of cornstarch and add the water one tablespoon at a time. Stir carefully and add a bit more water or cornstarch as needed to get the right consistency. You’ll know the right consistency when you see it — you won’t quite be able to stir it, but it will still look liquid.

The mixture will act like a solid when you squeeze it or press on it, but when you let it relax; it turns into liquid-like goo. Have the child scrape some up out of the bowl and squeeze it in their hand and watch the material form shapes. Then tell them to relax their hand and watch the shape melt between their fingers and drip back into the bowl. Make a game out of it by seeing how long the shape can stay solid before dripping back to liquid.

Colored Rice Mosaics

This is a project that can be both tactile as well as creative. The senses are engaged, while the goal will be to produce a work of colorful art. The preparation should be done before presenting to the child.

Ingredients: 1 cup dry white rice, 1 teaspoon rubbing alcohol or white vinegar, 3 to 4 drops food coloring, medium size bowl and spoon, and waxed paper or aluminum foil.

Making the Colored Rice: Measure the dry rice into a bowl. Add the rubbing alcohol or vinegar, and stir well to coat. Drop on the food coloring, stirring between each drop. Add food coloring, and keep mixing until the rice is your desired color. Place a sheet of waxed paper or foil on a flat surface. Pour the colored rice onto the waxed paper or aluminum foil. Allow the colored rice to dry completely. This usually takes about 30-60 minutes. Repeat steps to make additional colors of rice.

Making Art with the Colored Rice: To make a mosaic, have the child draw a simple a design onto a piece of cardstock or thin cardboard. Add glue to the design, one area at a time, and then sprinkle on the colored rice. Children with ASD might become over stimulated if given too much rice at once, so it is best to put the rice in small paper cups (bathroom size works well). Also, when applying the glue, give children a small amount with a paintbrush- this helps with the “over squeeze” we often see children engaging in when given the glue container. This activity can be a nice way to teach shapes and colors for younger children by filling simple outlines. For older children, more intricate designs can be incorporated.

Musical Shakers

By making a musical shaker, children can learn how the tactile elements create sound; allowing them to experiment and feel the items as they are used in fun ways.

Here are some things you can collect to make a variety of shakers: coffee cans, plastic yogurt containers, spice bottles, paper towel rolls. Inside materials: dried peas, popcorn, pennies, dried macaroni, dried beans, and other materials that child may be drawn to. (* this activity should be highly supervised with children who are very oral)

Steps for making shakers: Wash and dry all the empty containers. Have child pick out and choose one to decorate. They can use a variety of art materials to cover the container depending on their age and functioning level. Construction paper is usually a nice way to cover any lettering or labels that have not come off. Offer markers, crayons or glitter glue. Allow the container to dry before filling it.

Experiment with the dried materials by having child reach into the bowl and feel around. Ask child what they think adding that to a shaker would sound like? Let them do this with a few different textures.

When ready, fill each container between one half and two thirds full with the dried beans, macaroni, peas, popcorn seeds or rice. You can mix a couple of the dried ingredients together with some pennies to create different sounds. Attach the lids of the containers, making sure they are tightly sealed. Let them shake, shake, shake, and then you can turn on their favorite songs and let them play to the music.

Before the Meltdown: Sensory, Emotional and Behavioral Interplay

2010-10-26T10:04:00.000-07:00

Most children who are diagnosed on the autism spectrum have difficulty regulating their emotions and maintaining a calm state as we know. Children with autism and special needs go through similar emotional challenges as typical children do, but it takes them longer to get through them and it may take some creative techniques. In addition, it is sometimes difficult to recognize which emotions may be prominent in the child with ASD because sensory needs may look like an emotional or behavioral reaction.

Parents, teachers and therapists can help by recognizing the emotions and offering empathy when behaviors escalate. De-escalation is the key. By learning about the child’s sensory issues, and behavioral triggers we can begin to recognize the signs before hand; and thereby help the child regulate and avoid an emotional meltdown.

If and when emotions become overwhelming to the child, try to acknowledge those feelings and not stop them from being expressed. Tell the child that when he cries it is caused by a feeling and that it will pass like a dark cloud. The sun will come out again, even though it feels like the sky is falling. Help him learn to take a few slow deep breaths when he first begins to feel upset.

In our creative arts therapy groups or in any other social skills or therapeutic groups, we can address these issues both in neutral times, when there is no upset as well as when a child in the group starts have difficulties. We can praise the children when we see them regulating themselves and we can offer mirroring for when we notice that negative behaviors are escalating.

Example
A child may start banging the table and fidgeting, so we need to recognize this behavior whether out of frustration or another sensory need and take it as a “sign”. We may reflect back to the child either verbally, “I see you are banging the table Johnny, sometimes it is hard to stay in our seats…. And you are doing so well…..” Or perhaps, non-verbally bang along with the child and create a playful interchange. (I have offered clay or model magic and that seems to work wonders for frustration control) However, that banging on the table could have in fact been a sensory need to move, or hear sound, or just feel the table against his hands. We may not always get it right, but we are still recognizing the need. In any case, as we get to know the children in our classes or groups we can distinguish their needs, emotions and behaviors.

Taking breaks and using sensory toys and art materials may help a child regulate when frustration levels seem overwhelming within the group. When a child needs that break, have an aide work with them for a set amount of time a little bit away from the group; not leaving the room entirely unless necessary. Then allow that child to slowly rejoin the activity when ready and then praise them for their efforts.

