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Art Therapy
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2022
 Art therapy and psychomotricity
Improvisation, composition, literature, painting, theater,
invention, all creative acts are a form of recreation, the point
of the departure of creativity in the cycle of human development and one of
the basic vital functions. Without fun, learning and the
evolution is impossible. [...] Creative work is fun - it is the
free exploration of the materials that each one chose. The mind
creative plays with the objects they love. The painter plays with color and the
space. The musician plays with sound and silence. Eros plays with the
lovers. The gods play with the universe. The children play with
anything they put in their hands. […]” (NACHMANOVITCH,
1993: 49).
Art therapy
Definition: Art therapy means therapy through art (PHILIPPINI, 2004).
It deals with a new professional field that is multi-theoretical and multi-professional.
(RUBIN ÁPUD CARVALHO, 1995). The American Art Therapy Association of
the U.S. (where regulations for the profession already exist) defines the
Art therapy as: a profession in the field of mental health that uses the
creative process of art to improve and enhance emotional, mental well-being
and physical of individuals of all ages. It is based on the belief that the
creative process involved in artistic self-expression helps people to
resolve conflicts and problems, develop interpersonal skills, control
behavioral, stress reduction, increased self-esteem, self-awareness and
the acquisition of insights (insights)" (NORTH AMERICAN ASSOCIATION OF
ART THERAPY, 2010.
Categorized by the World Health Organization as an area in the
intersección de las artes, la salud y la educación, el Arteterapia ha sido
applied in psychotherapy, in education, in rehabilitation and health prevention
mental, in occupational therapy, in the medical clinic and in the support houses
social movements around the world (PHILIPPINI, 2004). It allows the
presence of various approaches such as Jungian, Gestalt,
Behaviorist, the Cognitivist, the Humanist, the Psychoanalytic, the Constructivist and
the Anthroposophical, among others. Regardless of the approach taken, all
the lines have in common, according to Arcuri (2004), the assumption that
the creative process is the essential instrument for reconciliation of
emotional conflicts. Creativity is the common and basic principle of all
the existing Art Therapy methodologies (GONÇALVES, 1995), whether for
educational or therapeutic fines. And what would differentiate Art Therapy from the
traditional psychotherapies? In addition to offering creativity as a central axis,
the main factor that differentiates Art Therapy from other approaches is the
possibility of using art as a mediating instrument of the process
therapeutic and educational, and not just verbal communication. Unlike the
most of the psychotherapies and therapies, in Art Therapy the action is
primordial. I believe, in the same way as Psychomotricity, that the
learning and the acquisition of significant psychic changes implies
movement and action.
Art Therapy also works with a holistic view of development and
Early Childhood Education. According to the Ministry of Education of the Government of
Spain (2006), Primary Education must, in addition to addressing the goals
basic educational, seek the development of personality, creativity and
from the personal initiative of the students, being the purpose of Education
Infant "To contribute to the physical, emotional, social, and intellectual development of children and
"the girls" (MINISTRY OF EDUCATION. GOVERNMENT OF SPAIN, 2006).
That's why Art Therapy is not only a therapeutic means, but also a
educational tool of great interest for governments that have a vision
global education.
The creator of the method known as spontaneous painting,
Susan Bello (2003) is one of the advocates of art as a tool in
emotional education:
I think that the educational system should be interested in expanding the
self-awareness and the creative potential in their students and act as a
bridge, incorporating emotional learning into the system, starting from primary school
up to adult education. We need to help people become more
spontaneous and authentic, helping them to define their limiting thoughts, their
sub-personalities [...], learn how to recognize and communicate their fears,
their true feelings and the desires of their hearts" (BELLO, 2003:
39).
OBJECTIVES, STRATEGIES AND CONTENTS
In general, the objective of Art Therapy is to make the patient
express your feelings, thoughts, and emotions, and discover and
recognize in oneself what was not clear before (CARVALHO, 1995). The
Art therapy does not seek to teach arts, nor is it aimed at the final aesthetics of
the work done, but the therapeutic, educational, and perceptual quality of
lived process.
Approaches such as dance therapy or music therapy can be used, and
strategies like sandboxes, drawings, collages, sculptures, videos,
photographs, active imagination, stagings, sound tests, consciousness
["corporal","movement","dance","creative writing","storytelling","poetry"]
character creation, modeling, mosaics, sewing, techniques of
construction, work with textures, painting, and others, to promote development
psychosocial of children or adults. The strategies are selected according to
with the theoretical line, physical feasibility, personal preference, and indication
diagnosis of each case.
Jungian Art Therapy is based on the principle that playing with art
we project unconscious and conscious internal content in a more
free and synthetic (in images), and we create new ways, lighter and
functional, dealing with internal conflicts. It is what Philippini (2004)
Call it 'In–forming to In–form and Trans–form'.
Jungian Art Therapy, like Psychomotricity, seeks diagnosis.
initial, the one who will guide the interventions. Through an initial anamnesis, and
from the observation of behaviors, movements, and dialogues produced
for children or adults in the encounters, imbalances can be identified
emotional and key unconscious issues. So we will establish
a diagnostic hypothesis and a program of activities that promote
in the students:
Learning through contrasts and multisensory exploration: the
pleasant, sensory, imaginative, and playful exploration of actions
 situations and characteristics opposite to behaviors and areas of
disbalance. Unblocking through expressive metaphors of
basic limiting perceptions and beliefs that generate
imbalances (this is even one of the inherent functions of Art in
the society)
The activation of both hemispheres of the brain during activities
artistic, to enhance the expansion of perception, understanding,
memory and performance of psychological functions.
The integration of psychological functions (thinking, feeling,
sensation, intuition), depolarizing our perception of reality.
The projection, catharsis, expression, and conscious understanding of
unconscious contents or physical and emotional tensions through
of art.
The exploration, perception, creation, and memorization of metaphors
changes, integration, rebalancing, transformation or movement through
of metaphorical bridges (MILLS, 1999).
The exploration of symbols and sensory stimuli present in the
personal and collective unconscious that can automatically
enhance the organic and psychic balance of children.
The reconnection with the unconscious organizing center of each person and
your messages, through creative and intuitive action.
A practical example would be Art Therapy to enhance the self-esteem of children.
with physical disabilities. A child with a physical disability can broaden their
self-esteem and discovering in oneself other qualities, initially invisible, through
from the exploration and staging of creative antihero characters that
they will achieve their goals in an unexpected and surprising way. The child
can thus, through the playful theatrical action, acquire a new repertoire of
beliefs, perceptions, and self-image. Art Therapy allows, in this way,
that the invisible becomes visible:
Imagination is the most important of the faculties we possess. It can
be our greatest resource or our most formidable enemy, and it is also the
which allows us to discern the possibilities and options that are presented to us
(...). Artistic creation is a way to explore our imagination,
start to allow it to be more flexible, learn to see more options. The main
the problem that most of us have is that we let fear
"stop the imagination before it starts to work for real" (ALLEN,
1999:19–20).

