Practitioner Profile: Alison Hawtin

paintpots

The Creative Penn

Alison Hawtin qualified as an art therapist in 1994. She has worked as an NHS art therapist in Cambridgeshire Learning Disability Partnership Teams, and is a specialist lecturer, mentor supervisor and private practitioner. She is particularly interested in the nonverbal aspects of art therapy, general arts/creativity and wellbeing, bodywork expressions and collaborative work. A big thank you to Alison for taking the time out to speak to Art Nouveau about her work and how she sees Art Therapy functioning in the future. Alison is another working practitioner that reached out to us after posting on the International Art Therapy Facebook page. Here are Alison’s insights:

Tell me a little about your career. How and why did you become involved in art therapy?

I tried nurse training, the teacher training and then did my Art and Social Context Degree where I found out about Art Therapy – Seemed like the perfect amalgam of all I had been seeking

What are your key responsibilities as an art therapist?

To evaluate, assess, plan and implement individual and group art therapy appropriate to the service in which I work.

Are there any particular mediums that you use the most, or is that entirely up to the client?

It is up to the client within reason, because I will invite certain media, retain certain media (on safety of emotionally overwhelming grounds) and direct certain media depending on what we are looking to achieve and what stage of therapy we are at.

How can art therapy improve an individual’s self esteem?

The nature of art making involves implicit decision making, a level of confidence to begin to make a mark/touch a medium, to have an observer in the therapist, to develop trust in the therapist, themselves and the media, being their own observer and artist interchangeably, problem-solving, imagination, all enhance a sense of self – therapy values and holds this self and so it grows esteem.

How do you think art therapy has helped individuals with behavioural or LD issues more specifically?

This is too vast to say – they are all the people I have worked within 18 years so… basically they are people and all people can benefit from Art Therapy. Fundamentally it is the person-centeredness in real meaning of the worlds that holds all change potential. Through this valuing of the person, the triangle of relationships in Art Therapy and the implicit mirroring and practicing of bigger emotional and life events in the small moments of the therapy and art making process, people can grow, literally, new neural pathways.

What has been your greatest success and biggest setback in your career so far?

Interesting questions. Greatest success? Knowing my work has contributed within a multi-disciplinary team to helping people who would otherwise have remained in locked/secure settings or unhappily locked inside themselves. To be heard, express themselves in a non-threatening and emotion-appropriate manner and learn to grow and learn toleration of frustration enough to survive. To evolve into happy independent lives.

Greatest setback? The changes in the organisations I work within (NHS and social services) that mean people are no longer really valued, given the tools to do their jobs really well, or kindness which seem to be a key requirement in us all.

Why is it important for the distinction between art therapy and therapeutic art making to remain clear?

It is on a spectrum from art making/education whereby taught skills and product are key, through to therapeutic artmaking where people gain implicitly from engaging in their own process during art and its healing qualities do its work, through to supported Art Therapy where the triad is key and the person needs the witnessing inherent in the therapist’s presence and their knowledge and skill in seeking/knowing the process of art making and how it is explaining/expressing where the person is at and how best to support/facilitate/accompany them on their internal journey of self-development and awareness.

There is a place for everyone and we should be referring in and out of each other’s specialism. I was a community artist before an art therapist and I know there were areas I would not go or encourage people to go because I was not skilled to deal with it with them, nor was it the purpose of the project. Art Therapy is absolutely about the process not the product. With some people, the product becomes more important and they may even choose to exhibit or go on and train, but this is person specific and therapeutically defined within the therapy.

How do you see art therapy evolving in the future?

Hmmm. I think on the one hand it is being forced to get stricter, more defined, shorter term, and to some degree, more intellectual/cognitive. I also think it is under pressure to be more nameable and to explain the inexplicable.

On the other hand, I think there will be those who will fight for the opposite of these aspects – upholding its inherent healing qualities, the need for spontaneity, person-centered decision making and design of therapy, treasuring the inexplicability.

Art Therapy rooms are few and far between nowadays – it’s all about portability, but this is a price to pay that will show up. The vulnerable and complexly damaged/traumatised need the symbolism and safety implicit in a designated creative space that borrowed rooms and offices cannot convey. It diminishes the breadth of Art Therapy provisions that can be created and offered. This is why I am leaving the big organisations as an employee. I need to be the best clinician I can be within my own parameters and not trying to be a mediocre one within theirs.

Talha Al-Ali – An Art Therapist with a Twist

photoTalha Al-Ali in action as Wise Wolf

Talha reached out to Art Nouveau Therapy after we posted about our cause on the International Art Therapy Group Facebook page. Talha Al-Ali is originally from Tulkarem City, Palestine, but now bases himself in Amman Jordan. He holds a Bacehlor Degree in Psychology and Counseling and a Masters Degree with the Community of Mental Health. He has over 10 years experience in theatre (writing, acting, directing and holding training sessions) as well as seven years experience in composing and producing hip hop music for theatre. This has given Talha the ability to use art and expressive therapies more professionally.