Integrating Art Therapy and the DIR/Floortime Model

2010-09-10T14:38:00.000-07:00

In recent years, there has been a great effort to meet a rising need and demand for innovative and therapeutic services that can give children on the Autism Spectrum the best chance to develop intellectually and socially; to discover their talents and to cope with their challenges. There are more creative art therapists offering services for this population, but are seeking effective and imaginative ways to work without compromising the goals of the field.

Art Therapy can help the child with Autism in many ways. Some main areas that art therapists focus on include: increasing communication and social skills, developing a sense of individuality, building of relationships, and facilitating sensory integration (Betts, 2005). Children on the Autism Spectrum struggle with all these challenges in varying degrees however communication is an area that will affect them the greatest. We need to define what communication is for the child with Autism. It is not just language as a form of communication, but rather the totality of the communicative framework that appears from infancy onward which experts such as Daniel Stern and Donald Winnicott theorize. (Evans and Dubowski, 2007). We need to understand these basic areas and become aware of the level which the child with Autism is functioning developmentally in order to provide appropriate therapeutic interventions.

The DIR®/Floortime™ Model( Developmental, Individual Difference, Relationship-based) is a systematic way of working with the child that enables him to climb the developmental ladder and takes him back to the milestones that may have been missed earlier on (Greenspan and Weider, 1998). The six milestones within the model include: 1) Self regulation and interest in the world, 2) Intimacy, 3) Two-way communication, 4) Complex communication, 5) Emotional ideas, and 6) Emotional thinking. This model is a framework that helps clinicians, parents and educators perform a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with Autism Spectrum Disorders and other developmental challenges. Greenspan explains that the five activities to engage children in Floortime are to observe, approach, follow the child's lead, extend and expand play, and let the child close the circle of communication.

The Creative Arts Therapies combined with the DIR®/Floortime™ Model creates a unique and comprehensive approach that accomplishes these tasks. The blend of a child-centered focus along with creative and expressive modalities brings together a dynamic and integrative model that children thrive on. Art Therapy can help children with sensory issues or deficits “play” with materials in their own way and at their own pace; then develop a system of regulation to participate in artistic expression. Dance and Movement Therapy has been incorporated successfully as well; using the kinesthetic qualities to help children move purposefully and engage socially in sensorial activities. Dr. John Carpente, a music therapist has incorporated the DIR®/Floortime™ Model into his work as well. He states that the therapist’s task is to improvise music built around the child’s responses, reactions, responses, and/or movements to engage him or her in a musical experience that will facilitate (musical) relatedness, communication, socialization, and awareness (Carpente, 2009).

Art Therapy has unique qualities that help the child with Autism. Many children with Autism tend to be visual learners and traditional methods of instruction can often be quite challenging. Therefore, visual art directives and projects are a great way to help children with Autism learn and communicate, as well as interact and function in the world.

References

Betts, D. J. (2005). The art of art therapy: Drawing individuals out in creative ways. Advocate: Magazine of the Autism Society of America, 26-27.

Carpente, J (2009). The Effectiveness of Nordoff-Robbins Music Therapy within a Developmental, Individual-Differences, Relationship-based (DIR®)/Floortime™ Framework to the Treatment of Children with Autism. Dissertation, Temple University.

Evans, K., & Dubowski, J. (2001). Art Therapy with children on the Autistic Spectrum: Beyond Words. London, UK: Jessica Kingley.

Greenspan, S. and Wieder, S. (1998). The child with special needs. USA: Da Capo Press.

“Hands-on” Learning for ASD Through Visual and Creative Modalities

2010-08-19T09:01:00.000-07:00

Many children with autism tend to be visual learners and traditional methods of instruction can often be quite challenging. For example, while the average child learns language through social interactions by mimicking the words they hear in everyday conversations, children with autism spectrum disorder may not absorb speech and language skills as readily. Often, children with autism do not imitate others in the same way that average children do, making it necessary to take a more direct approach. Signed speech, which uses sign language in conjunction with spoken language to visually reinforce new words and concepts, is a hands-on approach to teaching speech and language skills.

Hands on projects use that same principle of multisensory learning, combining visual, tactile, and verbal stimuli to teach new skills and concepts, appealing to the learning characteristics of many autistic children. Hands on projects can be integrated into nearly any learning experience. For example, you can tell a story while working together to illustrate it with simple drawings that can aid in comprehension, while keeping children engaged in social interaction. Paper cutouts, used to act out a story as it is read can be great literacy and comprehension reinforcement, and having the child participant in creating them offers another hands-on activity.

• Drawing and coloring flashcards can help in the development of fine motor skills while teaching letter and number recognition, or decorating them with fabrics and objects of varying textures can add tactile elements to the lesson.
• Mixing instant puddings or homemade play dough can help children learn to follow simple instructions with the help of tactile stimulation to maintain attention.
• Older children can benefit from cooking or baking projects, learning math skills through measuring ingredients and gaining competency in following directions. Also, getting to eat the finished product is a tangible reward for a job well done.
• Art projects that correspond with lesson plans for the day can be very helpful in reinforcing academic subjects, such as making clay models of animals or objects learned about earlier in the day.
• Model building, painting, or drawing projects can bring history or social studies lessons firmly into focus for autistic children, and lessons on plant biology can be brought home with a plant growing project.