THE PRINCIPLES OF ART THERAPY AND THE SIMILARITY TO PLAY

INFANTIL
In a conceptual comparison, Art Therapy can be considered a game.
free and symbolic with the materials and expressive techniques. According to
Berruezo & Lázaro (2009), Piaget emphasized that children's play means the
presence of autotelism, spontaneity, pleasure, lack of
organized structure, in contrast to the logical order of thought,
favoring the resolution of personal conflicts. In a very similar way,
these are also the principles that, among others, regulate Art Therapy: the
authentic expression, free exploration, pleasure, autonomy,
spontaneity, the possibility of the intuitive expression of thought, the
projection and reformulation of personal conflicts and creativity without any
concern about the final aesthetic result. And if we analyze it well, the so-called
fiction games–spontaneously performed symbolic games by the
children during child development (BERRUEZO & LÁZARO, 2009)–, is
they are very similar to theatrical representation through improvisation
properly so called. In both cases, in theatrical improvisation and in the
fiction games stimulate the capacity for symbolism, representation
mental language, play, and deferred imitation. One could even say that,
the more playful artistic production is, the more art therapeutic, therapeutic and
is going to be educational.
"More art?"
It's pure play,
What is equal to pure life,
What is equal to pure fire.
You will see the lit ember.
ANTONIO MACHADO (BERRUEZO & LÁZARO, 2009: 71)
BRIEF HISTORY OF THE FUNCTIONS OF ART IN HUMANITY
Who were the first artists? Most likely the shamans. Such
Like the legendary Orpheus, they were attributed with divine powers of inspiration and were
I believed that they could, in a trance similar to death, penetrate into the
depths of the subconscious (…). Even today, the artist remains magical.
his work disturbs and moves us – a fact that leaves civilized man a
so confused, for he does not easily abdicate his veneer of self-control
rational (JANSON, 2001:13).
Throughout the History of Humanity, art has exerted its influence over the centuries
various functions, including recording and narrating this very story for the
later human societies. It would have begun its existence exercising
ritual functions and spiritual protection. Primitive art, for example, like
Gombrich (1978) tells us that it was created to structure the rituals of
survival: 15,000 years ago, the so-called primitive peoples were making the
first cave paintings to protect and invoke the forces of the
nature, to successfully feed and survive. At a second moment,
the art comes to exercise the
language function, as a tool for transmitting culture, patterns of
beauty, symbols of power, personal opinions and traditions and, therefore, they
turns into a tool of communication, social domination and
education. Even in times when writing and reading were a privilege
for few, art served to help people understand the rules
social through paintings, performances, music, and sculptures,
as it happened in Greece and in Ancient Egypt, or in the Middle Ages.
This characteristic of art, of helping us to understand reality, continues
being extremely important today: Huyghe (1995) in his work The Meaning and
Destination of Art emphasizes that art allows the world to be more for us.
familiar, accessible, and comprehensible. In agreement with him, Janson (2001) highlights
what:
Art allows us to convey our perception of things that cannot be
expressed differently. In fact, a picture is worth a thousand words, right?
not only for its descriptive value, but still for its symbolic importance. In the
art, like in language, man is above all a creator of symbols, to
through which it conveys to us, in a new way, thoughts
 complex. We have to face art, not in terms of common prose
not in day-to-day terms, but in terms of poetry, which has the freedom to reorder the
conventional syntax and lexicon, to convey new and multiple
meanings and states of mind" (JANSON, 2001:14).
Souza (2005) reminds us, however, that the observation of art as
diagnostic or therapeutic function has been recorded since 1876 in the
history of Western science, when European psychiatrists transitioned to
studying the art produced by mentally ill patients: Lombroso,
Tardieu and Max Simon, Morselli, Julio Dantas and Fursac, Ferri Charcot and Richet,
Mohr (whose work influenced the development of psychological tests in
Rorschach and Murray-TAT, as well as Prinzhorn, are important examples of
the first scholars of the connection between art/disease, art/mental well-being.
In fact, since the early 20th century, when Freud posited that the
the unconscious essentially manifests itself through images capable of
to convey the hidden meanings under the tippex of censorship in a more
directly that the words, art began to be seen and studied with status of
therapeutic tool. Freud still limited art to a form of
sublimation of sexuality and catharsis of repressed content. It was Carl
Gustav Jung who, in the 1920s of the last century, begins
really to use art as a psychotherapeutic tool in the
attention to their patients. Jung asked his patients to draw
freely images of feelings, of dreams, of conflictive situations,
to expand the understanding of the unconscious. For him, the unconscious
it presented not only individual information of censored sexual content,
sino también estructuras de patrones colectivos necesarias para la
human survival. And art, because of its inherently free and imaginative essence, would be a
perfect tool to illustrate the shapes of this collective unconscious that
it would influence us. It also stated that creativity would be a psychic function
natural and innate, which contributes to the structuring of thought and serves
for the evolution of personality. According to Souza (2005) and
Malpartida (2003), other authors were also significant in the development
of Art Therapy and Arts Education: Franz Cizek in Vienna in 1885,
Osório César in 1923 and Nise da Silveira in 1946 in Brazil; Viktor Lowenfeld in
1939 in Austria; Adrian Hill in 1942 in England; Marie Petrie in 1946, and
Françoise Douto in 1972, in France; Margaret Naumburg, Florence Cane and
Edith Kramer in the 40s and 50s, Janie Rhyne in 1973 and Natalie Rogers in
1974, in the United States.
In Spain, Art Therapy is a recent area. In this regard, it is worth noting
what is in 2010 when the Spanish Federation of Professional Associations
Art Therapy organizes the first national congress of this discipline in
Spain. Martínez (2010) states that the autonomous communities of Madrid,
Catalonia and Murcia are the most active in the area, and that the approaches
psychoanalytic, humanistic/gestalt, cognitive/behavioral, occupational therapy and
creative workshops are the main active lines of Art Therapy in the
country. However, contrary to what happens in Switzerland, the United States and
Latin America, in Spain there are still no official training programs in Art Therapy.
Jungian. Therefore, an introduction to Jung's ideas is appropriate here that
they guide the approach of this article.
JUNG'S IDEAS: NEW IDEAS OF JUNGIAN ART THERAPY
FOR THE APPROACH OF PSYCHOMOTRICITY
Carl Gustav Jung was born in 1875 in Kesswill, Switzerland. According to Wehr
(1991), at the age of 11 Jung was already speaking Latin, and at university he chose the
medical career, being interested, at the same time, in Plato, Goethe,
Schopenhauer, Kant and Nietzsche; for the natural, philosophical and
metaphysics, as well as by archaeology, experimental psychology and the
psychoanalysis. Worked with schizophrenics and psychotics, and used methods
experimental for the evaluation of free association tests linked to
changes in skin resistance, thus preceding the investigations
current American criminalists. Worked with Freud for several years, but
after deepening his studies in mythology and archaeology in Italy, he decided
to write his own psychic theory distinct from Freud's. He even traveled to Africa,
United States, India, and New Mexico, conducting research
anthropological foundations for their ideas. He observed that despite the
immense cultural variety of primitive peoples in relation to culture
European, there were images of similar conceptual and functional structure that
they were repeated in myths, in artistic works, and in nightly dreams of
men and women from various countries around the world. From there, it reached the
conclusion that the human species presents universal patterns of
imaginary thought, and therefore there exists a collective unconscious,
besides the individual unconscious of each person. According to Jung,
we possess mental representations with structures of universal patterns, the
archetypes, that would be responsible for guaranteeing and guiding the
functioning and survival of the human species.
An example of such archetypes would be the mental representations of figures.
female protectors who teach unconditional love (Archetype of the Great
Mother) and which are repeated in various religions and myths from different cultures. Jung
I believed that this archetype, or universal collective mental representation, could not
to be a simple cultural coincidence. It couldn't be a fantasy either.
unconscious derived from censorships and historical and personal coincidences,
as Freud stated. For him, this coincidence should have a function and
an important biological utility. Thus, this myth that is repeated in cultures
it would be a reflection of a useful idea for the brain and the organization of the species
human. I believed that cultures would teach the tradition of stimulating a myth
loving feminine, as this would cognitively help with maintenance
psychic of the mother-child, man-woman, tension-relaxation relationships
collective and individual unconscious of people. This myth, this idea, is
collectively repeat as it responds to the psychological and physical needs of the
human being. And not only for historical reasons or those shaped by sexuality.
Another person who came to similar conclusions through other means was the
sociologist Lévi–Strauss:
(...) the myth does not possess a unity, it is always part of a system. It does not have
principle neither has an end. It is eternal and universal [LÉVI–STRAUSS, 1964: 14–15]. Its
universal character derives [at certain moments of the argumentation
of Lévi-Strauss] of biological principles, of universal characteristics of
human brain, and at other times it is deduced from the idea that in a
In ancient times, there existed a universal syncretism that 'loses itself in the depths of the
ages." Hence, I affirm that: "The genesis of the myth merges with the
"genesis of thought itself" (LÉVI–STRAUSS, 1971: 544 in ZIRES, 1994:
45).
We thus possess universal mental representations because there are
essential information that our body needs to understand,
to produce and express, regardless of the culture or space occupied. That is to say, that
the collective unconscious is full of symbolic representations created
to attend to, guide, and express our organic, biological needs,
emotional and social.
"The collective unconscious is nothing more than the psychic expression of identity".
the cerebral structure” (SILVEIRA, 1968: 73).
Carlos Alonso G. (2004) reminds us that there are essential differences in the
Jung's analytical psychology and Freud's psychoanalysis. For Jung, libido,
the main psychic flow is not an eminently sexual energy, but rather neutral,
which can take various forms, including sexual ones. I believed that each person
It is unique and, just as it happens in artistic practice and in theories
humanists, each person would demand diagnostic and therapeutic answers,
also unique. He saw the unconscious not only as a source of records
censored negatives, but also as an infinite source of creativity
individual and collective, which also contains responses of renewal, healing and
important transformation to the human psyche. He claimed that the psyche is a
self-regulating system that strives to maintain balance between
trends opposite of the personality (aggressiveness/passivity,
tension/relaxation, etc.) and that is why learning by contrasts, like that of
psychomotricity would also be so significant. The rebalancing in the opinion of
Jung (1992) would be a principle that guides the unconscious in the same way that
homeostasis acts in the human body. It stated that all of us
we have four psychological functions (thinking–feeling and sensation–
intuition) and an organizing center of unconscious information, the self or
yes–self, which is capable of guiding us towards personal fulfillment of a
unique and creative way. That self, however, needs introspection, space
and opening to clearly manifest consciousness. And for that reason, the
Artistic activity would facilitate both that communication of self-awareness. Jung
he refused to use the myth of Oedipus (and parental relationships) as
unique illustrative reference of the unconscious patterns of the human psyche.
I thought that mythology offered many other examples like this myth, that
they were also excellent metaphors for human complexities. He was also
contrary to the patient-therapist dependency and sought, therefore, to re-educate
the patient to walk with autonomy, independence and
individualization in their life process, as Alonso reminds us (2004).
He finally highlighted that the human psyche is not logical but analogical.
that the actions we experience and that mark us deeply, in the plans
physical-sensory, emotional, cognitive and social will be memorized and
generalized by other psychic perceptions by simple analogy and,
consequently, by repetition.
And what is the relevance of this theory for Art Therapy and Psychomotricity?
The relevance is that, according to Jungian psychology, if we manage to
work with images, sounds, and fundamental structuring movements and
present in that collective unconscious, we will be stimulating the brain with
anthropological and historical information that is easy to recognize, receive and
brain interpretation, as they are universally associated with stimuli
important for our survival. That is one of the surprises of
Jungian Art Therapy: analyzing, diagnosing, and outlining a
intervention with open artistic techniques, we can provide the patient
stimuli and symbols of the collective unconscious that help to rebalance and
modify blockages of your psychic-emotional system instinctively.
Benefits of art therapy
Art therapy serves as a support and accompaniment for individuals with
physical, psychosocial, educational, personal difficulties through
plastic, sound, dramatic, theatrical, written creations that generate a
process of transforming itself, paving the way for its integration into life
social, in a critical and creative way. In other words, art therapy
capacity for human assistance using artistic means, the images,
the creative process and people's responses to those created products;
It is a combination of art and psychotherapy.
This method seeks the significance of the productions; it is not a search.
cognitive. What matters is the semantic analysis of the symptoms of the
not the persona of their productions in session but the accompaniment of their author
in a self-weathering through his creations where
they find the symbolic content.
Abraham Maslow said that advising or counseling does not refer to training,
to model or teach in the ordinary sense of telling someone what to do and how
"Do it. It's about discovering and then helping."
When making art and reflecting on the artistic products and processes carried out,
people can increase their knowledge of themselves and others,
to cope with symptoms, stress, anxiety and thus reinforce
his cognitive skills.
Art is an appropriate field for the drive of personal expression and
communication that your created work provides an important visual medium that
it represents emotions, feelings, and thoughts. However, it must be
take into account that people create an individual symbolism that is
modifying in our different stages of life just like its meaning.
Plastic works are concrete objects where conflicts and desires
unconscious, abilities, relationships with others, knowledge and worries
they are present.
It is important to emphasize that although art therapy is quite beneficial for
mental health helping to overcome psychological difficulties does not eliminate the
problems. Art therapy helps to face them and to learn to live with them. This
type of therapy allows us to transcribe those emotions and feelings
medium of colors, shapes, and symbols allowing us to narrate our lives.
Difference between artistic education and art therapy
The difference between artistic teachings and art therapy is that the
people who attend educational centers are conditioned to a
mandatory attendance, while the people attending art workshops
therapy is done by their own will with the intention of becoming
better integrated members within society finding the "healing" to
through the improvement of their well-being and psycho-emotional balance.
The Mexican art therapist Ana Bonilla says that 'it is essential to clarify that the
The work of an art therapist, unlike that of an educator, requires a space.
where to process and analyze your own emotions as there are various
transfer processes that the art therapist must know before carrying out
Each practice ends.
Art therapy in adolescents
Adolescence is a period of much ambiguity. It is identified by
presence of difficulties in the choice of doing and an identity crisis. To
just as it tends to affirm itself, it also presents trends of devaluation
and lack of self-confidence. Adolescence is a stage of adaptation
to new demands from the outside world.
So how can art therapy work with teenagers?
The secret is that during adolescence, a person becomes more vulnerable to
expression, creativity, discover, experiment, create a moment of
break, refuses to accept reality as it is, therefore through
therapeutic art intervention the specific characteristics and attitudes come to the
light are forced or notorious.
For most young people, therapy is seen as something shameful and as
a weakness of 'needing' help, so they would agree that how much
It would be better if I finished the treatment earlier.
After primary school, young people set aside art because they feel
that they have no talent or simply because they think it is childish. At the beginning, art
the therapist may witness some resistance from the patient as
consequence of their erroneous thoughts just as well as due to their lack
experience; therefore, it is of utmost importance to provide techniques and
pleasant and suitable motivations for them.
A type of technique that is very appealing to teenagers is the implementation
of a collage. The creation of a collage prevents the teenager from
feeling of not knowing how to draw, so I would not force the execution of a
work that may provoke feelings of distaste.
J. Rodrigues and G. Troll provide us with some guidelines for the use of art.
therapy with adolescents
Accept the resistances.
Do not harass.
Do not raise too many issues.
Encourage in the decisions.
Expressing oneself through metaphors evoked by the adolescent.
Being tolerant due to ambivalence means to stand firm.
when you are rejected, leaving time for you to approach
again.
Be attentive to the 'deep' of what is happening and not just
worried about making superficial judgments such as: positive and negative.
Types of approaches in art therapy
Existen tres tipos de enfoques que se pueden llevar a cabo en una sesión arte
therapy, depending on the goals set for the therapy and the type
of people who attend it.
Manager: the art therapist organizes the work session, determining
specific activities or themes to develop, materials or techniques with
those that the patient can create.
No executive: The art therapist does not get involved in the actions of
patient, allowing them the freedom to choose materials, techniques, and themes with which to
 that will develop your artistic process.
Semi-directive: Basic guidelines are provided that must be
completed by the patient. The instructions are minimal so that the
the patient has the option to complete.
Who is art therapy aimed at?
Art Therapy is used for both children and adults. The role of the
symbolic expression of the definition of symbol refers to the representation of
real events through symbols created by the same author. This process
it is done through free association. Through linguistic skill
we can express and classify our experiences, feelings and
thoughts, but language is not the only means of communication, although
be the most universal. Human beings have other forms of expression and
communication such as images and symbols.
Therapy can be used to address a wide range of issues including:
anxiety, stress, depression, learning problems, autism, injuries
cerebral, eating disorders, cancer, stress disorder
post-traumatic, family and relationship problems, abuse and violence
domestic, trauma, losses, among others. Just like art therapy, it
