K.A.R.I.N.A.

Can drawing, doodling, and painting lead to true happiness? Published on September 27, 2011 by Cathy Malchiodi, PhD, LPCC, LPAT in The Healing Arts

   I am going on the road in the coming weeks to talk about art therapy and its interface with trauma recovery, mindfulness practices and resilience-building. In particular, audiences want to know, "Does the creative process of art making make us happier?" The connection between artistic creativity and happiness is a slippery topic at best. After all, what about all those less-than-happy ending stories about artists with depression or other emotional challenges? Doesn't art come from emotional pain? But there is a growing body of research that underscores the contrary, that art has a powerful effect on us in positive ways. The connection between the creative process of art making and personal happiness is by no means a new idea. Back in 1996 Psychology Today published an article, "Capturing Creativity," by Robert Epstein who enthusiastically extolled the joys of artistic creativity, among other experiences. Epstein noted, "...greater creativity breeds greater happiness. 

 The creative process is itself a source of joy for most people. And with new creative powers we're also better able to solve the little problems that beset us daily." And the more recent research of Semir Zeki, University of London, connects the mere viewing of art with an increase in dopamine and activity in the brain's frontal cortex, resulting in feelings of pleasure that are similar to being the throws of romantic love. What's more, positive sensations are almost immediate when viewing an enjoyable or stirring work of art. What I continue to find exciting are several aspects of art making that are much more commonplace and are pretty much available to all individuals. In a post in 2008 I explained the "effort-driven reward system" and its relationship to handwork and crafts. Repetitive satisfying art making may actually mediate depression and anxiety by stimulating the "accumbens-striatial-cortical" connection in the brain. It is perhaps connected to what psychologist Mihaly Csikszentmihalyi named "flow," an experience of complete concentration and absorption. Because flow is close to other mindfulness practices such as meditation and yoga, it may offer many of the same positive, attention-focused benefits through deep engagement in an art process. 

 The concept of flow points to two happiness factors that have enhanced human life for thousands of years via the arts. One is the capacity to find joy in creativity through the pleasure of invention and exploration. This capacity is based in evolutionary biology to ensure survival of individuals and communities through innovation. The other is the ability to get pleasure and relaxation from creating useful, yet aesthetic objects; this is a form of rejuvenation that is not only practical, but also health-enhancing. 

 Finally, I have had the fortunate opportunity to hear what clients of all ages consistently say during art therapy sessions about the intersection of art and happiness. Even when expressing what are obviously painful experiences and memories through art, people invariably report that art making is a source of joy for them despite what their art communicates. They report that they find comfort in art's ability to take them outside their personal struggles and refocus their attention to positive sensations of exploration, relaxation and stimulating challenges. There also is pride in mastery of new skills and in discovery of previously unrealized abilities. But most of all, there is "client consensus" that art making holds the possibility to transform that which is painful into something eventually positive. To me, that is the ultimate testimony that art and happiness are inevitably intertwined. Cathy Malchiodi, PhD, LPAT, LPCC ©2011 Cathy Malchiodi

Music Therapy in China Helps Treat Hearing Conditions

Read more: http://www.arttherapyblog.com/music-therapy/helps-treat-hearing-conditions/#ixzz1fPfgX1kd

 Transcript of the Music Therapy Video In ancient China 
 
Music therapy was considered a form of holistic healing. Now, in modern day Shanghai doctors are revisiting the ancient art and prescribing it to patients. Chinese doctors are looking back to ancient practices to cure health problems. Recently music therapy has been gaining ground as a means to help people with hearing conditions. The five notes from traditional Chinese music are believed to correspond to the five main organs of the body: the spleen, lungs, liver, heart, and kidney. In particular, music therapy is being applied to treat tinnitus, a condition of perpetually hearing ringing in the ear despite no external source. Dr. Li Ming who specializes in ear and throat treatment is examining the potential of using music therapy for other ailments. Dr. Li Ming, Chief Physician, Yueyang Hospital, Shanghai On top of the existing musical therapy treatments, Chinese music therapy is targeted towards treating the energy and balances in our body which cause psychological discomfort. 