Short attention spans are common in children with autism, another issue that is often eased with the use of hands on projects for autistic students. Active learning can be a great help in keeping children focused, alert, and engaged, making it easier to stay on task. If attention span becomes an issue when hands on projects are underway, divide each project into small steps with breaks given after each one. Lengthening those intervals between breaks gradually can help the child slowly build a more appropriate attention span.

Hands on projects are a great way to teach children on the spectrum. In fact, all child can benefit from the combination of activity and education that these modalities offer. In an integrated learning environment, hands on projects can help children with autism interact and cooperate with other children, promoting understanding and fostering those vital social and communication skills. And of course hands on projects are much more fun for all involved.

ASD Parent-Child Dyad

2010-08-12T07:07:00.000-07:00

I found in my practice with ASD that the parent-child dyad can be a wonderful way to work if the circumstances are right. It enables me to model for the parent and offer creative strategies and techniques for their child. But even beyond that it is an enriching experience for me as the therapist as well. I learn how parent and child relate and communicate with each other; helping me work better for the child.
I currently have a client where I am fortunate to have this situation. The mom is very open to working with her son (around 9 years old with moderate ASD) and helping him to discover his inner creativity. Having her part of the session is also a great asset because she can comfort and "regulate" him when over stimulation occurs. She then becomes a model for me as well!

So how does this dyad really work? Besides having mom there for a comfort to the child, she is able to tap into her own process. In addition, I can sense the energy and synergy between mother and child; bringing them back to the beginning stages of attachment. This helps the child explore the creative modalities that I present to the both of them. The trust is there and the child and mom play off each other with my direction.

However, the session must still have a structure. This child (like most ASD children) thrives on this and behavorial strategies are still incorporated maintaining focus and engagement. I have adapted a child-centered approach by combining it with behavorial techniques-not easy, but possible. There is a lot of mirroring, but also redirecting. Slightly contradictory in nature, but still balances the session quite nicely. There are limits set and he responds well to this. However, within the limits, I always include choice making.

The mom and I set the stage together. We create a "schedule" for her son to visually see and have him make choices (he is verbal) about what activities he would like to include. Throughout the course of the session, we refer back to the schedule and cross off the activities that we have already completed. This feels comforting for the child as he maintains awareness and control by actively knowing what is next.

I also allow for breaks when needed. This allows the child to regulate his sensory needs. He gets up and jumps, stretches, goes to the bathroom, has a snack, or just relaxes. Sensory issues and/or basic needs can sometimes come up during the session and all that is needed is a "mini" break. For example, he has oral needs and will eat a chewy fruit snack and be fine. I may have not known this if mom was not available.

I am not sure if this approach would work for all children. I do know that at the end of the session, it appears that both this mom and her child are satisfied and have enjoyed the creative process and activities presented. At times, she becomes so overwhelmed by his accomplishments it is quite emotional to witness. The artwork lines the kitchen counter and both mom and her son gaze together very proud; feeling good about the time spent together making art.

Art Therapy Groups for ASD- How to Manage Behaviors in a Creative Environment

2010-08-05T07:29:00.001-07:00

One of the challenges of conducting therapy groups for children is to balance structure with creative freedom. This is especially true for children with Autism Spectrum Disorders, because their behaviors can be very unpredictable causing the group to become chaotic and unsettling. So therefore a structured environment is essential and very often what this population thrives on. So, how can the art therapist still allow for creativity and mastery when behaviors are getting in the way? Not an easy task, but it can be done.

What kind of structure is needed? Well, it basically depends on the functioning level of the group but all in all I find it best to have a set plan of art making within a theme that the children can enjoy and relate to. For example "The Beach" or "Zoo Animals" and then have materials to support the theme, even sensory toys and books related to the theme helps to have on hand. Although as art therapists we try not to influence the art making, I always try to make a "sample" of the project to allow the children to have a visual representation; this very often is helpful to get them started. It is also useful to have "group rules" established before engaging in activity; this serves as a behavioral structure and will set boundaries for unaccepted behaviors.

Building social skills are a big component to ASD groups. Art making can allow for this to occur by designing the groups to "work together" or cooperatively. Murals, group collages and quilt making can allow this to happen. While children are engaging in the art making process, the therapist should always be mirroring back the accomplishments of each child's successes. Something as small as sharing a crayon can reinforce the skills being built. In addition, commenting on art elements within the child's work is great way to encourage individual creativity and to engage others in sharing thoughts as well. Making connections within the group is very powerful too. For example saying, "Look Johnny….. Billy's painting has the same bright green that your picture has……is that one of your favorite colors? Maybe it's Billy's favorite color, let's ask him…."

Some children on the spectrum who are lower functioning will need more assistance in order to participate in the group. Until they are comfortable in their surroundings some children will require a 1:1 aide within the group to help manage behaviors. It will benefit the child as well as the therapist to have this extra help in order to maintain group cohesion. As the child becomes more adaptable, the aide can be less involved and eventually weaned out of the group. In addition, the groups should have a manageable number of children based on available aides and volunteers. The ratio should be determined based on functioning level as well. An ideal group size is about 4-6 children with a lead therapist and at least one assistant as well as an aide for behavioral children.