it is used in people with difficulties, it is beneficial to use them with people
they consider that 'they have no problems.'
Types of approaches within art therapy work
Within art therapy, there are various approaches that can be worked on:
Art therapy and psychoeducation: emotional support, resolution of
problems, anxiety, depression, psychosis, eating disorders,
personality disorders among others.
Cognitive Behavioral Art Therapy: thoughts, beliefs and
deep schemes.
Gestalt art therapy: the here and now matters.
Humanist art therapy: holistic vision. We find the orientation.
gestalt and person-centered orientation. Central attention
it is directed towards the sensory experience of the body (gestures and
expressions) and non-verbal language.
Expressive art therapy centered on the person: they help in growth
personal.
Transpersonal art therapy: the search for full consciousness through
art.
Psychoanalytic art therapy: help a to project
repressed unconscious contents in plastic images.
Learning difficulties: provides improvement to students who present
learning difficulties.
Bipolar disorder: personality improvement, being more responsible,
to have a sense of life.
Depression and anxiety.
Social scope.
Violence and aggression.
Suicide.
Abuse of alcohol and drugs.
 Family art therapy.
Art therapy with the elderly.
Eating disorders.
Where is art therapy used?
Hospitals.
Health centers.
Programs.
Refuges.
Prisons.
Facilities for patients.
Nursing homes.
Schools.
Private art therapy programs.
Psychomotricity
Definition: Psychomotricity is a discipline that relies on professionals.
from different areas of knowledge coming from different currents and
postures, whose objective is a comprehensive view of the human being. In Spain,
Psychomotricity appeared in the 1970s, based on various publications,
workshops and courses by Lapierre, Aucouturier, Bergés, Soubiran, and Vayer, having
a greater acceptance in the educational sphere. Muniáin (1997) defines it as follows:
Psychomotricity is an educational/re-educational/therapeutic discipline,
conceived as a dialogue, which considers the human being as a unit
psychosomatic and that acts on its entirety through the body and the
movement, in the context of a warm and decentralized relationship, through
active methods of mediation mainly involving the body, in order to contribute to
"its integral development" (MUNIÁN, 1997: 79).
It can be said that the fundamental objective of Psychomotricity is to achieve by
the center of the body (and of movement) to the development of skills and abilities
of the individual in all aspects: socio-emotional, cognitive-intellectual,
communicative and motor.
Today, Psychomotricity can be applied in three fields: preventive,
educational and therapeutic. According to Arnaiz (2008), the scope of action of the work
preventive care is developed both in stimulation centers and at home
preschool schools. In the preventive field, Psychomotricity aims to
the purpose is the prevention and detection of psychomotor or emotional disorders
and the reduction of future difficulties or risk factors, as we observe in
situations of pregnancy or aging. In the educational field, it stands out
in preschool and primary schools, giving priority to the
observation of psychomotor disorders and the maturation of processes
psychological aspects in the child, based on action and play. In the field
therapeutic, Psychomotricity is aimed at pathological cases, to the
rehabilitation of psychomotor syndromes and the treatment of disorders
secondary psychomotor disturbances or other alterations. In all these fields, the
Psychomotricity teaches basic principles that must be respected in
any methodological combination in this area.
BASIC PRINCIPLES OF PSYCHOMOTOR SKILLS
Psychomotor intervention assesses a series of fundamental principles that
must be favored in any educational or therapeutic psychomotor work,
like:
Identity: the search for the global integration of the child, considering
the emotional, social, cognitive, and motor aspects;
Communication: the consolidation of listening processes,
understanding and expression, and therefore social interaction;
Expressiveness: the ability to express oneself spontaneously and
authentic, showcasing their emotions or feelings, by
midway through the development of the sensory capacity (interoceptive,
proprioceptive and exteroceptive) and sensory-motor activities.
Play, as an essential activity for the holistic development of the child, since
stimulates the expression of wishes, emotions, creativity, favors
the balance and personal well-being and provides the possibility of offering
in a space and time a tonic-emotional discharge.
Thinking, which allows the representation of action and of
objects with which the child experiments, favoring the generation of
new ideas and providing the child with the ability to solve
increasingly complex problems.
Expressive, creative production that allows for free release and
spontaneous emotions and feelings.
And currently, Psychomotricity applies these principles through 3
basic work approaches or methodologies, which we will present next.
WORKING METHODOLOGIES IN PSYCHOMOTRICITY
Experiential-relational approach: this approach suggests a session of
dynamic and experiential non-directive type, where the psychomotor therapist leads to
end open proposals for play or expressiveness activities
plastic, with which it seeks to promote body communication more than
the verbal. It seeks for the child to express their feelings, emotions
and their different experiences through movement, without aiming for goals
of specific definition. It does not seek to start from content, nor from activities
structured, but it is focused on the development of creativity and
from the child's expressiveness as a means of releasing their tensions.
Psychopedagogical approach: this approach is more systematized and starts
of contents and specific objectives to be met. The approach of the
The session in psychomotor psychopedagogy is directive in nature, and in it
The educator or psychomotor therapist is responsible for directing and proposing the
activities and contents designed. It seeks the development of the emotional aspect,
of the cognitive and the motor through objectives.
Globalized approach: this approach considers the child as a global being,
capable of performing specific activities but also of expressing oneself
freely and give meaning to their environment. Combines the two approaches
previous. During the session, the child can, in addition to executing
specific motor activities, establish relationships with others and
myself through bodily actions in which he puts of
manifest your motor expressiveness. This is a very favorable approach for
the combination of Psychomotricity and Art Therapy.
 The combination of Psychomotricity and Art Therapy uniting
Strength!
As we can see, there are several similarities and complementarities.
between Art Therapy and Psychomotricity. Historically, both are
relatively recent, having been created within the field of the clinic,
subsequently moving on to education. Both seek comprehensive development
of the human being, allow for various theoretical approaches and do not focus solely
the final result of the interventions, but the entire quality of the process
therapeutic. The central difference between the two is that while the
Psychomotricity relies on the body and movement as key instruments.
Art therapy considers art as the main tool. But, if
we delve into this statement, does expressive and integrative Art exist without
body or movement? In its origin, etymologically, the word art is
extremely connected with bodily action.
Art. Ars, artis: this word has an etymological connection on one hand with the verb
g. to undertake, to begin to do, and on the other hand, with the name I. artus,
member, formed from the g. arlhron.—V. Article.—Art, then, in its primitive
acceptance, is the means of action of the members, of the necessary organs
of the will (...)" (MONLAU, 1856: 201).
Considering Berruezo's (1995) idea about the objectives of the
Psychomotricity, we can conclude why Art Therapy is extremely
complementary to the objectives of Psychomotricity and vice versa.
"Psychomotor skills is an approach to educational or therapeutic intervention"
whose objective is the development of motor, expressive and
creatives from the body, which leads them to focus their activity and interest on the
movement and the act, including everything that derives from it: dysfunctions,
pathologies, stimulation,
learning, etc." (BERRUEZO, 1995: 52).
It is important to remember that both emphasize respect for the group's rules.
to materials, the human capacity for learning and change, autonomy,
communication, the integral development of authentic identity and personality
(Yes–self), self-esteem, the dissolution of non-adaptive beliefs,
creativity, free expression, self-observation, and observation of the world
exterior, the balance between restraint and stimulation, activity and passivity,
tension and relaxation, subjectivity and objectivity, etc. In addition to this, both
they present complementary definitions, history, objectives, principles, and audience
similar.
And what does Art Therapy have to offer Psychomotricity? Basically,
more creativity, motivation, fun, freedom, communication, expression of the
subjectivity and possibility of diagnosis and integration of conscious factors
unconscious! Gregg M. Furth (1998) works, for example, evaluating the
psychological aspects of children essentially through the drawings that
these perform.
Artistic expression is one of the best opportunities we have.
humans to communicate with ourselves and with others, to
through that symbolic language, not always verbal, which is the arts. The
plastic and visual expression allows us to "speak" through metaphors and
symbols, of what happens to us, of what we desire, of what we hate or
we love. (…) It is clear that not everything done in art is a product
 fully aware. Artistic works are generally a mix of
the consciousness with the unconscious.
And how to make this innovative union? First of all, it is important to emphasize that the
use of space for a Psychomotricity session in conjunction with
Art therapy should prioritize both safety
like body exploration, creativity, and free artistic production. For
an effective combination, the theoretical approach model of the psychomotricist must
be compatible with the chosen art therapy approach. Before starting, the
the professional must diagnose and define, in the first sessions, the
psychomotor and emotional contents (unconscious and conscious) that
presentan, para guiar su intervención dentro de las técnicas artísticas más
appropriate.
And then, in practice, he will be able to use art in two ways in
combination with Psychomotricity:
As a complementary instrument, facilitator of the content
psychomotor: cognitive, social, physical, and motor.
As a therapeutic art tool in itself: in this case the
art would help in the expression of the child's subjectivity and creativity or
patient, being a tool for revelation, expansion and
transformation of the perception of unconscious psychic aspects and
aware.
According to Lázaro (2010), Psychomotricity presents contents
important to be worked on: global spontaneous adjustment and with representation
mental, external spatial and temporal perceptions and of the own body in
movement or static, the motor behaviors base of a general balance, of
general dynamic coordination, visomotor, breathing education, the
control of tone and relaxation and the body schema, body image and
laterality. One of the first possibilities of the use of art is
use it as an extra instrument, so that these are favored
factors. We can use, for example, videos and photos to help generate
anticipatory mental images for movement learning. Music and
Choreographies can be used for rhythm stimulation, coordination
general dynamics, laterality, memory, attention, body schema, notions
temporaries, balance. And painting and modeling can be auxiliaries of the
graphomotricity, sensory stimulation or the representation of experience
psychomotor
Art can also be used more profoundly, as a tool
the proper art therapy, essentially facilitating the development of
the psycho-emotional aspects along with Psychomotricity. In this case, the
art should assist not only psychomotor tasks but also development
of subjectivity, of creativity, of intuition, of communication Yes–
same–consciousness, of the catharsis, of the consciousness, of the exploration of the
contrasts in art and in life. In order to practically exemplify
this combination (Psychomotricity and Art Therapy), we present three works from
quality that could be used, and that were presented in the Graduate Program in
Psychomotricity and Education of the University of Zaragoza by the professors
Alfonso Lázaro (2004), Javier Mendiara (1999) and Joaquín Serrabona Más
(2008). We thank you in advance for the work and teachings of these three
authors.
 Examples: practical possibilities of the combination
POSSIBILITY 1
The psychomotrician Javier Mendiara Rivas (1999) developed one with a great
clarity a didactic procedure called Action Spaces and
Adventure in which, with various objects and devices, he/she creates 13 setups,
with varied themes, that allow for global movement and involvement of the
children. The class schedule for each assembly follows criteria of progression
of difficulty and of not excessive repetition of stimuli, in order to promote the
the development and motivation of children throughout the course of
Psychomotor skills. This work is extremely facilitative of the combination
Psychomotricity–Art Therapy because the setups are like stages
thematic, where the imagination of children is greatly stimulated and, for
so, the unconscious too. For this type of work, Art Therapy could
help select the symbolic themes of the most favorable montages for
unconscious and the processes of psychic rebalancing of each group, moreover
from psychomotor stimulation. In the first sessions, we would diagnose
through the observation of images, dialogues, movements and
behaviors, the main imbalances, conflicts, unconscious ideas
and other behavioral skills developed in each group.
Then, we would select the setups and the expressive artistic activities.
more favorable to the stimulation of characteristics and sensations
unconscious blocked in the children's group. For example, for very
shy and introverted individuals would be given priority in the setups that stimulate the
free exploration and personal artistic expression; for groups with low
intragroup interactions, setups that stimulate relaxation, fun
and social interaction; for children with an hyperactive profile, the setups of
full concentration, which contains movements with a presence of structure
circular motor exploration, like the thematic setup of the maze.
Historically, the labyrinth has been used by humanity in various
cultures, for concentration, survival, and active meditation. Like the
the labyrinth of the Minotaur or the labyrinths of the Middle Ages. In this way,
according to the Jungian approach, the labyrinth would be a symbol of the
collective unconscious that would summarize important information for
stimulate the brain and the body to focus, survive, and concentrate.
hecho, el montaje laberinto estimula el equilibrio, los reflejos motores
immediate, visual attention and movements and trajectory games or
circular structure, which brings by sensory analogy the sensation of
concentration on the body. Furthermore, the labyrinth is a playful metaphorical bridge.
perfect for these children, as it takes advantage of the characteristic of bravery and
extreme motor activity guiding it for concentration. The proposals
The didactics of this author would allow working with children, through the
Pedagogical art therapy, the creation of decorative plastic structures, in the
representation stage, for adventure spaces, thus reinforcing the
symbolic and motor messages provided by each space to the unconscious
imaginative. Art would thus be a reinforcing element of the messages.
unconsciousness of relaxation, concentration or initiative already existing in the
creative and attractive Adventure Spaces of Mendiara (1999).
OPTION 2
The psychomotrician Joaquín Serrabona Más (2008) works with stories.
experienced in which, through characters, the child can elaborate on
playful way, as well as to stage and interact during the narration of the
story, conflicting contents of his life. His technique seeks to integrate aspects
motor, cognitive, social, and psychic, among others, and would work very well,
due to its complementarity, to a combination with Art Therapy, which also
works with storytellers. If we combine Psychomotricity and Art Therapy, the
psychomotor therapist could (after carrying out the affective psychological diagnosis of the group, and
based on the perception of the types of difficulties or challenges faced by children, such as
autonomy, self-acceptance, self-esteem, aggressiveness, construction of the
identity and individuality, management of mourning, expression of boundaries and
needs, etc.), choose stories that narrate similar situations, but
rich in metaphors and collective symbols that will help the child understand,
not only through logic, but through analogy and
sensory experience, new possibilities for dealing with conflicts. What is important is
that the therapeutic story (similar to the way the teacher works
Serrabona) presents identification characters for the child that present
positive qualities, and that they experience situations of conflict, processes of
change, new perceptive solutions and, finally, final gains
important. With Art Therapy associated with Psychomotricity, we could
divide the chosen story into 4 or 5 stages, in sessions with plastic experiences
and motor of the chosen story, thus varying the artistic materials, as a form
to enhance the mythical and sensory symbols and rituals of each stage. In this
combination, the experienced story could have an even deeper impact
in children yes, in addition to being a story with real psychological weight and
actual for the group, experienced simultaneously with music, images
plastics, movement, and narration.
POSSIBILITY 3
The psychomotrician Alfonso Lázaro (2004) is the creator of the Gigantes project.
with stilts, with which he works (along with his multidisciplinary team from the Center
Special Education Center Gloria Fuertes, in Andorra, Teruel, Spain) aspects
such as the balance and general dynamic coordination of boys and girls with
cognitive disabilities and other associated disorders. In this work, the
children participate in all stages and processes of preparation of the
show, from the construction of the stilts to the costume design,
in a project that brings together the entire educational community and that leads to the
society the art of these children. A project of this kind, already artistic in itself
and especially bright, it could lend itself to the incorporation of some
strategies specific to Art Therapy. For example, one could propose to the
students the construction of characters–tightrope walkers–on–stilts that reflected
their dreams, their goals, their ideals, their fears, their challenges, and their stories
of life, and to present them with their favorite music and with movements
that symbolically described their way of being in the world. On the other hand
part, these characteristics of the characters could be symbolically
represented in the costumes of the show, in which the students also
they could present their favorite music and movements. This technique
art therapy would allow stilt walkers to project their world of
life in circus characters.
 Conclusions of file 1
The discipline of art therapy arises from the interest in using art as a medium
therapeutic and personal development, taking into account that art involves
ser humano en su totalidad. El arte terapia es una herramienta muy valiosa y es
used in various fields to contribute to emotional improvement and well-being
of people who need them.
These are just a few initial ideas to open this working bridge.
between Art Therapy and Psychomotricity. And in the same way as in a creation
artistic, the possibilities of this combination are endless. However, still
It takes a lot to be developed and perfected with practice, the faithful
Gaudí's guide. The psychomotrician-art therapist must have clarity about
their intervention goals, and then create fun and creative possibilities
to lead children to the desired tasks and reflections.
If we do not lose sight of reality, Art Therapy and art can be
precious tools of therapeutic magic. Because they work with the
irrational and sensory mind, this great friend of Psychomotricity. Allow
may the hands, the body, the soul, and the mind play, sing, dance,
drawing, painting, and embroidery. And they often take the mind out of boredom.
used to non-adaptive patterns. Art opens the source of the
human creativity to explore, freely, the flexibility of boundaries. Of
the mind. And the body. In motion.
ILADES FOUNDATION