Talha started using expressive therapies with children and adolescents in 2008. He mainly worked with traumatised children, children that had dropped out of school, child labour, children of martyrs, teenagers with social difficulties and juveniles in prison.

He generously shared some insights into his work with Medecins Sans Frontieres in Jordan. In October of 2014, MSF launched a mental health programme for children showing signs of distress from war and displacement and there were 351 consultations by the end of the year.

Talha was kind enough to send us materials produced by Terre des Hommes. This organization works all over the world for children, their rights and equitable development. They are an international children’s rights charitable humanitarian umbrella organization. Other independent organisations are in Canada, France, Italy, Germany, Denmark, Switzerland and Syria.

TDH created a manual for practitioners titled ‘Working with children and their environment – Manual of psychosocialskills.’ One of the most interesting components of the manual is the training modules for a ‘psychosocial approach.’ This includes managing oneself, one’s relationships with others and in groups. The Personal Skills section discusses perception and action, resilience and resources of the person, managing emotions and feedback and self-knowledge. The modules include a range of role-playing, group activities such as Lifeline, Protection and Risk Factors and Experience Sharing amongst the group of children. Similar stages are demonstrated in different strands of Art Therapy in Australia. You can enrol your child in similar workshops through this link: artandplaytherapytraining.com.au

Here are some words from Talha himself:

From my experience in psychotherapy, I found that expressive therapies are extremely important with traumatized children and children with emotional problems, because sometimes expressing can be all what they needed, where all PTSD symptoms decreased after using expressive therapies. It could also be because children’s resilience in such situation is higher than adults as I also noticed in practice. Also, expressive therapies give them the tools to express and speak up as they can’t verbalize their thoughts and emotions mostly, which is similar to children dealing with learning or physical disabilities. Plus, some practices give them more awareness toward themselves and others, more self-conceptualization and can give them more insight about what they need, on the same hand they feel more accepted and it increase their sense of belonging especially when using music, dance/movement, and when using drama.

 I also used expressive methods used in expressive therapies for educational reasons where I used and still using drawing and painting as a tool of non-formal education programs. I used drama for modeling and teaching wanted morals and positive values as well along with storytelling.”

Talha recently started to work for “Doctors Without Borders France” as a Responsible of the Education Program and a Pediatric Counselor. He uses informal education programs that involves drama and modeling that teaches morals and positive values through storytelling. These methods are used to treat the child’s symptoms of isolation and frustration, which children with learning disabilities can relate to.

Talha’s work demonstrates that art therapy covers many different avenues and if the more traditional techniques of painting and drawing do not suit your child or their situation, there are other options available for them to express themselves.

If you’re interested in Talha’s Hip Hop music, here is a link to listen to his work!: soundcloud.com/talha-aka-wise-wolf

Company Profile: Therapy Focus

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Therapy Focus Team / via about-us

Therapy Focus is a not-for-profit organisation based in Western Australia. It has been open since 1998 and is now Australia’s leading providers of professional therapy services. They are also WA’s largest disability service provider and they help over 2,000 adults and children with a range of learning and physical disabilities.

Their staff include health registered physiotherapists, psychologists, speech pathologists and social workers. Therapy programs are in place to help schools, families and carers help their loved ones to reach their full potential.

Here is a link to view their 2014-2017 Strategic Plan for the community: therapyfocus.org.au

The organisation has a Parent Reference Group that provides Therapy Focus with realistic and incredibly valuable perspectives regarding the implementation, planning and delivery of services. You can view and read about their group members contributions here: therapyfocus.org.au

Therapy Focus runs an annual state-wide school art activity called Help a Child Grow Art Competition. This program aims to educated children about disability and to facilitate the inclusion, understanding and acceptance of children with special needs.

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The winners with their framed works / via book-launch

A book was launched last month that celebrates the contributions of winning participants and their schools. Winners receive a framed copy of their original artwork and a prize pack curated by Therapy Focus’ sponsors. You can purchase this year’s book from Therapy Focus’ online store: therapyfocus.org.au/shop/

For more information about this wonderful organisation, visit their website: therapyfocus.org.au

The Value of Art Therapy for Autism

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Patience / Iris Grace

Kate Lacour is an Art Therapist based in New Orleans and is committed to following developments in the field of creative arts by and for those with Autism. Here are some of her thoughts and findings on how Art Therapy is an engaging and encouraging treatment for children with Autism.

With Autism rates on the rise in Australia, new treatments such as Art Therapy are helping children deal with the challenges they face.