One last thing to keep in mind when working with children on the spectrum is the choice of materials for art making. Make sure you are aware of sensory issues within the group as well as allergies and aversions which children with ASD often have. It is best to build up a tolerance to messier materials which can often be regressive. Painting is fine, however put out small amounts and use spill proof containers. Make sure that when messy materials are being presented there are enough aides to provide support and "hand over hand" assistance. Letting parents know beforehand is a good idea for dressing down and having smocks is a good idea as well.

Hope this is helpful and will have more on this topic to come………

Siblings of Children with Autism Spectrum Disorders

2010-07-27T06:04:00.000-07:00

Siblings of Children with Autism Spectrum Disorders:
Psychosocial Adaptation, Sibling Relationships and Parental Stress Factors
(This was a proposal/ assignment for a Research Methods class at Montclair State University, however, I do want to execute the study in the near future)

I. Purpose
The purpose of this study is to examine the siblings of children with autism spectrum disorders (ASD) and discover how this condition along with parental stress factors influences their own psychosocial structure and the relationship with their disabled sibling.

II. Definition of Terms

1) Autism Spectrum Disorder (ASD)
Autism Spectrum Disorders (ASD’s) are a group of developmental disorders which are derived from the disorder Autism (sometimes called “classical autism”) Autism is characterized by a variety of behavioral deficits such as impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests.
The ASD’s include Asperger’s syndrome, Rett’s syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). (http://www.ninds.nih.gov/disorders/autism/detail_autism.htm#133693082)

III. Justification of Study
In recent years, Autism and Autism Spectrum Disorder (ASD) have been receiving a lot of attention in both the educational as well as medical fields. Approximately mid-point during the twentieth century is when the name for this disorder first appeared; and now it affects an estimated 3.4 in every 1,000 children ages 3-10. It has been made clear that Autism can create disruption in families and unfulfilled lives for many children
(http://www.nimh.nih.gov/health/publications/autism). A lot of research is being done to investigate the causes of this disorder from an organic and biochemical perspective. At the same time, there is equal work and research being done to explore treatments plans, behavioral approaches and interventions for the ASD child in the educational setting.
Currently, there appears to be a growing interest in how this disorder affects families. A recent study investigated family resilience of children with autism; showing such effects as connectedness and closeness, positive meaning-making of the disability and spiritual and personal growth. (Bayat, 2007) However, Autism in any form is still a stressful condition to deal with; the parents and the other children in the family will in no doubt be influenced by this fact. Numerous studies involving the psychosocial adjustments, behaviors and coping skills of siblings of children with ASD have appeared in the last ten years showing the importance and interest in this area. (Kaminsky & Dewey, 2002; Roeyers & Buysse, 2003; Macks & Reeve, 2007; Orsmond, Kuo & Seltzer, 2009). Interestingly, these recent studies show inconsistencies. There are many reviewed studies that have discovered negative outcomes for the siblings; which include feelings of being alone and increased behavior problems due to the ASD of their brother or sister. However these fail to indicate the conditions of the environment and various circumstances that may have an effect on these conclusions (Rivers & Stoneman, 2003).
In a typical family, siblings play together and develop supportive relationships through intimate daily contact with each other during their childhood years. Both nurturance and conflict play a part in developing a sense of emotional understanding, self-regulation and feeling comfortable with their sense of belonging. (Orsmond & Seltzer, 2007) In families where there is a child with ASD, the sibling relationship may be compromised but at the very least, different than in a typical family; this is mainly due to the fact that the ASD sibling may lack such things as play or social skills. In addition, stress factors of the parents also have an effect on this dynamic. Sometimes parents may feel inadequate in handling their Autistic child and this stress may ultimately make regular family activities, such as trips or outings more difficult (Twoy, Connolly, & Novak, 2006; Higgins, Bailey, & Pearce, 2005). Changes in the family’s daily living and stressed behaviors of parents in connection with the ASD child may create resentment and subsequent difficulties in the sibling relationship.

IV. Annotated Bibliography
1) Bayat, M. (2007). Evidence of resilience in families of children with autism. Journal of Intellectual Disability Research, Vol. 51, part 9, p.702-714.
In this article, the author explores the factors of family resilience and states that despite the popularity of this area of study, little has been done in families with children that have disabilities. The conclusions indicate that a significant number of families of children with autism present factors of family resilience. Participants in this study were parents only, with no siblings involved in the data. Also within the article, there are aspects that are noted but not fully explored, such as parents being advocates for their autistic child. These, the author states may influence the elements of resilient families and may need further examination. In addition, the study has a major limitation regarding demographics; stating that about 63% of the participants were from middle to upper middle white families.

2) Kaminsky, L. & Dewey, D. (2002). Psychosocial adjustment in siblings of children with autism. Journal of Child Psychology and Psychiatry, 43 (2), p.225-232.
This article described a comparative study and used two other groups to measure the psychosocial adjustment of the siblings of children with autism; one being siblings of Down syndrome and the other siblings of normally developing children. It focused on feelings of loneliness and social support as well. There were several measures used: Achenbach Child Behavior Checklist (Achenbach, 1991), Social Support Scale for Children (Harter, 1985), Loneliness and Social Dissatisfaction Questionnaire (Asher et al, 1984), Adaptive Behaviors Questionnaire, and Demographics Questionnaire. Ultimately, the study concluded that enhanced psychosocial adjustment of siblings of children with autism was associated with a larger number of siblings in the family. A major limitation noted in this study was that 80% of the siblings were older than the child with autism and because of the small number of younger participants analyses comparing these two were not possible. Therefore the findings may not be applicable to younger siblings.