Art therapy
Sheet 2

2022
 TEACHING GUIDE ON STRATEGIES IN ART
THERAPY FOR WORKING WITH
ADOLESCENTS WHO PRESENT ANXIETY
CONSTRUCTION OF THE GUIDE

The guide arises from the need to provide methodological proposals and
artistic products to achieve the reduction of anxiety in students.
Through the activities proposed in this guide, the students will be able to
increase their self-knowledge and that of others, confront the
symptoms, and stress, as well as reinforcing cognitive skills and
enjoy artistic creation.
To achieve this objective, it was proposed to create a teaching guide of strategies in
art therapy to facilitate the development and well-being of students within the
Octavio Cordero Palacios Educational Center.
Based on this study, the following factors were detailed in the guide:
How does art therapy work?
Description of the suitable workspace
Benefits of the teaching guide
Who is the teaching guide addressed to?
Types of interventions that can be used in art therapy
Consideration for the preparation of sessions in art therapy
Description of the phases that a art therapy session contains.
The procedure to consider when applying is as follows:

To whom it is addressed
directed
• Space of
work
• Material
Considerations suitable
for the preparation
of the session

• Therapy
Types of directive
intervention Therapy
nes no
directive
• Initial phase
Descriptive of the • Phase
phases it contains intermediate
an art session • Final phase
therapy

Content
of
activities

To facilitate understanding and following what is expressed in this guide

it has been deemed necessary to indicate themes and sub-themes in which they will be of greater importance
utility for the improvement of students.
It is important to emphasize that the psychologist in the counseling department
students and/or teachers of the institution understand that the intervention of
Art therapy aims to benefit those who have difficulties.
emotional or behavioral and whose needs cannot be
attended in the family setting or in the school environment. The art sessions
therapy will serve to create a space of safety in which one will reflect and
will find a solution to conflicts, thus helping to reduce
symptomatically the anxiety.
The present guide will serve for the development of creativity and
the student's imagination through their artistic expression leads to establishing
methods and techniques that the therapist must master and carry out with
professionalism, carrying out proper planning since each
technique will open the doors to the recognition and representation of each emotion
and the repressed feelings of the student thus achieving externalization and
reducing their anxiety symptoms.
Taking into account what has been mentioned, the proposed art therapy guide,
It will benefit the psychologist of the institution as well as the teachers who choose it.
carry out as a type of intervention, allowing for the elimination of a certain degree of
anxiety presented by the students, benefiting their personal growth.
ART THERAPY, How does it work?

Art has usually been considered a means of expression, but

it can also be understood as a way to shape what
indeterminate, to change and give new meaning to people's existence.
However, this is not the only way to generate a catharsis through the
art therapy.
María Ribeiro defines it as 'a therapeutic process that seeks to configure a
symbolic production, using different modalities and possibilities of
Creative plastic expression, clarifying information from deeper levels
of the psyche (...) contributing to the construction and reconstruction of the
subjectivity" (Morales García, Moreno Utrera, Ramírez Cárdenas, Rodríguez
Belloso, Rodríguez Toranzo, & Antos Batista, 2014).
The use of these techniques and materials in art therapy addresses and influences two
of its fundamental aspects in the therapeutic art process which are its
psychological dimension and its material dimension. Both aspects are of utmost importance.
importance as it helps us have a complete and global view of the state
of the patient. (López Martínez, 2011).
Next, we will explain what each dimension is about.
Dimensions within art therapy
During the material experimentation in which strokes, colors,
textures, etc., and the interpretation of the symbolic value of the created images,
will allow its author the semantic self-exploration of their emotions,
thoughts and will provide different perspectives that the works can offer.
The specific characteristics of the painting or drawing will reflect, support and
they will transform psychological experiences into a healthy change through
from the reflection and accompaniment of the art therapist.
From a psychoanalytic perspective, plastic-visual media allow
greater level of expressiveness and self-knowledge of contents within the
conscious. At the moment one paints or draws, it is easier to access reality.
internal that with verbal language. This process weakens the person and relaxes them,
facilitating the expression of their intimacy. (López Martínez, 2011).
During the execution of the work, the teenager maintains an intuitive dialogue and
sensitive with the materials that shape its expression, in this
creative process, attention is absorbed by the activity, being that
state referred to as "Optimal Experience or Flow" (López Matìnez, 2009)
In the material dimension, artistic media have a series of qualities
physical, of which the art therapist must have sufficient knowledge. If
éste mantiene una relación constante con las actividades artísticas podrá
experiment with greater ease the sensory connection with the materials and thus
to experience what they convey, evoke, or promote." (López Martínez,
2011, p. 186). This is why the selection of the
techniques as well as the artistic materials that are used, taking into
accounts that must be the most suitable for the situation.
Just as both dimensions can interpret how he thinks and feels
Teenager, art therapy generally serves many functions in all
the areas of the person also as:
Facilitates communication with the people around us.
Provide a space where the student can express and share
feelings and emotions
Enhances and strengthens bonds and emotions among students and their
relatives
Relieves anxiety and difficulties in concentration in the student.

PEDAGOGICAL CRITERIA
Art is handled as a creative expression in development of
adolescent. It takes on relevance in the education of students with
special needs, such as those related to medical problems,
learning, sensory, mental, motor, emotional disabilities and
adaptation.
Art therapy offers 3 great advantages over therapy based on
verbal exchange
Drawing: natural form of expression
Art as a non-verbal form of communication
Development of faculties that promotes artistic practice.
In schools, art therapy provides a space where the student can
explore their internal world and the emotional conflicts they feel; the student
can express their negative emotions in a framework of containment and
trust in the therapist.
When students with difficulties do not find a place to express themselves
dissatisfaction, their anxieties and fears, act them out, affecting everything
group that is involved making learning and integration difficult.
Art Therapy, as an integral part of the experience in school, allows for the
child can express, elaborate and come to understand their conflicts in an environment
that is completely familiar to him, and in which a very important part of
his life.
At the moment of carrying out art therapy sessions, it is important that
take place in the student's usual environment, as part of their process
educational and not as an isolated experience.
BENEFITS OF THE GUIDE
The instructional guide serves various purposes, ranging from suggestions for
approach the text, until supporting the students in their interventions
respective for the resolution of any area of difficulty.
Motivating function:
Awakens interest
Motivates and accompanies the student through their 'creations'.
artistic
Benefit function
It presents artistic exercises that include plastic-visual techniques.
and/or complementary techniques
Constantly feed back to the students in order to provoke a
reflection on her own artistic creation
It allows students to develop their communication in a
distinct and personal language
It allows the student to achieve increasing personal accomplishments,
strengthen your self-esteem and individuality.
It allows you to regulate your hand movements and to stimulate
brain connections as their skill develops.
It allows you to enter a purer zone of concentration and
healing
It allows you to improve your mental health as painting
distracts you from your own problems and helps to alleviate anxiety and
turn it into something beautiful; this helps you identify your
feelings and to increase the ability to express. This helps to
patients with schizophrenia, nervous people or even someone
that is going through an emotional imbalance like a breakup
sentimental.
Stimulation in both hemispheres of the brain that involves the
logical rational side like the creative and emotional side.
It stimulates our emotional intelligence
Evaluator function
It allows for the entry of observation records through progress.
student so that later their progress can be evaluated and it
motivate to compensate for their deficiencies through interventions
artistic.
Allows assessment through a set of questions. Here the student
he/she will be able to reflect on his/her artistic creation.

Art therapy provides us with two types of benefits when applied:

Psychological evaluation
Prevention-Treatment of difficulties by utilizing not only
 therapeutic qualities that artistic practice has, but also,
taking advantage of its use as a facilitator of 'expression' and 'creativity'
(Chinchilla Alley & Granados Conejo, 2003).
WHO IS THE GUIDE ADDRESSED TO?

In general, art therapy can be directed towards students of any

age with the aim of stimulating their plastic creation, expressing,
understanding and interpreting its contents of the unconscious, finding
thus achieving inner peace and reducing anxiety.
Art therapy interventions can be administered in the following ways:
A. Individual
As a tool for self-knowledge and personal reflection
2. As a restructuring element
i. Cognitive restructuring
ii. As a tool for socialization
B. Social
1. As a tool for socialization, interaction, and communication with the
others and with their environment.

CONSIDERATIONS FOR THE PREPARATION OF THE SESSION

THERAPEUTIC ART
It is important when preparing an art therapy session to take into account
a series of issues in order to avoid certain problems and also
increase and enhance the effects we want to achieve. When it comes to
previous preparation of the session we must take into account the recipients,
their issues and their interests. For this, we must be careful in choosing
the most appropriate activities that align with the process of improvement
the issue. The material used in the session must be manipulable and
comfortable for the student without causing disturbances and discomfort.

WORKSPACE
Regarding the workspace, the therapist would be responsible for creating a
friendly and empathetic environment through their behavior and exercises
that will take place. It is of utmost importance for teenagers to achieve
a stable and comfortable environment since it is a particularly stage
sensible to contact and the linking with the others and also
wait for greater capabilities of abstraction and symbolization.
In art therapy, it is important to have a wide variety of materials and
techniques that are suitable for both the objectives of the therapy as well as
needs of each teenager. Within these materials we can
to mention
 Supports: different types and formats of papers, magazines, newspapers,
cardboard, wood, etc.
Modeling: clay, dough, flour, sand, modeling clay, etc.
Painting: temperas, acrylics, oils, colored earth, pigments, watercolor,
inks, etc.
Graph: colored pencils, scripts, wax, pastel, charcoal, markers
graphite, etc.
Brushes, sponges, adhesives, waste materials,
photographs.
Imagery, directed or spontaneous.
TYPES OF INTERVENTIONS
At the time of carrying out the therapeutic interventions, it is
They can be done in two ways: directive method and non-directive method.
Directive therapy: the art therapist structures the work session,
determined activities or topics to develop, materials or techniques with
the ones that the patient can create.
Non-directive therapy: The art therapist does not get involved in the actions of
patient, leaving them free to choose materials, techniques, and themes with which
will develop its artistic process. (Moreno, 2007, p.)
Description of the phases that contain an art therapy session
Initial Phase: During the initial phase, a short warm-up is performed to
relax the teenager and connect in the here and now, preparing ourselves for what
What we are going to work on later. There are different techniques that can be used.
with the body like breath, the posture, with some sound if I feel that it is
necessary and if it is group-related, start to connect with the other, where through
games or exercises shorten distances and help with confidence and the
delivery.
You can also help yourself with some meditation, contemplation, some
directed daydream, among others.
Intermediate Phase: Within the middle phase, the adolescent develops
therapeutic activities whether graphic or plastic guided by the
specialists. Graphic-plastic techniques are being managed through
the interventions that allow the expression of their emotions, feelings,
wishes, conflicts, and interactions with their environment.
If it is a group work, there is an internalization of the conflicts of
group through empathy and identification with the other members.
Final PhaseThe final phase is intended to share your lived experience,
expose to the group felt, if discovered something, etc. This is a very space
important, with a lot of respect, where people speak openly and are received
in the same way, it is a moment of total self-learning and to
through the experience of others.
APPLICATION
For the construction of the guide, a population from the public school was selected.
call to Educational Center "Octavio Cordero Palacios". The inventory was applied.
From Beck's Anxiety to Tenth Grade and First Year Students
Baccalaureate, made up of 30 students each in order to have the
show to work. From the diligent students, the selected students were chosen.
who experienced mild or moderate anxiety, forming thus a group of 10.
students.
After getting to know the profile of the students, certain areas were detected
weakness through the Sacks test, which could cause their degree of
anxiety, which is why specific techniques were selected that can help
to the support and improvement of the student.

Take into account that the techniques subsequently mentioned are not
the only existing ones, there is a wide variety of different techniques
that can be applied.
The intervention took place in an isolated and suitable space. The number
a total of twelve sessions were held, conducted twice a week with
a duration of 2 hours each, which would result in a total intervention
of 6 weeks.
GUIDE CONTENT: ACTIVITIES
Técnica Nº 1:Collage
Objective: To encourage the student to develop their creative potential, expressing
visually the knowledge of oneself and of one's interests.
Materials:
Magazines
Scissors
Newspaper
Painting
Pencil
Glue
Procedure:
Ask the students to describe themselves, their likes,
disgusts, that remember experiences that they feel have
marked.
Collect all the necessary material that is within reach of the
students to create their collage in the most vivid way and
expressive that they can, describing themselves.

