Art therapy

compulsory

30

(in Polish) Student will achieve knowledge about the most important modes, techniques and ways of using art therapy.

Student will achieve basic practical competencies in leading art therapy workshop.

1.Introduction to this subject and assesment, our goals and expectations

2. Art therapy what is it/ What isn't it? Different ways of understanding art therapy, connections and differences between ocupational therapy, community art. Culturagram.

3. Art therapy and different modes of pyschotherapy (introduction)

4. Art therapy and anger

5. Art therapy and grief and loss

5-6 Art therapy and systemic approach and attachment perspective

7. Art therapy and neurocognitive perspective

8. Art therapy with children and adolescents

9. Art therapy with groups

10. Dance and movement therapy

11. Mindfulness and resilience in art therapy

12.Expressive art therapies

13. Using film and photo in art therapy

14-15. Presentation of the projects.

The assesment is based on two phase project-

The first part is: leading a short 20 minutes art therapy workshop during the 14-15 class (which may be prepared individually or in pairs), every group will get feed back (from the teacher and from the group). I will asses communication with group, preparation, understandibility of the tasks.

Second part: Up to the term of the exam students have to send me also a scenario of the workshop with such information as: target group, the needs of target group (how you would diagnose them?), the aim, connection beetwen the aim of the workshop and using materials and connection with specific mode of art therapy (for example more systemic, more expressive, more neurocognitive oriented), description of excersises, problems which could happen (and the solutions) forms of evalutation.

The final mark will be arithmetic mean of 2 ratings (presentation and scenario).

Case, C., & Dalley, T. (2014). The handbook of art therapy. Routledge.

Hogan, S. (2003). Gender issues in art therapy. Jessica Kingsley Publishers.

Liebmann, M. (2004). Art therapy for groups: A handbook of themes and exercises. Psychology Press.

Masterson, J. T., Findlay, J. C., Kaplan, F., Bridgham, T., Christian, D., Galbraith, A., ... & Ross, D. (2008). Art therapy and clinical neuroscience. Jessica Kingsley Publishers.

Moschini, L. B. (2018). Art, play, and narrative therapy: Using metaphor to enrich your clinical practice. Taylor & Francis.

Moschini, L. B. (2005). Drawing the line: Art therapy with the difficult client. John Wiley & Sons.

Proulx, L. (2003). Strengthening emotional ties through parent-child-dyad art therapy: Interventions with infants and preschoolers. Jessica Kingsley Publishers.

Rubin, J. A. (Ed.). (2016). Approaches to art therapy: Theory and technique. Routledge.

Rubin, J. A. (2005). Child art therapy. John Wiley & Sons.

compulsory

30

(in Polish) Student will achieve knowledge about the most important modes, techniques and ways of using art therapy.

Student will achieve basic practical competencies in leading art therapy workshop.

1.Introduction to this subject and assesment, our goals and expectations

2. Art therapy what is it/ What isn't it? Different ways of understanding art therapy, connections and differences between ocupational therapy, community art. Culturagram.

3. Art therapy and different modes of pyschotherapy (introduction)

4. Art therapy and anger

5. Art therapy and grief and loss

5-6 Art therapy and systemic approach and attachment perspective

7. Art therapy and neurocognitive perspective

8. Art therapy with children and adolescents

9. Art therapy with groups

10. Dance and movement therapy

11. Mindfulness and resilience in art therapy

12.Expressive art therapies

13. Using film and photo in art therapy

14-15. Presentation of the projects.

The assesment is based on two phase project-

The first part is: leading a short 20 minutes art therapy workshop during the 14-15 class (which may be prepared individually or in pairs), every group will get feed back (from the teacher and from the group). I will asses communication with group, preparation, understandibility of the tasks.

Second part: Up to the term of the exam students have to send me also a scenario of the workshop with such information as: target group, the needs of target group (how you would diagnose them?), the aim, connection beetwen the aim of the workshop and using materials and connection with specific mode of art therapy (for example more systemic, more expressive, more neurocognitive oriented), description of excersises, problems which could happen (and the solutions) forms of evalutation.

The final mark will be arithmetic mean of 2 ratings (presentation and scenario).

Case, C., & Dalley, T. (2014). The handbook of art therapy. Routledge.

Hogan, S. (2003). Gender issues in art therapy. Jessica Kingsley Publishers.

Liebmann, M. (2004). Art therapy for groups: A handbook of themes and exercises. Psychology Press.

Masterson, J. T., Findlay, J. C., Kaplan, F., Bridgham, T., Christian, D., Galbraith, A., ... & Ross, D. (2008). Art therapy and clinical neuroscience. Jessica Kingsley Publishers.

Moschini, L. B. (2018). Art, play, and narrative therapy: Using metaphor to enrich your clinical practice. Taylor & Francis.

Moschini, L. B. (2005). Drawing the line: Art therapy with the difficult client. John Wiley & Sons.

Proulx, L. (2003). Strengthening emotional ties through parent-child-dyad art therapy: Interventions with infants and preschoolers. Jessica Kingsley Publishers.

Rubin, J. A. (Ed.). (2016). Approaches to art therapy: Theory and technique. Routledge.