3) Macks, R. & Reeve, R. (2007). The adjustment of non-disabled siblings of children with autism. Journal Autism Dev Disord., 37: 1060-1067.
In this study, siblings of autistic children were compared to siblings of non-disabled children. The outcome showed that having a child with autism seems to enhance the psychosocial and emotional well-being of their siblings when demographic risk factors are limited. Both children and parents participated in this study and were measured by standardized means. The children were asked to complete the Children Depression Inventory-Short Form (CDI-S) (Kovacs, 1992) as well as the Piers-Harris Children’s Self-Concept Scale (Piers, 1984). Parents completed Behavior Assessment System for Children-Parent Rating Scales (BASC-PRS) in relation to their non-disabled child. The study noted that positive results may have had some explanations. For example, siblings may have viewed themselves quite favorably as compared to their disabled brother or sister. Another factor from the parental perspective is that most parents of ASD may not have an accurate view of their typical child because they spend so much time caring for the child with autism. Discrepancies were noted between self-reports and parent reports; noting that most studies will have a single type of respondent however multiple types of respondents were advisable in this situation. Once again, demographics were emphasized in the discussion section indicating that future studies should examine race, religion, marital status, and gender of the ASD child.

4) Rivers, J.W. & Stoneman, Z. (2003). Sibling relationships when a child has autism: marital stress and support coping. Journal of Autism and Developmental Disorders, Vol. 33, no. 4.
This article is most relevant to my study because it involves the stress of the parents. As hypothesized by the author, when the marital stress levels were higher, the siblings and the relationships were more compromised. Overall however, the siblings did express satisfaction with their sibling relationships whereas parents were somewhat less positive. Parent-sibling triads were used in this study (1 parent, autistic child, typical child) and incorporated self- report inventories and questionnaires. Two main instruments were used in measuring results: Sibling Inventory of Behavior (SIB) (McHale & Gamble, 1987) and Satisfaction with the Sibling Relationship Scale (modified in 1989). Marital Stress was measured by a modified version of the FILE: Family Inventory of Life Events and Changes (McCubbin, Thompson, & McCubbin, 1996). The author stated that families who experienced extreme amounts of marital stress and sought a high level of formal supportive services outside the family, had more negative reports related to sibling relationships in comparison to families who sought lower levels of outside support. These findings, the author states, reinforce the importance of looking at family context as an important factor in assessing the qualities of the sibling relationship.

References
Achenbach, T.M. (1991). Manual for the child behavior checklist/4–18 and 1991 profiles. Burlington, VT: University of Vermont Department of Psychiatry.
Asher, S.R., Hymel, S., & Renshaw, P.D. (1984). Loneliness in children. Child Development, 55, 1456–1454.
Bayat, M. (2007). Evidence of resilience in families of children with autism. Journal of Intellectual Disability Research, Vol. 51, part 9, p.702-714.
Harter, S. (1985). Manual for the Social Support Scale for Children. Denver, CO: University of Denver.
Higgins, D., Bailey, S., & Pearce, J. (2005) Factors associated with functioning style and coping strategies of families with a child with an autism spectrum disorder. Autism, 9(2), 125-137.
Kaminsky, L. & Dewey, D. (2002). Psychosocial adjustment in siblings of children with autism. Journal of Child Psychology and Psychiatry, 43 (2), p.225-232.
Kovacs, M. (1992). The children’s depression inventory: Manual. North Tonawanda, NY: Multi-Health Systems, Inc.
Macks, R. & Reeve, R. (2007). The adjustment of non-disabled siblings of children with autism. Journal Autism Dev Disord., 37: 1060-1067.
McCubbin, H. I., Thompson, A. I., & McCubbin, M. A. (1996). Family assessment: Resiliency, coping, and adaptation. Madison, WI: University of Wisconsin.
McHale, S. M., & Gamble, W. C. (1987). Sibling relationships and adjustment of children with disabled brothers and sisters. Journal of Children in Contemporary Society, 19, 131–158.
www.ninds.nih.gov (2009) National Institute of Health/ National Institute of Neurological Disorders and Stroke
Orsmond, G.I., Kuo, H., & Seltzer, M. (2009). Siblings of individuals with an autism spectrum disorder: Sibling relationships and well-being in adolescence and adulthood. Sage Publications and the National Autistic Society, Vol. 13 (1) p. 59-80

Orsmond, G. I. & Seltzer, M. (2007). Siblings of individuals with autism spectrum disorders across the life course. Mental Retardation and Developmental Disabilities Research Reviews, 13:313-320.
Piers, E. V. (1984). Piers–Harris children’s self-concept scale: Revised manual. Los Angeles, CA: Western Psychological Services.
Rivers, J.W. (2008). Child temperaments, differential parenting, and the sibling relationships of children with autism spectrum disorder. Journal Dev Disorders, 38: 1740-1750.
Rivers, J.W. & Stoneman, Z. (2003). Sibling relationships when a child has autism: marital stress and support coping. Journal of Autism and Developmental Disorders, Vol. 33, no. 4.
Twoy, R., Connolly, P.M. & Novak, J.M. (2007). Coping strategies used by parents of children with autism. Journal of the Academy of Nurse Practioners,19, p. 251-260.