Technique No. 2: Work with masks "Make a mask that represents you"
Objetivo:Facilitar el reconocimiento de emociones y aspectos de sí mismo.
Materials: There are various materials that can be used, the objective
is to carry out the work with all possible creativity.
Carton
Papeles de distintos tipos (crepe, papel brillo, etc.)
Pencils
Buttons
Flowers
Fabric
Patches
 Recycled materials such as newspaper, wrapping paper, among others.
Adhesive tape
White feather
Markers
Painting
Procedure:
Make a mask
Talk about the work done
What emotions does the mask evoke in you when you see it?
How do you feel wearing a mask like that?
What would the mask tell you if it had the ability to speak?
What would the others say upon seeing the mask?
What would catch their attention?
Do you identify with the mask? Why yes? Why not?

Technique No. 3: Emotions Map (Directed Plastic Work)

Objective: The patient will be able to identify the emotions that stand out the most in him.
will connect you with the bodily sensations that they caused you.
Materials:
Acrylics
Papelógrafos
Spheres
Pencil
Draft
Procedure:
Draw the silhouette of the patient on the flip charts.
You are asked to think about emotions that you commonly feel.
in their daily life, explaining in what specific situations the
I felt and assigned a specific color for each one.
The patient is asked to represent the mentioned emotions in
the body parts drawn on the flip chart in which the
perceives at the moment of feeling each emotion.
Comment on different experiences and situations in which one
I found each emotion.

Technique No. 4: Self-portrait

Objective: The student will be able to represent themselves in their own terms.
through artistic work, strengthening their sense of identity, taking
self-awareness and of one's own experience. The student will be able to connect
deeply with their inner world working on their self-image and
self-esteem.
Materials:
Mirror
C.D: “Confesiones frente al espejo
Alejandro Lerner
Leaves
 Painting/Colored pencil
Pencil
Procedure:
The student is asked to listen to the song while looking in
the mirror.
After the song, the student is asked what they felt while.
she listened to the song and looked in the mirror, her feelings,
emotions, thoughts, etc.
You are asked to draw a self-portrait.

Technique No. 5: My strong 'self' and my weak 'self'

Objetivo:Trabajar en la expresividad del alumno, entender el significado de

their own images, awareness of their strengths, in order to be able to use them in their
daily life without having to escape.
Materials:
A4 sheets
Paintings
pencil
Crayons

Procedure:
Ask the student to represent their 3 strengths on the poster board.
Ask the student to represent 3 sketches of it.
that I think should be worked on in the future.
Reflect on how to work on these weaknesses.

Technique No. 6: "The Forbidden"

Objective: To help the adolescent overcome their fears and anxieties through
a representation and contact.
Materials:
Clay

Procedure:
Ask the teenager to close their eyes and reflect on what
more has brought him fears or anxieties.
Ask them to represent it in clay, giving it shape, texture,
volume and subsequently color.
After finishing the work, talk about how they felt or
they thought while creating their artwork and what they felt
after having completed them.

Technique No. 7: Mandala

Objective: It is an active meditation. It will allow us to know what is present.

in the student's unconscious; it will allow the student to connect
deeply with your body, emotions, desires and your "self", releasing
any energy of stress, anxiety, worry, that I have among others.
We must take into account that the current technique can be worked on
in various areas such as: guilt, distrust, shame,
threat, expectations, pain and betrayal, resentment, anger,
impotence, fear, among others.
Materials:
Pencil
Draft
Blank sheet
Rule (optional)
Tempera
Crayons
Markers
Colored cardstock
Decorative material
Procedure:
Perform a preliminary meditation accompanied by breathing.
slow and measured, so that, from that state of
tranquility, images are produced that will then be captured in
the mandala.
To begin, it is important to organize thoughts.
around a central point that will be a theme or intention to
to try. It is not necessary to have the complete design idea already
that throughout the design creation will be dropping from the
interior that does it, its creativity with the use of
different shapes, figures, themes, and colors.
On a sheet, draw a square that can serve as a support for the
designs that will later be created. It is recommended that the strokes
be done without pressing the pencil too hard so that later they can
can be easily removed.
Draw the internal diagonals of the square, which will indicate the
central point of the sheet.
Draw a circle as wide as possible to encompass the
most of the sheet, taking as the central point the point that
it was marked in the previous step.
Continue decorating the mandala to your own taste.
At the end of the activity, talk about how they felt while doing it.
the mandala.

Technique No. 8: Dramatherapy

Objective:
Create an open space for freedom of expression and
emotional transformation.
Stimulate the learning processes of the so-called
multiple intelligences, particularly verbal and linguistic, viso-
artistic spatial and bodily.
Stimulate cognitive skills.
Materials:
Students
Spacious
Process: (Work is done in groups)
Preparation phase: In this phase, the group gathers seated in a circle.
of the circle and asks each one how their weekend went or the
last days prior to the session in this way to 'break the ice.'
Then you proceed to walk around the room covering the entirety of the
space so that the students can cross each other to greet with a gesture
facial and the look, later the greeting will include onomatopoeias,
words and finally physical contact.
A small warm-up of the body is done through clapping,
sounds, words or objects. We place an object on the ground and it must
establish a relationship with this, that is not based on use
conventional of the same, there being the possibility of supporting the exercise
with music that sets the rhythm and favors creativity when
improvise and create.
Development phase: In this phase, story proposals are made.
that can be modified by the group. The techniques of
expressiveness of the voice such as pronunciation and intonation,
the intensities, the timbres, and vocal expressiveness. They are enhanced
improvisations where various roles are assumed and created
group relationships enhancing creativity. Each one creates their own
history and its character freely. All the stage space is used
with controversy over characters. The aim is to achieve mastery of
space, when moving through it, in relation to others and
with the possible objects.
Closing phase: In this phase, the group meets again to
comment on how you felt during the session and to make proposals for
exercises or work for the upcoming sessions. To conclude the
activities can include breathing exercises, dynamics
repetitive play, songs, story reading, poetry or well
sharing of a personal creation.

Technique No. 9: "Animal that represents me"

Objetivo:Dar a conocer a los alumnos sus fortalezas y debilidades.

Materials:
Clay
Procedure:
Conversation about the 3 animals that the teenager likes the most and
I identified it. Mention its 3 main characteristics.
Molding them using clay.
Conversation about the characteristics of sculptures and asking what
similarities will have the figures with themselves.
Technique No. 10: "Journaling or diary"

Objective: Journaling is used with the aim of relieving tension, targeting

anything that comes to mind. It can be used for specific areas
of the problem, how to focus attention on goals or on feelings
undecided due to sorrow or anger.
Materials:
Leaf
Ballpoint pen / pencil

Procedure:
The student is asked to think of a stressful event.
that has disturbed them for a long time.
Create a character who lives in a specific situation. How does he/she...
Does it feel? To narrate in the third person.
Think about every detail of that situation. Why? When?
How? Where?
Who?
At the end of the story, there will be a discussion about it answering the
the following questions: Why does the protagonist react in a
determined form? Why does it behave that way? Why
What does it feel like?

Technique No. 11: 'My favorite object'

Objetivo:Ayudar a elevar autoestima, ayuda al estudiante a sentirse mejor

accepted and integrated.
Materials:
Clay
Painting
Procedure:
Make a piece that you like the most.
Conversation; reasons why you like it.

Técnica Nº12:“Exprésate”(grupal)
Materials:
Painting
Camera
Procedure:
Students are asked to reflect at times in the
Those who would like to express themselves but have not been able to.
They are asked to choose any part of the body that they consider
most important to paint it. (it can be face, torso, arms,
legs, hands, etc.
Some will start to paint themselves, but as
they are getting into the dynamics of the activity, seeking greater
perfection in their drawings, they will seek help from others. Although this
the activity causes some commotion at the beginning, then it develops.
 an atmosphere of concentration and respect in which not only
personal work is important, but also the work of
partner about your body, looking to resolve both in a way
adequate and aesthetic.
After being painted in the desired manner, one proceeds to the
taking of the photographs.
As the students finish their
images move to the photography area. The therapist them
photography of the students allowing them to choose the pose and
the elements to be photographed.
Photography exhibition in the center of the classroom.
Reflection: How do I communicate with the body?, What ideas,
Feelings and values I want to communicate more often?
Conclusions of sheet 2
In order to carry out the art therapy workshop, the Anxiety Inventory was applied.
from Beck to the students of Tenth grade and First of Baccalaureate
composed of 30 students to have the sample to work with.
los alumnos aplicados, se seleccionarán los alumnos que presentaron ansiedad
take the moderate, forming a group of 10 students.
After selecting the 10 students, the scale is administered to them.
Hamilton Anxiety Scale as an extra reference. An interview was conducted.
initial, establishing rapport, gathering important data and explaining it
what we would do.
After the initial interview, the Sacks test was applied to understand desires,
fears, attitudes, and thoughts of the students and in accordance with the results
final activities were selected for the types of activities that would take place within the
strategic guide for art therapy to address the weaknesses of each
student.
After completing the workshop, I can conclude that we worked very
beneficial and productive. During the workshop, the students learned how to work
in groups as well as individually. They learned a lot in each session of
I work with the different activities carried out while it could be evidenced.
catharsis in the students which improved their psychological state, reaching a
mental well-being. While the students experienced each session,
they learned from each other and from themselves; listening and observing how
they were working.
The work of the strategic guide was quite beneficial, the artistic techniques
Highlights facilitated and contributed to lowering the participants' status.
of anxiety and improve their emotional areas.
During each session closure, the students emphasized that they were happy.
and they felt better emotionally, relaxed, and feel that they took off a
weight off my shoulders after having completed it.
As we can see, art therapy is a quite effective method as
preventive measure to reduce anxiety.
"Art doesn't heal but it can be therapeutic and suffering can be a
opportunity for creation instead of being an obstacle.
ILADES FOUNDATION

ART THERAPY
Card 3

2022
 Analysis of Results

Analysis of Results (quantitative)

1. Informative Data:
Nombre: “Daniel”
Grado de Escolaridad: Primero de Bachillerato Edad: 18 años de edad
Fecha de Nacimiento: 8 Agosto de 1997
Family Constellation
Daniel's biological family consists of: Mother (46), Father (47),
hermano (24), hermana (23), hermana (22), “Daniel” como el menor (18).
Parents live in a common-law marriage.

Interview Report:
Unstructured interview with the student: The student states that their parents live in
common-law marriage, has two sisters and two brothers and that with the person who
The less he socializes, the more problems his older brother has.
Psychological Exploration

SACK TEST

Main areas of conflict: Conclusion:

- Attitude towards the father (3) It is observed that the student has
Feelings of Guilt (3) communication problems with him
father. It is also evident
feeling of guilt from actions
from the past, which makes it with
feeling of guilt in the
news

HAMILTON ANXIETY SCALE

Result: 13 pts. Conclusion:

Equivalent to a lesser anxiety.
 BECK ANXIETY INVENTORY

Resultado: 19 pts. Conclusion:

It amounts to an anxiety of
moderate level.

Summary of Sessions

No. Sesión: 01
Technique: Objective: Observation:
Encourage the student to
Collage develop your potential He worked in a way
creative, expressing reflexive. He was shy
visually the exploring the materials
self-awareness that were at his
and of their interests. disposition, was taken
a few minutes to
organize oneself.

No. Sesión: 02

Technique: Objective: Observation:

Works with a lot of
I work with Facilitate recognition precision and
Masks of concentration. While
“Haz una Emotions and aspects he was making his mask
mask that Of oneself I socialized with the others.
I represented you of the group.
At the moment of
group conversation,
explain that his mask
it is just like the
I imagined doing it, he/she
identify with it and the
rest of the people to him
I would like to see it. It was
happy.

No. Session: 03
Technique: Objective: Observation:
Map of emotions The student will achieve Raise awareness a lot of
(Plastic work) identify the his experiences
directed emotions that most past to be able
highlight him and the perform your work.
will connect with He was interested and
sensations disposed in his
corporeals that these are work
it provokes
No. Sesión: 04
Technique: Objective: Observation:
The student will be able to

Self-portrait to represent oneself Make your self-portrait of

same in itself secure way,
terms through the listening to the song
artistic work that was assigned and works
strengthening its meaning with a lot
of identity, taking concentration.
self-awareness
and of his experience. The
student will be able to

connect
deeply with your
internal world
working like this his
self-image and
self-esteem.

No. Session: 05
Technique: Objective: Observation:
My 'I' Work in the His way of working was
strong and my expressiveness of the quickly and
I weak student, understand the concentrated. Your
meaning of his disposition was with
own images, interest and calm.
awareness of its Emphasizes that his point
fortresses, in order to weak is his ability to
use them in your life to feel nervous
daily without having to impulsive and anxious in
to escape. specific situations and
reflected on his/her
ways tohow
to work on them.

No. Sesión: 06
Technique: Objective: Observation
Student worked
Achieve that the with quite a bit
The Forbidden super adolescent fluency and felt
your fears and anxieties comfortable at
through a moment of the
representation and socialization with
contact the group.
 No. Sesión: 07
Technique: Objective: Observation:
It is a meditation He worked in a way
Mandala active. It will allow us
willing, however
to know what I have didn't demonstrate much
find in the interest in your mandala
unconscious of the so it ended with
student; will allow that
a lot of speed. No
the student connects I work a lot.
deeply with her creativity.
body
emotions, desires, and their
"oneself", liberating
any energy of
stress, anxiety
concern, that
have among others.