 Through listening to the five ancient Chinese notes, we are looking at whether there are any problems with the five main organs. The music therapy is to holistically heal internal and external problems. While some patients claim is not effective physically, they have benefited from the mental healing. 

 Hu Ping, Patient: 
"I would not say music therapy directly influences my ear ringing…it is only giving some music to your brain. We know it can never fully treat this problem. The main thing is still the psychological aspect. If you sort out the psychological problem, everything else does not matter."

The patients are asked to listen to a thirty minute track three times a day. Some patients might suffer from ear ringing their whole lives, but Dr. Li hopes the music therapy will help them ease off from focusing on the problem. 

 Read more: http://www.arttherapyblog.com/music-therapy/helps-treat-hearing-conditions/#ixzz1fPdbIF9e

According to the United States Census Bureau statistics, an estimated 51 million people can be classified as disabled. Of this group, an estimated 4 million children are considered legally disabled as defined by the Americans with Disabilities Act of 1990. Families raising disabled children often have challenges and need services that will help them in the care and development of their children. A disability is a hindrance that limits at least one routine related to daily life. Disabilities may be physical, developmental, or sensory. Children and young adults with disabilities may require more time to do daily tasks than their able-bodied peers. Families with disabled children may incur an exorbitant of expenses related to the disability. Supportive programs can assist to defray some of the costs necessary for children and young adults with a disability to lead a life as normal as possible.

What successful strategies have you used to facilitate social inclusion?
My son is high functioning autistic. He talks but lacks social skills. We have him introduce himself by name and ask others their name. In the classroom, he has to address friends and teachers by name. Both of these strategies have resulted in him talking to others more, using names when he previously wouldn't ("teacher" was a common name). I also tend to ask him who he played with each day and what they played or did and he will tell me which child he played with by name and what they played. It has helped him to remember friends names and teachers names and gain some confidence. Reply by Cecilia Cruse on April 12, 2011

We make a picture page for every child in our class to take home - I encourage parents to ask their children everyday who they played with at school. The picture page helps children who are still learning names to point to the friend they played with and that seems to open up a "conversation" about what they did at school. I also give parents a list of ways they can extend the conversations and asking open ended questions when they can. We have had success putting students in a couple regular ed classes on a pass fail basis. Not only do the students interact in class they also become more social in the hallways during passing time from class to class. The amount of socialization varies but I always see an increase. It is also heartwarming to see the regular education populaton go out of their way to include these students. Reply by Christine Hille on April 13, 2011

We have been using Co-Oper Blankets in self-contained and resource LA classrooms. In one class we use a ball with "giving someone a compliment," "telling what you're proud of," etc. (must call the students name before throwing the ball and make sure they are looking and ready to catch) and in LA we read plays so they are face to face, novels and take exercise breaks where everyone has to perform the movements at the same time with the blanket. They can be considered pre-writing exercises or for focus. Teachers and students love it so much that they are borrowing more and more and creating more exercises to add to our repertoire. A speech therapist is also seeing the value of this blanket as we do Apples to Apples in a co-treatment setting while in the co-operBlanket. It is a wonderful product and well worth it! And we've only scratched the surface in socialization plus curricular use. This in in a 7th & 8th grade school. I also have one in use at the HS for socialization and borrowed by some APE teachers. Reply by Marlene K. Zerbe on April 14, 2011

I am a Certified Therapeutic Recreation Specialist and I have developed a peer mentor program. Students are always more willing to follow a peer and the peers learn to intiate socialization between the student and other peers. By the time the student is in High School he has a welcoming group of typical peers who provide real time feedback and curb some of the bullying. It's a win win for all. Many of my mentors have gone on to college to become Special Education teachers or work with those who have disabilities.Reply by Kathy Radziunas on April 25, 2011

One of my favorite teachers used to do a simple group cooking lesson in her classroom once a week. Step directions are written along side picture symbols and everyone has a job doing something. From measuring to mixing, to serving to cleaning up this activity allows all kids to have a turn and encourages motor skills, social/communication skills and is just plain FUN!Reply by Kristi Luetkemyer on April 14, 2011