Siblings of Children with Autism Spectrum Disorders: by Pamela Ullmann is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Art Makes Sense- Sensory Art Therapy

2010-07-20T04:38:00.000-07:00

Creative art making can offer unique ways for children to gain a sense of control and mastery of their environment, grow in self expression, self awareness and self-esteem. This holds true for children with special needs, ASD (Autism Spectrum Disorder), and other developmental issues as well. However, these children very often have “sensory” issues or sensory integration disorder which can affect their responses to various art materials.

That is why it is important to have a trained and credentialed art therapist or related professional assess the child and create a customized program that can help the child with sensory issues while at the same time engage in creative expression.

Children may experience deficits in one or several sensory areas; the most often observed is visual processing, auditory processing, and “tactile defensiveness” (an aversion to certain textures and touching). Art making with an experienced therapist can often break through these issues in a fun and non-threatening way; enabling the child to experience new and creative expression.

Visual Techniques:
Art making is obviously a visual modality, but those children with visual processing issues may need adaptations, concrete steps, and prompts in order to follow effectively. Sometimes using a page border helps contain the image making. Using dark colors on white paper or white chalk on black paper can create maximum contrast. Utilizing thicker crayons and markers can build a stronger visual focus. Also, the therapist can incorporate dotted lines as a “starter” for the child to trace around lines or shapes. Another processing technique is to present materials in a clock-like manner one by one; avoiding too many materials in the working space.

Helpful Techniques for Auditory Processing Difficulties
• Combine verbal instructions with sign language or hand motions
• Make sure the art making activity is presented in a quiet room or area
• Utilize pictures or “samples” of a particular art project when giving directions
• Use visual cues when transitioning from one activity to another along with instructions (such as flashing lights on and off in the room)

What is Tactile Defensiveness?
The main cause is neurological disorganization in the midbrain region of the brain which is basically responsible for filtering incoming stimuli, and, may not sufficiently screen out all extraneous tactile stimulation causing the child to perceive the input as extreme and uncomfortable. The central nervous system ability to process tactile sensory input is distorted causing the child great discomfort. Their brain may register subtle sensations as extreme irritation or even painful and he may respond in an abnormally reactive way such as grimacing or pulling away from the stimulus.

Sensory based art making is a fascinating modality that allows children to engage in creative expression with no pressures. Using this approach, an Art Therapist can assess the severity of tactile issues and can help the child build tolerance in this area. Depending on the nature of the tactile defensiveness, the art therapist can use materials within the art making or as a separate activity of just playing with the materials; this starts the process of de-sensitizing the child in a fun and non-threatening manner.

Here are some art and play materials that are often used:
• Cornstarch and water play (creates a “gooey-like substance)
• Feathers, chenille, pom-poms to create “texture collages”
• Water-play using food dye and various containers
• Play dough, putty, and other modeling compounds
• String, felt, other craft materials
• Sand –art
• Shaving cream finger-painting
• Rice, shredded tissue paper

The list goes on and the therapist can create recipes and projects that are tailored to the child’s interests to encourage engagement. The caution here would be to go slowly and not overwhelm or over stimulate the child with an abundance of tactile materials. Let the child take the lead and if the child responds negatively, make a note and try new materials.

Art Makes Sense-Sensory Art Therapy by Pamela Ullmann is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Painting with wheels!!

2010-07-15T12:54:00.000-07:00

Although it has been a while since I have ran a "Wheel Art" workshop, I did find it very gratifying to help children create works of art with their own wheels!

What is Wheel Art?
Wheel Art is a unique activity for individuals who are wheel chair dependent. Each “wheel artist” uses the wheels of their chair to paint onto a large canvas secured to the floor. The artists all contribute their own style, color and unique patterns that create an amazing community mural to be shared.

Who Can Participate in Wheel Art?
The wheel artist may wheel themselves; either manually or through a powered wheel chair. Or, if they are not able to do so an assistant can help them move across the surface. Children, young adults and older adults all enjoy wheel art. Wheel art is empowering for the person confined to a wheel chair because it allows them to express their creativity in an exceptional way. Just as each person is unique, the patterns from their wheels are as well; they reflect a part of themselves which is “one of a kind”. After the piece is completed the artists can proudly look back and recognize their own tread marks on the canvas; feeling a part of a community of special individuals.

Painting with Wheels
Different painting techniques are used to achieve successful application onto the wheels. Non-toxic acrylic paints along with various brushes and rollers are used in conjunction with special additives to maximize paint vibrancy and fluidity.

Each wheel artist chooses a color to paint with. After successfully loading the wheels with their chosen color, the artist moves their chair through and across the surface of the canvas creating patterns and linear shapes throughout. Sometimes, a favorite song is played in the background while the painting takes place. The experience then becomes a “dance” with their chairs as well as a visual art activity. A wonderful process with a beautiful product!