No. Session: 08
Technique: Objective: Observation:
The student felt a
Create a space a little shy, emphasized that
Drama therapy open of freedom of he didn't like to talk in
expression and of in front of people. It
transformation felt uncomfortable. Achieves
emotional. carry out the activity.
Stimulate the processes
of learning of the
intelligent calls
multiple
particularly verbal and
linguistics, viso-
spatial and bodily
artistic.
Stimulate skills
cognitive.

No. Session: 09
Technique: Objective: Observation:
Animal that I To make known to the Works with a lot of
represent students their strengths dedication.
and weaknesses.
 No. Session: 10
Technique: Objective: Observation:
Journaling or diary Journaling is used At the time of writing
with the aim of alleviating his story, the student
the tension, pointing underline the difficulties
anything that that presents in its
comes to mind. It can house daily by it
to be used for the areas it is deduced that
specific to the presents several
problem, how to approach discussions of his
the focus on the goals parents and does not have a
or in feelings suitable place where
unsure of grief or do your homework for it
anger. that presents
difficulties in
concentration and for
end underperformance.

No. Session: 11
Technique: Objective: Observation:
I work with enthusiasm and
My favorite object Help to elevate con dedicación.
self-esteem, help the
student to feel
better accepted and
integrated.

No. Session: 12
Technique: Objective: Observation:
Learn to value in a group
He was a little hesitant.
the importance of the
upon hearing that I had to
Express Yourself (Group) body expression
for development to paint some part of it
personal. body, he analyzed it well
y
continued with the activity.

Statistical Analysis

A conceptual panoramic presentation of the analysis will be carried out next.

from the data obtained in the first and second application of the scale of
Hamilton Anxiety Rating Scale and Beck Anxiety Inventory (BAI).
Hamilton Anxiety Scale: in the first application, it is obtained
como resultado: 13pts. Segunda aplicación se obtiene como resultado: 6
pts.
Beck Anxiety Inventory: in the first application it is obtained as
resultado: 19pts. Segunda aplicación se obtiene como resultado: 11 pts.
 27/1/15

6/5/15
8

Anxiety Scale Inventory of

Hamilton Beck's Anxiety

Conclusion 1: As we can see in the graphs, "Daniel" had a

decrease in anxiety from January to May.
the student worked with great enthusiasm and willingness throughout the workshop
all activities to be carried out despite his shyness and anxiety to speak
facing the group. At the end of the workshop, he expresses that he feels comfortable with himself.
same. (see appendix 9)
2. Informative Data:
Nombre: “Gabriela”
Grado de Escolaridad: Primero de Bachillerato Edad: 15 años de edad
Fecha de Nacimiento: 3 de febrero del 1999

Family Constellation:
Gabriela's biological family consists of: Mother (35), Stepfather
(37), brother (14), stepsister (5), and a stepbrother (4). Biological father lives
with her grandmother. Biological parents are separated due to alcohol problems.
that the father presented.
Interview Report:
Interview with the student: The student reports that many issues arise in her family.
problems because the mother argues a lot with her stepfather and she wishes
that her biological father returns to her mother. The reason why they
They separated because of the alcohol problems that his father had.
- She doesn’t get along well with her mother, 'she keeps me locked up in the house,' she emphasizes.
- The subjects that are quite difficult in school are Mathematics and
History.
- She likes to take care of her siblings, do housework, watch television,
 hang out with his cousins.
- A perfect day for 'Gabriela' is 'having the whole family together'
Psychological Exploration:

SACKS TEST
Main areas of Conclusion: It is observed that the
Conflict: existence of a rejection of
Attitude towards the father his stepfather and a desire for
(5) to have his biological father
Feelings of Guilt back.
(4)
Goals (6)

HAMILTONEAN ANXIETY SCALE

Result: 17 pts. Conclusion:

It is equivalent to a level of
major anxiety.

BECK ANXIETY INVENTORY

Result: 14 pts. Conclusion:

Equivalent to a mild level
of anxiety.

Summary of the sessions:

No. Session: 01

Technique: Objective: Observation:

Encourage the student to It was very brief at
Collage develop your potential moment to carry out your
creative, expressing collage, I express a lot
visually the shyness at the moment of the
self-knowledge common proposal (played
same and of its with the hair, very voice
interests. low.)

No. Sesión: 02

Technique: Objective: Observation:

Facilitate recognition When it ends
I work with masks
of emotions and aspects mask, I wasn't very
Make a mask that you of himself. sure that I was
represent "good" or yeswas "wrong".
Your mask
he represented her shyness
at the moment of speaking and
to complain about things to your
mother; emphasized.
 No. Sesión: 03

Technique: Objective: Observation:

Map of emotions The patient will achieve Use the eraser a lot,
(directed plastic work) identify the she is shy at the moment of
to express oneself, very voice
emotions that most
highlight in it and the low.
will connect with the
sensations
bodily that these are
they provoked them.

No. Session: 04

Technique: Objective: Observation:

The student will be able to
The student asked to be
Self-portrait to represent oneself she/he would repeat the song
same in their own
again since he/she
terms through the I find it difficult to understand her.
artistic work,
I work in a way
strengthening its meaning
reflective, with rhythm
of identity, taking
moderate and
awareness of
focused. Your
himself and his experiences.
The student will be able to the disposition was to work
in a self-interested manner,
connect
calm and was
deeply with his
willing
internal world
working this way
self-image and
self-esteem.

No. Session: 05

Technique: Objective: Observation:

Work in the Recalcaque his
My strong 'me' and my 'me' expressiveness of the student primary weakness
weak understand the meaning they are the sports.
of their own She has always felt
images, awareness of unable to participate in
their strengths, to some sport with a
to be able to use them in your team because thinks
daily life without having to that would only stagnate them.
to escape. (it would be a nuisance.)
 No. Sesión: 06

Technique: Objective: Observation:

Achieve that the Works in a way
The forbidden
super teenager always continue being
your fears and reflective in what it is
fears through doing.
a representation and
contact.

No. Sesión: 07

Technique: Objective: Observation:

When it ends its
Es una meditación mandala felt very
Mandala active. It will allow us comfortable and satisfied, in
to know what I know the final conversation with
find in the the group emphasized that it
unconscious of the he/she liked your work very much
student; will allow that the
because I could use the
student connects colors that he/she likes the most
deeply with your taste.
cuerpo, emociones
wishes and their 'one'
same, releasing
any
stress energy
anxiety, worry
that has between
others.

No. Sesión: 08

Technique: Objective: Observation:

In the beginning when it was her
Drama therapy Create a space turno de hablar, no se le
open of freedom of I used to listen a lot because of her
expression and of
low tone of voice;
transformation subsequently it
emotional. developed very well.
Stimulate the processes
of learning of the
intelligent calls
multiple,
particularly verbal and
linguistic, visuo-spatial
and artistic body.
Encourage skills
cognitive.
 No. Session: 09

Technique: Objective: Observation:

Animal that me To inform the When I start the activity,
represent students their strengths and I was asking questions
weaknesses. How come
What do we do with animals?

I was undecided.

No. Session: 10

Technique: Objective: Observation:

Journaling or diary Journaling is used with At the time of writing,
the goal of relieving the the student did it with
tension, pointing very fluent and fast.
It can be used for the In his story, he emphasizes the
specific areas of problem and displeasure that
problem, how to approach she has with the new boyfriend
focus on the goals from her mother. Cannot stand
or in feelings to live with that “gentleman”
hesitant with grief or so when
anger he was telling the story
she shed a few tears.

No. Session: 11

Technique: Objective: Observation:

Help to elevate She/He enjoyed it a lot
My favorite object
self-esteem, help with activity - socialized
student to feel with his companions
better accepted and while working.
integrated.

No. Sesión: 12

Technique: Objective: Observation:

Learn to value in group She decided to paint her leg.
Express yourself (Group) the importance of the He/she carried out the activity with
expression of the body much enthusiasm.
for development
personal.
 Statistical Analysis:
Next, a conceptual overview of the analysis will be presented.
from the data obtained in the first and second application of the scale
Hamilton Anxiety and Beck Anxiety Inventory (BAI).
Hamilton Anxiety Scale: in the first application, it is obtained
as a result: 17pts. The second application results in:
16 pts.
Beck Anxiety Inventory: in the first application, it is obtained as
resultado: 14pts. Segunda aplicación se obtiene como resultado: 13 pts.

January 27, 2021

5

Anxiety Scale Inventory of

Hamilton Beck Anxiety

Conclusion 2: As we can see in the graphs, 'Gabriela' had a

decrease in anxiety from January to May.
"Gabriela," throughout the workshop worked willingly, however she...
It hindered certain activities due to her shyness and insecurity. At the end of the
taller, the student was quite grateful, saying that she feels more
secure and "liberated" from so much tension that I felt before; just having someone with whom
talk to vent to feel more "light". (see annex 10)
3. Informative data:
Nombre: “José”
Grado de Escolaridad: Primero de Bachillerato Edad: 15 años de edad
Fecha de Nacimiento: 8 de mayo de 1998
Family Constellation
The biological family of 'José' consists of: Mother (47), Father (47)
brother (26) and sister (24) who is already married.

Interview Report
 SACKS TEST
Main areas of Conclusion:
Conflict: The existence of is observed.
a distant relationship with
- Fears (3) the father since he commented
Feelings of Guilt (3) during the interview that
he only sees it at night for
your work y no
they converse a lot. It
evidence also a degree
in fear of losing topeople
close to what forces him not to
to act as the same,

HAMILTON ANXIETY SCALE

Resultado: 9 pts. Conclusion:

Equivalent to an anxiety
minor.

BECK ANXIETY INVENTORY

Result: 14 pts. Conclusion:

It is equivalent to a level of
mild anxiety.

Session Synopsis

No. Session: 01

Technique: Objective: Observation:

Encourage the student to He enjoyed doing the
Collage develop their potential collage. Works fluently
creative, expressing and interest. At the moment of
visually the knowledge group conversation takes place
of herself and of her expressed clearly and
interests. tranquility.

No. Sesión: 02

Technique: Objective: Observation:

I work with masks Facilitate recognition Your mask includes the
"Make a mask that of emotions and aspects colors that he/she likes, and it
I represented you of himself. was made in the shape of a clown
since it is considered a
boy who likes to be
happy and not stressed about
difficulties that may arise
to present.
 No. Session: 03

Technique: Objective: Observation:

The patient will be able to identify On their map of emotions
Map of emotions the emotions that most the only emotions that
(Directed plastic work) highlight in it and the emphasized having been
will connect with the anxiety and anger. These
bodily sensations that emotions are presented
these provoked him. when you feel you don't have
response for something.

No. Session: 04

Technique: Objective: Observation:

Self-portrait The student will be able to He completed his self-portrait of
to represent oneself safe way
in their own terms to listening to the song that
through artistic work, was assigned and worked with
strengthening their sense of a lot of dedication. It
identity, taking drew happy because that’s how he/she knows

self-awareness and of reflects it in his reality.

his experience. The student
will be able to connect
deeply with your
inner world working
thus your self-image and
autoestima.

No. Session: 05

Technique: Objective: Observation:

My strong 'self' and my weak 'self' Work on expressiveness Her weaknesses it
of the student, to understand the symbolized in figures and
meaning of their own drawings that represent,
images, awareness of strength uncertainty and bad
their strengths, in order to writing.
use them in your daily life
without having to escape.

No. Sesión: 06

Technique: Objective: Observation:

The Forbidden Helping the teenager I work reflectively
overcome your fears and and he took his time to
fears through a decorate it and finish its
representation and contact. final details.
 No. Session: 07

Technique: Objective: Observation:

Mandala He/She decided to create his/her mandala.
It is an active meditation.
in a very creative way,
It will allow us to know it
creating different shapes
that is located in the and strokes. He decided to carry out his
unconscious of the student;
black and white mandala.
will allow the student to
connect deeply with
your body, emotions
wishes and your 'self'
releasing any energy
of stress, anxiety,
concern, that I have
among others.

No. Sesión: 08

Technique: Objective: Observation:

Drama therapy
Create an open space
of freedom of expression and "José" to speak is
of transformation developed very well in
emotional. as for your relaxation for
Stimulate the processes of act and the ideas that
learning of calls they were arising.
multiple intelligences
particularly verbal and
linguistic, visuo-spatial and
artistic corporal.
Stimulate skills
cognitive.

No. Session: 09

Technique: Objective: Observation:

Animal that represents me To inform the students "José" worked in a manner
their strengths and weaknesses. calmly taking her
time to choose well the
animal that suits you best
represent
 No. Session: 10

Technique: Objective: Observation:

Journaling or diary Journaling is used with the In his story, he relates a
objective of relieving tension, normal and everyday day
pointing at anything how I would have in your
what comes to mind. home
It can be used for the areas Worked in a way
specific to the problem, calm and focused.
how to focus attention on
the goals or in the
unresolved feelings of
despite the anger.

No. Session: 11

Technique: Objective: Observation:

My favorite object Help boost self-esteem, Works continuously
help the student to and focused.
feel better accepted and
integrated.