Rubin, J. A. (2005). Child art therapy. John Wiley & Sons.

compulsory

30

(in Polish) Student will achieve knowledge about the most important modes, techniques and ways of using art therapy.

Student will achieve basic practical competencies in leading art therapy workshop.

1.Introduction to this subject and assesment, our goals and expectations

2. Art therapy what is it/ What isn't it? Different ways of understanding art therapy, connections and differences between ocupational therapy, community art. Culturagram.

3. Art therapy and different modes of pyschotherapy (introduction)

4. Art therapy and anger

5. Art therapy and grief and loss

5-6 Art therapy and systemic approach and attachment perspective

7. Art therapy and neurocognitive perspective

8. Art therapy with children and adolescents

9. Art therapy with groups

10. Dance and movement therapy

11. Mindfulness and resilience in art therapy

12.Expressive art therapies

13. Using film and photo in art therapy

14-15. Presentation of the projects.

The assesment is based on two phase project-

The first part is: leading a short 20 minutes art therapy workshop during the 14-15 class (which may be prepared individually or in pairs), every group will get feed back (from the teacher and from the group). I will asses communication with group, preparation, understandibility of the tasks.

Second part: Up to the term of the exam students have to send me also a scenario of the workshop with such information as: target group, the needs of target group (how you would diagnose them?), the aim, connection beetwen the aim of the workshop and using materials and connection with specific mode of art therapy (for example more systemic, more expressive, more neurocognitive oriented), description of excersises, problems which could happen (and the solutions) forms of evalutation.

The final mark will be arithmetic mean of 2 ratings (presentation and scenario).

Case, C., & Dalley, T. (2014). The handbook of art therapy. Routledge.

Hogan, S. (2003). Gender issues in art therapy. Jessica Kingsley Publishers.

Liebmann, M. (2004). Art therapy for groups: A handbook of themes and exercises. Psychology Press.

Masterson, J. T., Findlay, J. C., Kaplan, F., Bridgham, T., Christian, D., Galbraith, A., ... & Ross, D. (2008). Art therapy and clinical neuroscience. Jessica Kingsley Publishers.

Moschini, L. B. (2018). Art, play, and narrative therapy: Using metaphor to enrich your clinical practice. Taylor & Francis.

Moschini, L. B. (2005). Drawing the line: Art therapy with the difficult client. John Wiley & Sons.

Proulx, L. (2003). Strengthening emotional ties through parent-child-dyad art therapy: Interventions with infants and preschoolers. Jessica Kingsley Publishers.

Rubin, J. A. (Ed.). (2016). Approaches to art therapy: Theory and technique. Routledge.

Rubin, J. A. (2005). Child art therapy. John Wiley & Sons.

compulsory

30

(in Polish) Student will achieve knowledge about the most important modes, techniques and ways of using art therapy.

Student will achieve basic practical competencies in leading art therapy workshop.

1.Introduction to this subject and assesment, our goals and expectations

2. Art therapy what is it/ What isn't it? Different ways of understanding art therapy, connections and differences between ocupational therapy, community art. Culturagram.

3. Art therapy and different modes of pyschotherapy (introduction)

4. Art therapy and anger

5. Art therapy and grief and loss

5-6 Art therapy and systemic approach and attachment perspective

7. Art therapy and neurocognitive perspective

8. Art therapy with children and adolescents

9. Art therapy with groups

10. Dance and movement therapy

11. Mindfulness and resilience in art therapy

12.Expressive art therapies

13. Using film and photo in art therapy

14-15. Presentation of the projects.

The assesment is based on two phase project-

The first part is: leading a short 20 minutes art therapy workshop during the 14-15 class (which may be prepared individually or in pairs), every group will get feed back (from the teacher and from the group). I will asses communication with group, preparation, understandibility of the tasks.

Second part: Up to the term of the exam students have to send me also a scenario of the workshop with such information as: target group, the needs of target group (how you would diagnose them?), the aim, connection beetwen the aim of the workshop and using materials and connection with specific mode of art therapy (for example more systemic, more expressive, more neurocognitive oriented), description of excersises, problems which could happen (and the solutions) forms of evalutation.

The final mark will be arithmetic mean of 2 ratings (presentation and scenario).

Case, C., & Dalley, T. (2014). The handbook of art therapy. Routledge.

Hogan, S. (2003). Gender issues in art therapy. Jessica Kingsley Publishers.

Liebmann, M. (2004). Art therapy for groups: A handbook of themes and exercises. Psychology Press.

Masterson, J. T., Findlay, J. C., Kaplan, F., Bridgham, T., Christian, D., Galbraith, A., ... & Ross, D. (2008). Art therapy and clinical neuroscience. Jessica Kingsley Publishers.

Moschini, L. B. (2018). Art, play, and narrative therapy: Using metaphor to enrich your clinical practice. Taylor & Francis.

Moschini, L. B. (2005). Drawing the line: Art therapy with the difficult client. John Wiley & Sons.

Proulx, L. (2003). Strengthening emotional ties through parent-child-dyad art therapy: Interventions with infants and preschoolers. Jessica Kingsley Publishers.

Rubin, J. A. (Ed.). (2016). Approaches to art therapy: Theory and technique. Routledge.

Rubin, J. A. (2005). Child art therapy. John Wiley & Sons.