For more information on having a "Wheel Art Day" for artists in wheel chairs, please email Pamela@colorsofplay.com

Autism and Creative Arts Therapy

2010-07-13T16:23:00.000-07:00

An Emerging Need
Data released by the Centers for Disease Control (CDC) in 2007 revealed a startlingly high prevalence of Autism Spectrum Disorders in New Jersey children: 10.6 per 1,000, or one child in every 94.
School systems, health care facilities, and community service agencies struggle to meet a rising need and demand for innovative services that can give children on the autism spectrum the best chance to develop intellectually and socially, to discover their talents and cope with their challenges. Parents and siblings of children on the autism spectrum also need supportive services to cope with the stress of their children’s special needs.
We aim to develop a comprehensive creative arts therapy curriculum for children diagnosed with Autism Spectrum Disorders, including Art Therapy, Music Therapy and Dance Therapy. In addition, we will offer creative workshops and healing groups for overstressed family members.
Creative Arts Therapies for Children with Autism Spectrum Disorders
Creative arts therapies offer many benefits for children on the autism spectrum:
• Engaging hard-to-reach youth: Simply put, creative arts therapies are fun. Even children who resist other interventions may participate eagerly in Art, Music, and Dance Therapy
• Sensory Stimulation and Integration: Because children on the autism spectrum have heightened sensory needs, they often respond well to the multisensory stimulation and concrete, hands-on approach inherent in art, music, and dance therapy. Music and dance help to integrate the body and increase sensory tolerance.
• Socialization: Sharing art and performing together can help children on the autism spectrum build social skills and bond with peers.
• Communication and Self-Expression: Creative arts provide a precious medium of self-expression for children with limited or no verbal communication.
• Building the Imagination: Creative art therapies have unparalleled capacity to address imagination deficit, a classic characteristic of autism. Art therapy can help children with autism to build abstract thinking skills, creativity, and flexibility.
• Strengthening Family Relationships: Art therapy can also help families discover new ways of relating to children with autism spectrum disorders, and foster an appreciation of these children’s unique gifts. Workshops and healing groups targeted to parents and siblings of autistic children will help family members develop supportive peer relationships and coping skills.

Working with Children and Families through CMO's

2009-04-11T17:03:00.000-07:00

Colors of Play, LLC has just been awarded a MOU (contract) with Hudson Partnership CMO and very shortly will also be working with Bergen's Promise CMO (Care Management Organization)as a Provider of clinical services.

Once a child has enrolled through the ValueOptions referral process with the CMO's, a Care Manager (the person who will work closely to help a child and family manage their life until they can do it on their own) contacts the family to set up a meeting where they live or within their community. Each Care Manager has an average of ten families per caseload.

The Family Support Organization is also contacted to help link the family with a parent partner who will help provide peer support, education and advocacy to them. The Family Support Organization works in partnership with the CMO's, ValueOptions, state agencies and provider organizations to ensure that the system is open and responsive to the needs of families and children. The Family Support Organization provides a voice for families working with Bergen's Promise or Hudson Partnership, especially at Child and Family Team meetings.
The family and child's immediate needs and present strengths and interests are assessed. A plan for action is formulated in case another crisis or event develops. Who to call and what to do are clearly defined if anything should happen.

Additional family or community members as well as representatives from the professional community, including the Family Support Organization–anyone important in the life of the child–are identified. These people will constitute the members of the Child and Family Team. A date is set for the first Child and Family Team meeting to be scheduled toward the end of the next 30 days. All decisions relating to the child and family needs and supports are made at Child and Family Team meetings. All members have an equal voice in making those decisions.
A plan is created and implemented by the Team. The plan includes mental health services and natural support activities, designed to meet the needs of the child and their family.

A Partnership
Essential puzzle pieces – linked together:

1.ValueOptions - Contracted Systems Administrator (CSA)
2.Children's Mobile Response and Stabilization System
3.Care Management Organization (CMO)
4.Youth Case Management
5.Family Support Organization (FSO)

I am very excited that Colors of Play, LLC will be included in this referral process. Art and Play Therapy can be an effective clinical approach for children expereinceing trauma, behavioral issues and emotional difficulties. Referrals will be generated by the CMO care managers and I will be provding Art and Play therapy in the home.

See both organizations: http://www.bergenspromise.org/ AND http://hudsoncmo.org/

Pamela Ullmann, ATR-BC, LCAT, CCLS

Children and Creativity

2009-01-07T10:55:00.000-08:00

Creativity in childhood is typically assessed through paper-and-pencil measures such as the Torrance Test of Creative Thinking. These tests are designed to measure divergent thinking, such as fluency, flexibility, originality, and elaboration. Signification criticisms have been raised about these tests as measures of creativity. First is the general problem that there are no universally accepted definitions of creativity. Second, critics of creativity tests argue that these tests do not measure creativity per se but instead reflect the specific abilities that are assessed by the tests. Third, the scores on these tests often depend partly on speed, which is not necessarily a criterion for creativity. A final consistent concern relates to the scoring of creativity tests, which by definition are somewhat subjective. Thus, the reliability of such tests is commonly questioned.

Infancy
From birth to 18 months, infants can be encouraged to engage in creativity by playing with a variety of safe household materials, such as margarine tubs, empty boxes, and large empty spools. Parents and caregivers can encourage experimentation by showing excitement and interest in what babies do.
Parents can encouraged infants to develop creativity by singing to the infant and playing music, moving the infant's hands to music, hanging a colorful mobile over the crib, placing pictures and photos where the baby can focus on them, and playing sound games with infants, such making up nonsense words or using rhyming words when talking to them.

