Contemporary Art Therapy with Adolescents. Shirley Riley
sounds overwhelming. A narrative begs for visual illustration, therefore the art is syntonic with the theory (Riley and Malchiodi, 1994).
Language is often a smoke screen behind which the adolescent can hide from adults. By inventing new words with specialized meanings, and changing that vocabulary from month to month, the outsider is effectively excluded. This clever, creative device succeeds in creating confusion. To avoid being caught up in a losing game of ‘guess what this means’, reinforces the practicality of utilizing visual communication, the choice of art therapy for teenagers. Taking this concept a step further toward making the language specific and understandable, a task could be invented to deal with this predicament. The therapist could ask the adolescent to help make a dictionary of images that represent the unfamiliar words. Adolescents sometimes enjoy teaching an ‘innocent’ adult what it’s all about.
Media
As a general rule, adolescent clients prefer the same limited group of media to be available each session. Like children in a changing world, they like the stability of their chosen tools. The art therapy room should have a basket of broad tipped felt pens, a basket of oil pastels, a basket of collage pictures (cut out) and accompanied by a glue stick and scissors, on the table at every meeting. Paper is best provided by a roll of white butcher paper, which allows the paper to be torn the size that fits the art image. Standard size paper does not make allowances for the needs of the client. One young man took the roll of paper, made an image of himself at the top, and then rolled the paper from the therapy room down the hall to indicate how far he wanted to be away from his mother.
Figure 1.12 Damaged youth, with his self-created ‘twin’ (Alter-ego)
None of the materials should be ‘precious’. Casual containers, a casual attitude about the choice of media and the manner of representation, helps to reduce anxiety about an artistic product. However, when the well done piece is created it is a delight to marvel over!
In addition to the favorite broad tipped felt pen; plasticine (oiled clay) is also acceptable to the adolescent. At first, the boys take satisfaction in using the clay to create large penises to shock the therapist. Past that phase, the youths can demonstrate the family system with lumps of clay (more or less articulated) representing the members. They then are often willing to have the plasticine figures have a dialogue. Many secrets can be shared in this manner, and the form of the communication system is heard in the role-play. The three-dimensional aspect of clay simulates movement and narrative. This technique resembles play therapy, with the advantage that the object is created by the player. When dealing with anger there is satisfaction is squishing the clay flat if it represents a person that the kid would like to eliminate. Contrary to being satisfied with lumps, many teenagers, not only the girls, are able to render well articulated small sculptures.
Art therapists should share that they do not believe they can ‘read’ the art or that they are convinced there is a reliable rationale proving that colors stand for certain emotions. Be willing to share your reactions to the youth’s art, after it has been discussed from the adolescent’s view. Communicating your reactions to the art maker gives the artwork respect. In addition, it provides an opportunity to reframe and gives positive connotation to the therapeutic transaction.
Let the hands do the talking
I had an older teen return for a follow-up visit rather unexpectedly. She sat with me and played with the clay and talked about social things and made insignificant chatter. While she was talking her hands were busy. In due time we both looked at the table where her little yellow bird rested, who had an egg in her tummy, rather like a kangaroo carrying a baby in a pouch. We both sat there quietly while the sculpture sent its message. She had a hard time telling me she was pregnant, so her hands did it for her.
Figure 1.13 The adolescent ‘get away’
In a family therapy situation the non-verbal adolescent boy of thirteen, kept me informed of the family’s progress by drawing a surfer. This surfer started out in jeopardy, about to be inundated by a huge wave. At each session he handed me a drawing with the same theme. As the ‘surfer’ began to master the waves, the family showed their mastery over their difficulties. In the final session the surfer was shown doing a complicated turn and landing on his board safely. I relied on his visual reporting (Riley and Malchiodi, 1994).
Adding kinesthetic opportunities to therapy
Too often the kinesthetic sense is neglected when we think about engaging the whole person in the creative process of change. However, it is an important part of how we experience the world. If clients are engaged physically, such as in drawing or sculpting, they are reinforcing the thought process. Hand and arm movements used in making art, seem to stimulate a person to form verbal connections and anchors the image in memory. For the reluctant adolescent client I advise having some balls of variously colored plasticine in a basket on the therapy table. I have found that it is almost irresistible. Once the fingers begin to knead and play with the clay, the mouth seems magically to start to move. With clients of any age, I regularly encourage them to let go of any pre-formed notion of what or how they should do an art therapy expression. My way of explaining an avenue to spontaneity is to urge them to ‘let their fingers do the thinking’. Fingers prove to have brains too. They can create without inhibitions hindering them!
Art therapy journaling
Adolescent boys and girls who have some artistic talent are often disappointed if they feel they are being pushed to draw only as a response to some question from the therapist. In these cases, encouragement for their ability and praise for their products is the best tool for therapy. Making (or buying) a plain paper journal and educating the adolescent about drawing techniques, if they request it, and demonstrating the notion of keeping an art therapy journal is helpful. A journal can become an exciting exploration for the teen, talented or not. It is a time that many youngsters keep diaries and are very secretive about the contents. The art therapy journal becomes a complement to their diary and provides expression when words are inadequate.
The journal is used to visually reflect situations that arise on a daily basis. It is not confined only to reactions to trauma, but is used to record thought and responses through artwork. Patterns and personal color codes will emerge over time and become a valuable tool for the artist. In addition the art therapy session is extended by many hours by utilizing the journal an adjunctive therapeutic session. Talented youngsters may be less self-revealing in their art since they will be looking at the product more intensely than engaging in the process. However, the art will assume its own power of communication in due time.
I find it difficult not to get caught up in the fantasy that it is my responsibility to see that a talented teen receives art lessons. I have to remind myself; be encouraging, support him or her in continuing to make art after therapy is over, give the adolescent information about community programs, and remain within the parameter of my role as therapist.
Illustrations of male and female roles
I highly recommend that the adolescent be asked to illustrate the roles of men and those of women with collage pictures. I suggest collage because the subject matter of role identification is multi-faceted and difficult to draw. Even writing the explanatory words on the collage piece may be troublesome; for example, if the parent is not fluent in English it may not be spoken at home. The adolescent may feel that English is not their first language even if, for example, they were born in the USA. Using collage or drawing provides a universal language. The printed picture can be revealing without words (Landgarten, 1993).
Figure 1.14 ‘When I am 18 the girls will be lining up to come to my place’ (14-year-old boy)
For example; if a girl makes a collage of mothers, babies, and intact families; the process of moving into that collage with the client is the therapy. The images may reflect love, attachment, rape, abortion, incest, dreams of the future, or