Autism is a neurological condition present at birth, whose precise cause is as yet unknown. The symptoms of Autism include repetitive or compulsive behaviours, social impairment, problems with communication and trouble processing sensory information:

The most popular treatment of recent years is Behaviour Modification Therapy, which aims at shaping behaviours through a system of rewards and consequences. An alternative treatment that is gaining traction is Art Therapy.

One of the hallmarks of Autism is impaired communication. Verbal self-expression and language is often difficult. Art offers a way for people who have trouble “speaking their mind” with words to express themselves directly, without words. People with Autism are often highly visual thinkers, and many report that they “think in pictures.”

Art Therapy can also be a facilitator in forming connections with peers. Cooperation, turn-taking, respecting differences and other social skills can all be practiced in an enjoyable, natural setting. People with Autism may also struggle to comprehend other people’s perspectives; looking at a peer’s art work offers a concrete way to “see” another person’s point of view.

For more information on Autism, head to: autismspectrum.org.au

The #DrawDisability by Global Observatory for Inclusion contest is open!

Vote for your favourite drawings from August 3 to September 30 2015!

#DrawDisability was launched on December 3, 2014, on the International Day of Persons with Disabilities. In 8 months, the Global Observatory for Inclusion received almost 3,000 drawings from 50 countries around the world.

250 drawings were pre-selected by a jury of experts and now the public is able to vote for their favourite.

Here at Art Nouveau, we selected 5 of our favourite artworks. It was a very hard decision and these ones were chosen based on their heartfelt messages.

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Title: The Power of Learning / Author: Kim Sian / Age: 7 / Gender: Female / Country: Korea / School: Shinyongsan Elementary School / Class: 1st

This drawing illustrates a classroom scene, in which students are learning sign language. Through this drawing opportunity, Sian first asked herself “What to do to help people in need?” Which eventually led her to the question, “Why learn?” 

As reflected in the title, The Power of Learning, she attempted to express her findings that learning becomes much more powerful when we learn for others, than for self.”

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Title: Give Love, Give Hope / Author” Trubador M. Wisely / Age: 11 / Gender: Male / Country: Philippines / School: Juan Sumulong / Class: VI-3

We shouldn’t judge those persons with disabilities, because we don’t have the right to do so. And even if we were given the right to do so, we shouldn’t tolerate the discrimination. The blind, autistic, etc … should be provided with the love and care they badly need. As we can see, they are special. We should be the ones who understand them. Give love, give hope …

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Title: To Jump Romp or Not to Jump / Author: Melis Ucok / Age: 8 / Gender: Female / Country: Turkey / School: Ozel Dunya Koleji / Class: 2nd

The girl is jumping rope but the disabled boy not. An apple falls. A butterfly hardly gets away. Disabled people are one of us. Never cast them out. Birds chirrup. Butterflies dance but the can hear and feel cannot see.”

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Title: My Love Dream / Author: 권 단 / Age: 6 / Gender: Female / Country Korea / School” Shinyongsan Elementary School / Class: 1st

I want to dream this dream. Dreaming happily playing with friends and people with disabilities. Helping with rainbow dream of living light the world.”

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Title: Colours of the World / Author: Hannelle Chua / Age: 8 / Gender: Female / Country: Philippines / School: Center for Developmental Arts Manila Inc.

Helping the children see the colours of the world. Letting them have a better understanding of what is happening in their surroundings. Giving them awareness of how wonderful the world truly is.

If you wish to vote for paricipating students, follow these links to view the two age groups and their entries: globi-observatory.org // globi-observatory.org

Art Therapy Myths

Art Nouveau

Common Misconceptions about Art Therapies:

Myth #1 – You have to be an “artist” to benefit from art therapy.

Art therapy is less about the finished product, and more focused on the creative process. Artistic capability is never judged, just like individuals are not judged during a therapy session. It is important to work on one’s relationship with art making and an art therapist will ensure that frustrations and apprehension is taken into consideration.

Myth #2 – Art therapists are not real therapists.

An art therapist is a trained psychotherapist who specialises in the use of art making and the creative process. Art therapists undergo similar training to other types of “talk therapists” but have additional training in using art within therapy.

Myth #3 – Art therapists will know all about you by interpreting the artwork.

The meaning of the artwork is derived directly from the individual, their personal associations and feelings. Art therapists are there to help the individual to achieve a greater understanding and consider multiple meaning within the artwork.

Myth #4 – Art therapy is only for children.

People of all ages, mental and physical abilities can benefit from Art Therapy. It is a practice that goes beyond rationalisations, tap into the unconscious and shed light on things an individual may not be able to express verbally. It is a way to gain greater self-awareness or relieve stress.

Myth #5 – Art Therapy is only for people who cannot communicate.

While Art Therapy is commonly used with young children or disabled adults who may have difficulty communicating in a traditional therapy environment, people of all ages can benefit from Art Therapy. Even educated adults may have trouble articulating their feelings and thoughts, and art can be an effective outlet for them.