Toddlerhood
From ages 18 months to four years, toddlers have progressively better hand and eye coordination. Caregivers should give them opportunities to develop this coordination by allowing them to draw with water-based paints, with chalk, and with crayons. Toddlers also can develop their creativity by pasting, tearing, cutting, printing, modeling with clay or play dough, or working with various materials to create collage, and for the older child, experimenting with fabric, tie dye, batik, printing, and simple woodwork. From around 12 months, children may begin to imitate things that adults do. Real fantasy play begins at around ages 18 to 21 months. This should not prevent caregivers from playing imaginatively from a younger age, since fantasy play is linked to creativity. Studies have shown that children with very active fantasies tend to have personality traits that contribute to creativity—originality, spontaneity, verbal fluency, and a higher degree of flexibility in adapting to new situations. Children who fantasize a lot have unusually good inner resources for amusing themselves. Parents can provide materials that lend themselves to fantasy play (dressing-up clothes, dolls, housecleaning sets, and stuffed animals), play pretending games with their children, and make suggestions and encourage new ideas when toddlers play alone. Adults should start involving toddlers with creative activities as soon as they feel the child will enjoy them. Adults need to remember that young toddlers are not skillful enough to consciously produce works of art. At 18 months they may be more ready for creative play and even at this age, they may spend no more than five minutes of concentration on any one activity.

Preschool
Preschoolers can use the same materials as toddlers but can use them in more complex ways. By age five, many children start drawing recognizable objects. By age six, they are usually interested in explaining their art works. They also like to tell stories and can make books of their stories, including drawing pictures to accompany the writing. At this age fantasy play becomes more complex. Preschoolers often direct each other on what to do or say as they play "Let's pretend." Play is a critical part of developing creativity, according to Mary Mindess, a child psychology professor at Lesley University in Cambridge, Massachusetts. "Play allows children to construct meaning for themselves," Mindess stated in an article in the August 2001 newsletter The Brown University Child and Adolescent Behavior Letter. "Two children may share an experience, but each will process the experience differently. Very often during play, children take things they see in real life, or things they imagine they experience—like something they read in a book or saw on television—and make meaning of it," she wrote.

School Age
Early school-age children, six to nine years, incorporate lots of fantasy into their play, including action games with superheroes. Children of this age group spend much of their time daydreaming. Some daydreams become "real" as children begin to act them out in stories and plays. Many researchers believe that in order to foster creativity in schools, education should be based on the discovery of knowledge and the development of critical attitudes, rather than on the passive absorption of knowledge. They believe this applies whether the class is in art, history, science, or humanities. However, most school teaching in the United States is based on the child's ability to memorize. The highest marks are often given to those who merely studied their lessons well. The pupil whose creative side is more developed may be considered a disruptive member of the class. At ages nine to 12, children's creativity is greatly affected by peer influence. They increase the amount of detail and use of symbols in drawings. They also have expanded their individual creative differences and begin to develop their own set of creative values.

Adolescents
Teenagers are highly critical of the products they make and ideas they have. They try to express themselves creatively in a more adult-like way. Their creativity is influenced by their individual differences, physically, mentally, emotionally, and socially. In most high schools, classes that stress creativity, such as art, music, writing, and drama are electives and many may not be required. For many adolescents, high school is their last opportunity to take these creative classes.
Also, teens become more self-aware and self-conscious. This focus often causes them to conform to their peers, which stifles their creativity and makes their thoughts less flexible. Flexibility refers to the ability to consider various alternatives at the same time.

Common Problems & Parental Concerns
Rewards or incentives appear to interfere with creativity and reduce children's flexibility of thought. Studies show that any constraints such as structured instructions reduce creative flexibility in children. Many parents and teachers do not understand that children who are creative are often involved in imaginary play and are motivated by internal rather than external factors. Environment appears to play a greater role than heredity in the development of creativity: identical twins reared apart show greater differences in creativity than in intellectual ability. Family environments with certain characteristics have been found to be more conducive to creativity than others. One of these characteristics is a relaxed parental attitude rather than one that is overly anxious or authoritarian. On the whole, the families of creative children discipline them without rigid restrictions, teaching them respect for values above rules. Similarly, they emphasize achievement rather than grades. The parents in such homes generally lead active, fulfilling lives themselves and have many interests. Finally, they reinforce creativity in their children by a general attitude of respect and confidence toward them and by actively encouraging creative pursuits and praising the results. It has been found that creativity in both children and adults is affected by positive reinforcement. Schools as well as families can encourage creativity by offering children activities that give them an active role in their own learning, allow them freedom to explore within a loosely structured framework, and encourage them to participate in creative activities for the sheer enjoyment of it rather than for external rewards. (http://www.answers.com/topic/creativity)

Introduction

2008-11-02T17:55:00.000-08:00

Colors of Play, LLC provides creative arts therapy programming and related services for children, adolescents and young adults with special needs; including physical and cognitive disabilities, autistic spectrum disorders, children coping with medical conditions, bereavement and hospitalization.
We specialize in providing comprehensive consulting, program design and development to agencies and organizations that serve these populations.
Services Include: • Creative Arts program development for non-profit organizations• Arts Enrichment programs for schools and social services agencies• Consulting services for healthcare facilities• Clinical Creative Art Therapy for children, adolescents, and young adults.
Pamela R. Ullmann, MS, ATR-BC, LCAT
Licensed Creative Art Therapist and Founder
For more information on Art Therapy, specific programs, and ways to include creative arts programming in the lives of many, please visit our website http://www.colorsofplay.com/
Pamela Ullmann can be contacted via email at Pamela@colorsofplay.com or by phone at 201-906-6555

Colors of Play, LLC Serving New Jersey and the New York Metropolitan Area
Copyright © Colors of Play, LLC. All rights reserved.