No. Sesión: 12

Technique: Objective: Observation:

Express Yourself (Group) Come to value in a group the
importance of expression José socialized a lot
of the body for the during the activity with
your colleagues and to the
personal development.
moment to pose for the
the photo was taken with a lot
naturalness and safety, already
it had thought that
I was going to say and how to do it.

Statistical Analysis

Below a conceptual overview of the analysis will be presented.

from the data obtained in the first and second application of the scale
Hamilton Anxiety and the Beck Anxiety Inventory (BAI).
Hamilton Anxiety Scale: in the first application, it is obtained
as a result: 9pts. The second application results in:
8pts.
Beck's Anxiety Inventory: in the first application, it is obtained as
resultado: 14pts. Segunda aplicación se obtiene como resultado: 14pts.
 27/1/
1

Anxiety Scale Inventory of

of Hamilton anxiety of

Conclusions 3: As we can see in the graphs, 'José' had a

small degree of anxiety reduction from January until the
May, however, he says he feels different, that he has arrived at
appreciate what his true 'self' is and now understands why it matters to be
oneself always. (see annex 11)
4. Informative Data
Nombre: “Paola”
Grado de escolaridad: Primero de Bachillerato Edad: 16 años de edad
Fecha de Nacimiento: 14 de Noviembre 1998
Family Constellation
Paola's biological family consists of: Mother (36), Father (35),
brother (15), brother (2) and their 3-month-old baby. Their parents live
in free union.
Psychological Exploration
SACKS TEST
Main areas of Conclusion: It is observed that the
Conflict: existence of feelings of
general fault, a relationship
- Attitude towards the distant from the student and her
father (6) father since I used to witness
- Feelings of hits from the father to his
Guilt (7) mother (commented); however, she
Goals (4) is greatly needed at the moment of
to live together, since it happens a lot
time away from home for the
[Link] for your
ambitions and goals, the student
does not find a purpose or a
goal to pursue.
 HAMILTON ANXIETY SCALE

Result: 20 pts. Conclusion:

Equivalent to anxiety
mayor.

BECK ANXIETY INVENTORY

Resultado: 20 pts. Conclusion:

It is equivalent to a moderate level
of anxiety.

Interview Report
Interview with the student: "I consider myself a girl who always reaches her goals.
and perseveres." Father of "Paola" throws it in his face every time he has the chance.
how inappropriate it was when she became pregnant at such an early age. The
the alumna emphasizes that her father says he "ruined his life."
"Paola" has always been a good student in school.
Session Synthesis

No. Session: 01

Technique: Objective: Observation:

Collage Encourage the student to Works a lot
develop your enthusiasm, decorating his/her
creative potential, collage and drawing them all
expressing the things that he/she likes, he/she
visually the developed very well and to the
self-knowledge moment to have the
same and of its group conversation is
interests. expressed with a lot of
clarity and security.

No. Session: 02

Technique: Objective: Observation:

I work with masks Facilitate recognition
Works really hard
Make a mask that of emotions and aspects
I represented you of himself. enthusiasm. Your mask
it has a slight
relationship to a cat
so they like the
cats and feels
identified.
 No. Session: 03

Technique: Objective: Observation:

Map of The patient will achieve Sure of what
emotions identify the he/she does, he/she likes

(Work emotions work with precision.

plastic what else stands out in him It was
directed y
will connect you with the interested and focused
in his
sensations
work.
corporals that
these provoked him.

No. Session: 04

Technique: Objective: Observation:

Self-portrait The student will be able to The student begins to
represent oneself to draw oneself
same in their own immediately.
terms to Worried about her
through work perfection, used ruler
artistic, to carry out the
strengthening its edges, demonstrates
sense of dedication and
identity concentration in
becoming aware of his work. He works
himself and of his with interest and of
experience. The student calm manner.
it will be able to connect

deeply with
his internal world
working like this
self-image and
self-esteem.

No. Sesión: 05

Technique: Objective: Observation:

My 'I' Work in the In his work, he highlights
strong and my expressiveness your daily experience
"I" weak of the student, understand the in his house of
meaning of their own grandma
Explain that it doesn't.
images, awareness of
without having to evade. likes solitude, and
draw a sad face
your strengths, in order to
and crying. (The
use them in your daily life female graduate lives with her

grandma; her
parents and siblings
they live in the USA,
suffers abandonment
 No. Sesión: 06

Technique: Objective: Observation:

What Achieve what the Paola was very
Prohibited adolescent calm and
overcome your fears and showed security in
fears through moment of
a representation to work.
and contact.

No. Sesión: 07

Technique: Objective: Observation:

Mandala It is a meditation I work with a lot of
active. Us creativity and
will allow to know it was very
what is found in focused on
the unconscious of the its accuracy.
student; will allow that
the student is
connect
deeply with
your body
emotions desires
and its 'oneself',
releasing any
stress energy
anxiety
concern, that
have among others.

No. Sesión: 08

Technique: Objective: Observation:

Drama Create a space When it comes to speaking the
therapy open of freedom the alumna did it of
of expression and of firmly and not to him
transformation it was embarrassing in
emotional. do it in front of
Stimulate the his companions.
processes of It developed
learning of very good.
the calls
intelligences
multiple,
particularly verbal
and linguistics, viso-
spatial and bodily
artistic.
Stimulate skills
cognitive.
 No. Session: 09

Technique: Objective: Observation:

Animal that To make known to the I work in a way
me students their dedicated
represent fortresses and adding details of
weaknesses. way
careful.

No. Sesión: 10

Technique: Objective: Observation:

Daily journaling Journaling is used with
the objective of alleviating the In her story, she reflects her
daily life and the 'mistake' that
tension, pointing
anything that comes to committed (because she
she was considering her pregnancy
the mind. It can be used
for the specific areas as an error since
of the problem, like I was very little to
being a mother yet). To
focus attention on the
goals or in the moment of the sunset in
common, it was difficult for him
unresolved feelings of
despite the anger. a little expression in front
of his companions already
that was a very enriching experience
personal and painful, for
what was finally discussed
about the story
between the two.

No. Sesión: 11

Technique: Objective: Observation:

My object Help to lift He/She worked hard
favorite self-esteem, help enthusiasm and
to the student security.
feel better
accepted and
integrated.

No. Sesión: 12

Technique: Objective: Observation:

Express Yourself (Group) Come to value in a group the The student chose to paint herself.
importance of the
body expression for the left side of
personal development. chest and his arm
left. He enjoyed it a lot
the activity. At the moment
to put in front of the camera
I saw very
safe.
 Statistical Analysis
Next, a conceptual overview of the analysis will be presented.
from the data obtained in the first and second application of the scale of
Hamilton Anxiety Scale and Beck Anxiety Inventory (BAI).
Hamilton Anxiety Scale: in the first application it is obtained
as a result: 21pts. The second application results in:
11 points.
Beck Anxiety Inventory: in the first application, it is obtained as
resultado: 20 pts. Segunda aplicación se obtiene como resultado: 13pts.

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Hamilton Beck's Anxiety

Conclusions 4: As we can see in the graphs, "Paola" had a

significant decrease in anxiety from January to the month of
May that culminated the workshop. 'Paola' always worked enthusiastically and
He/She showed a lot of willingness and enthusiasm for the work being done in the workshop.
At times, the student would enter a moment of deep catharsis that
She was getting free while crying. It can be observed that "Paola" benefited her.
the workshop is quite sufficient. (see annex 12)

5. Informative Data:
Nombre: “Carolina”
Grado de Escolaridad: Primero de Bachillerato Edad: 17 años de edad
Fecha de Nacimiento: 19 de Diciembre 1997
Family Constellation
Carolina's biological family consists of: Mother (43), Father (46),
hermano (18), hermana (15), hermana (12), hermano (8) y hermanito (6
months); however, they do not live with them as they have migrated to the USA. The
Carolina's parents migrated as soon as she was born, therefore she does not know them.
Parents. "Carolina" has always lived with her grandmother who has taken care of her and
take care of her. Although she does not know her parents personally,
he/she always keeps in touch with them by phone.
 Psychological Exploration

SACKS TEST

Main areas of Conclusion:

Conflict:
The existence of is observed
- Attitude towards the father (6)
resentment and pain towards
- Feelings of Guilt (6) the parents since they
- Goals (5) they live abroad with
- Fears (5) her brothers being her
Attitude towards people the only one who stayed in the
monitored (4) Ecuador. Show.
to feel alone most of
time. During the
intervention proved to be
shy, insecure, and distracted
since I was asking about
phrases that
I didn't understand.

HAMILTON ANXIETY SCALE

Resultado: 14 pts. Conclusion:

Equivalent to an anxiety
minor.

BECK ANXIETY INVENTORY

Resultado: 12 pts. Conclusion:

It amounts to a mild level of
anxiety

Interview Report:
Interview with the student: "I am a very studious girl, however sometimes I
I feel alone. I live with my grandmother, I always fight with her. My parents and my
brothers live in the USA and I am the only one in the family who stayed in the
Ecuador. I never met my parents because they left when I was very young.
baby, however, I talk to them on the phone every week. I don't
It seems fair that my parents chose all my siblings to go there and to
with me they chose to abandon me.

Session Summary
 No. Sesión: 01

Technique: Objective: Observation:

Encourage the student to Being the first
Collage
develop their technique that
potential the student did it
creative, expressing made of
visually the concentrated way and
knowledge interested, without
of herself and of her the embargo made it difficult for a
interests. little in
find and discover
your tastes and
disgusts.

No. Sesión: 02

Technique: Objective: Observation:

I work with Facilitate the At the moment of
masks recognition work in the
Make a of emotions and mask, he did it with a
mask that aspects of in a way
I represented you himself. creative and calm.

No. Sesión: 03

Technique: Objective: Observation:

Map of The patient will succeed Very excited,
emotions identify the excited, works as
Plastic work emotions that most way
directed highlight in it uniform, use
and will connect them with the
quite the
sensations eraser.
corporal that (insecurity/perfect)
these you tion)
provoked.

No. Sesión: 04

Technique: Objective: Observation:

The student will be able to Wait for it to be completed
Self-portrait
to represent oneself the song to start your
in their own terms to work. It focuses
through artistic work, enough to create their
strengthening its meaning lines with quite a lot
of identity, taking precision. Ask with
self-awareness and insecurity as it
about his experience. The student create a self-portrait; with
will be able to connect the sheet in a vertical shape u
deeply with his horizontal.
internal world working
thus your self-image and
self-esteem
No. Sesión: 05

Technique: Objective: Observation:

My 'I' Work in the In his work, he highlights
strong and my expressiveness your experience
"I" weak of the student, to understand daily at his/her house
the meaning of grandma.
its own Explain that he/she does not
["images","consciousness"] he/she likes solitude,
of his and draw a little face
fortresses, in order to be able sad and crying
use them in your life The student lives with
daily without having to your grandmother
to escape. your parents and
brothers live in
USA, suffers
abandonment

No. Sesión: 06

Technique: Objective: Observation:

The Forbidden Achieve that the teenager It took him/her time to think.
overcome your fears and
fears through a what experience could
representation and contact. could represent, it
felt intimidated, saw
around what
hacían sus
companions.

No. Session: 07

Technique: Objective: Observation:

Mandala It is a meditation Carolina works with
active. We a lot of creativity
will allow mandala. He dedicated himself

know what I know a lot in his work and

find in the at the time of
unconscious of to expose in
student; will allow for the he did it in front of the group
student connects with great fluency.
deeply with his
cuerpo, emociones
wishes and their 'one'
same,” freeing
any energy
of stress,
anxiety
concern, that
have among others.
 No. Sesión: 08

Technique: Objective: Observation:

Drama- Create a space "Carolina"
therapy open freedom developed very well
of expression and of in the work.
transformation I speak fluently
emotional. although at the beginning
Stimulate the was laughing because she had

processes of shame.
learning of
the calls
intelligences
multiple
particularly verbal
and linguistics, viso-
spatial and bodily
artistic.
Stimulate skills
cognitive.

No. Sesión: 09

Technique: Objective: Observation:

To make known to the
Animal that me The student liked it.
students their strengths and
represent weaknesses. a lot the activity.
I work quite a bit
dedication and it
felt comfortable.

No. Session: 10

Technique: Objective: Observation:

Journaling is used with His story recounts his tale.
Journaling or diary the objective of relieving the of real life; its
tension, aiming abandonment. At the moment of
anything that comes to he/she did the work with a lot of
the mind. It can be used fluency and concentration.
for specific areas When the moment arrived
from the problem, as to express oneself in front of
focus attention on the your group of peers,
goals or in the had a little difficulty,
unresolved feelings of he asked me if we could
despite the anger. do it in private, but
then with breath and support
of the group, became animated.
 No. Session: 11

Technique: Objective: Observation:

Help to elevate
My favorite object He/She had a little bit of
self-esteem, help with
student to feel difficulty thinking that
it was the most that he
better accepted and
integrated. liked, that I enjoyed
to make, that
he was passionate about it.

No. Sesión: 12

Technique: Objective: Observation:

Express Yourself (Group) Learn to value in a group the "Carolina" decided
importance of the to paint one's abdomen. The
body expression for did it with great pleasure,
personal development. even this activity
encouragement for their
companions the
ayudaran. Se divirtieron
a lot.

Statistical Analysis
Below, a conceptual panoramic exposition of the analysis will be presented.
from the data obtained in the first and second application of the scale of
Hamilton Anxiety Scale and the Beck Anxiety Inventory (BAI).
Hamilton Anxiety Scale: in the first application it is obtained
as a result: 14 pts. Second application results in:
5 pts.
Beck Anxiety Inventory: in the first application, it is obtained as
resultado: 12 pts. Segunda aplicación se obtiene como resultado: 8 pts.

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of Hamilton Anxiety of
 Conclusiones 5:Como podemos observar en los gráficos, “Carolina” tuvo una
notable decrease in anxiety from January to the month of
May. Since the workshop began, the student has completed the activities with
a lot of importance and dedication, which was reflected in his final score
in the tests. (see annex 13)
6. Informational Data
Nombre: “Kevin”
Grado de Escolaridad: Primero de Bachillerato Edad: 16 años de edad
Fecha de Nacimiento: 25 de Abril 1999
Family Constellation
Kevin's biological family consists of: Father (43), brother (18),
brother (15), brother (10) and sister (17). Mother of "Kevin" passed away 5
years.
Interview Report
Interview with the student: "My mother passed away a few years ago but we
we remain united. Sometimes my dad is a bit strict with us
especially with me because I am one of the eldest of my siblings and
says that I should be in charge of the house and always set a good example.
Kevin enjoys playing volleyball with his family and getting good grades. In the
moments that feel the most anxiety and stress are when it's not achieved
to do homework on time.
Psychological Exploration

SACKS TEST
Main areas of Conclusion:
Conflict: An intense desire is observed to
to please his father in everything
- Feelings of Guilt what it asks for, which includes having
(5) excellent grades, take care
of their brothers, to be in order
Fears (4) the house, etc. in exchange for their
acceptance, attention, and affection. It is
evidence also
regret of actions of
past emphasizing that they were
caused by him, provoking
fears in normal activities
of the day,
reinforcing their insecurity.
 Hamilton Anxiety Scale

Resultado: 9 pts. Conclusion:

Equivalent to a lower anxiety.

BECK ANXIETY INVENTORY

Resultado: 20 pts. Conclusion:
It amounts to a moderate level of
anxiety.

Summary of the sessions

No. Session: 01

Technique: Objective: Observation:

Encourage the student to Works in a way
Collage
develop your uniformed, willing and
creative potential concentrated. Makes
expressing a rather collage
visually the decorated; creative.
self-knowledge
same and of their interests.

No. Session: 02

Technique: Objective: Observation:

I work with Facilitate the The mask of "Kevin"
masks recognition of it was very creative. The
“Haz una emotions and aspects student did it
mask that of himself. in a way
I represented you calm and pleasant.
I was exploring with
enthusiasm everyone
the materials
available for
carry out your
mask.

No. Sesión: 03

Technique: Objective: Observation:

Map of The patient will achieve The student described
emotions identify the emotions with a lot
(Work what else stands out precision the different
in it and will connect them with emotions I felt
plastic
the sensations in certain
directed
corporeal that situations. It was very
these provoked him. expressive.
No. Sesión: 04

Technique: Objective: Observation:

The student will be able to Listen carefully
Self-portrait
to represent oneself to the song, wait
same in that has been completed
its own terms to to start your work.
through work Work in a way
artistic, strengthening smart, calm
its sense of and reflexive.
identity, taking
self-awareness and
of his experience. The student
will be able to connect
deeply with your
internal world working
thus your self-image and
self-esteem.

No. Sesión: 05

Technique: Objective: Observation:

Work in the Kevin works as
My 'I' expressiveness of the way
strong and my student, understand the fluid, had none
meaning of his difficulty in drawing her
"I" weak
own images, fortresses and
awareness of your weaknesses.
fortresses, in order to
use them in your
daily life without having to
to escape.

No. Session: 06

Technique: Objective: Observation:

The Achieving the The student takes his/her
Prohibited teenager time to think
overcome your fears and what could it be
fears through "prohibited" for him.
a representation He did it in a way
and contact. I need,
worrying about
the details
small ones in their
work.
 No. Sesión: 07

Technique: Objective: Observation:

Mandala It's a meditation. Works in a way
activate. Us constant without
will allow to distract oneself.
to know what one knows He/She liked it a lot.
find in the activity, used
unconscious of the student; a lot of your
will allow the student creativity.
connect
deeply with your
body, emotions
wishes and their 'one'
same,” releasing
any energy from
stress, anxiety
concern, that I have
among others.

No. Session: 08

Technique: Objective: Observation:

Drama therapy Create a space The student participated in
open of freedom of calm and safe way
expression and of of what he said. To the
transformation moment to act, your
emotional. lines were not
Stimulate the processes expected by their
of learning the companions for what you
intelligent calls I was forcing myself to think positively

multiple, particularly before continuing the work.

verbal and linguistic, viso- I participated in a way
spatial and bodily innovative.
artistic.
Stimulate skills
cognitive.

No. Sesión: 09

Technique: Objective: Observation:

Animal that I work very well,
To inform the
me expressing with
represent students fluency and security in
its strengths and moment of
weaknesses. talk of the
group.
 No. Session: 10

Technique: Objective: Observation:

Journaling or Journaling is used The student works as
diary with the aim of calm manner and its
relieve the tension, the story was quite
pointing expressive and detail-oriented.
anything that Draft how it is.
comes to mind. a normal day in
It can be used your home.
for the areas
specific to the
problem, how
to focus attention
in the goals or in
the feelings
hesitant with grief
or anger.

No. Session: 11

Technique: Objective: Observation:

My object Help to elevate The student takes the
favorite self-esteem, help to taste
to express oneself
student to feel
through the
better accepted and
clay. Works a lot with
integrated.
taste.

No. Session: 12

Technique: Objective: Observation:

Express Yourself (Group) To come to value in a group the
importance of the Kevin enjoyed a lot
in expressing oneself
body expression for
personal development. through the body,
decided to paint herself
face and the arm.
At the moment of posing
for the photo it
felt comfortable and safe.

Statistical Analysis
The following will be a conceptual overview of the analysis.
from the data obtained in the first and second application of the scale of
Hamilton Anxiety Scale and Beck Anxiety Inventory (BAI).
Hamilton Anxiety Scale: in the first application, it is obtained
como resultado: 9 pts. Segunda aplicación se obtiene como resultado: 5
pts.
Beck Anxiety Inventory: in the first application it is obtained as
resultado: 20 pts. Segunda aplicación se obtiene como resultado: 11 pts.
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dde Hamilton Anxiety of

Conclusions 6: As we can see in the graphs, 'Kevin' had a

decrease in anxiety from January to May. "Kevin"
starting from home with a quite organized and responsible boy,
the school has always been studious and has tried to get good grades,
so it was observed in the workshop that he took it very seriously
at your disposal. At the end of the workshop, the student "Kevin" realized that he
he was demanding a lot and that in itself, his father was already proud of him.
annex 14)
7. Informational Data
Nombre: “David”
Grado de Escolaridad: Décimo de Básica Edad: 15 años de edad
Fecha de Nacimiento: 3 de Enero del 2000

Family Constellation
David's biological family consists of: mother (37), father (39),
hermana (18), “David” (15), hermana (14), hermano (12), hermano (12). Estado
the civil status of the parents was a common-law union but later they decided to separate due to
what currently lives in the home is a stepmother and her two siblings. Her
biological mother and two sisters migrated and live abroad (USA).

Informe de Entrevista (Abierta)

Interview with the student: The student highlights that since his father returned to
to marry, has started to have many problems with his stepmother. "I think that
There is only ONE mother.
invaded by his stepmother. There is no mistreatment, he simply does not 'tolerate' her.
Psychological Exploration

SACKS TEST
Main areas Conclusion:
of Conflict: It is observed that the student
- Sentimientos de doesn't feel that it is
Guilt (5) sufficiently competent
Fears (5) how to achieve what
desires. It is possible
also appreciate a
degree of sadness for it
she misses her mother
biological. It shows
a desire for affection for
mother's part.

HAMILTON ANXIETY SCALE

Resultado: 10 pts. Conclusion:
Equivalent to an anxiety
minor.

BECK ANXIETY INVENTORY

Resultado: 11 pts. Conclusion:
It is equivalent to a mild level of
anxiety.

Summary of Sessions

No. Sesión: 01

Technique: Objective: Observation:

Collage Encourage the student to The student takes his/her
develop your time before starting the
creative potential activity. It
expressing developed very
visually the good.
self-knowledge
same and its
interests.

No. Session: 02

Technique: Objective: Observation:

I work with Facilitate the Mask of 'David'
masks 'Make a recognition of had many
mask that you emotions and aspects similarities to
represent of himself. character of a
movie.
No. Sesión: 03

Technique: Objective: Observation:

Map of The patient will achieve At the moment of
emotions identify the select the
Plastic work emotions body parts, had
directed what else stands out in him a little bit of
and will connect them with difficulty understanding
the sensations the slogan and
corporate then remembering
what are you doing certain
they were provoking. events
significant in their
life. However, it
developed
very good at the moment
to culminate.

No. Session: 04

Technique: Objective: Observation:

The student will be able to He/She made his/her car
Self-portrait
represent oneself portrait in a way
same in their safe, listening
own terms to the song that is
through work assigned and worked with
artistic, strengthening much
its sense of concentration.
identity, taking
self-awareness
same and of its
experience. The student
will be able to connect
deeply with
his inner world
working this way your
self-image and
self-esteem.

No. Sesión: 05

Technique: Objective: Observation:

My 'I' Work in the The student worked
strong and my expressiveness of the student very good and
"I" weak understand the meaning of calm, achieved
your own images, to express oneself with

awareness of their ease.

fortresses, for
to be able to use them in your life
daily without having
to escape.
No. Sesión: 06

Technique: Objective: OObservation:

The Forbidden” Achieving that the teenager He/she worked in a way
super suspicious calm and comfortable.
fears and worries through
of a representation and
contact.

No. Sesión: 07

Technique: Objective: Observation:

It is a meditation At the moment of starting
Mandala
activate. Us your mandala, no
will allow to know the worked very
what is motivated, after
Find in the to culminate the
unconscious of activity, your mandala
Student; will allow that he/she did not demonstrate

the student dedication nor

connect creativity. Then
deeply with he/she talked that
your body, I was with a lot
emotions desires worry
and your 'self', and felt stressed
freeing for some
any energy of problems that I had
stress, anxiety at home.
concern, that (problems
have among others. economics

No. Sesión: 08

Technique: Objective: Observation: In the

Create an open space of the work "David" participates,
Drama therapy
freedom of expression and of however, he felt
emotional transformation. a little shy.
Stimulate the processes
of learning of the
intelligent calls
multiple, particularly
verbal and linguistic, viso-
spatial and bodily
artistic.
Stimulate skills
cognitive.
 No. Session: 09

Technique: Objective: Observation:

Animal that Make known to the Works with a lot
students their strengths and dedication and in form
weaknesses. reflexive.

No. Sesión: 10

Technique: Objective: Observation:

Journaling or Journaling is used Her story was very
diary with the aim of short and brief. I don't know
relieve the tension, noticed a lot of interest in
pointing moment of
anything to work it.
what comes to mind.
It can be used for
the areas
specific of the
problem, how
focus attention on
the goals or in the
feelings
hesitant due to sorrow
or anger.

No. Sesión: 11

Technique: Objective: Observation:

My object Help to elevate The student works from
favorite self-esteem, help concentrated way and
to the student dedicated.
to feel better
accepted and
integrated.

No. Session: 12

Technique: Objective: Observation:

Express yourself Come to value in "David" decided
(Group) group the to paint oneself
importance of the the hand, he did it with
expression of enthusiasm and
body for the was talking
development with the rest of the group.
personal.

Statistical Analysis
Hamilton Anxiety Scale: in the first application it is obtained as
resultado: 10 pts. Segunda aplicación se obtiene como resultado: 10 pts.
Beck Anxiety Inventory: in the first application it is obtained as
 resultado: 11pts. Segunda aplicación se obtiene como resultado: 10pts.

1,2

11

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Hamilton Beck's Anxiety

Conclusions 7: As we can see in the graphs, 'David' had a

minimum degree of anxiety reduction from January to the month
of May that culminated the workshop. In 'David' perhaps the effect of
the activities like the other students but he did feel satisfied for having
participated. He expressed at the end of the workshop that perhaps life is not just about 'fights and
fights" but also about trying to accept some things in life, like it
reconstruction of my family. (see annex 15)
8. Informative Data
Nombre:“Alexandra”
Grado de escolaridad: Primero de Bachillerato Edad: 15 años de edad
Fecha de Nacimiento: 9 de Junio de 1999

Family Constellation
The biological family of 'Alexandra' consists of: mother (50), father
(55), hermano (30), hermana (28), hermano (25), hermano (20) y “Alexandra”
However, her parents separated when 'Alexandra' was 8 years old.
of age, so now currently lives only with his mother and
brothers. Your father now has another family.

Psychological Exploration
 SACKS TEST

Main Conclusion:
areas of The existence of is observed.
Conflicto: a complicated relationship
- Feelings of with the mother, emphasizes
Guilt (7) that trust does not exist
Attitude towards the father (5) and she considers it very hard.
His relationship with his father
it is distanced, it emphasizes
I wish I could be with
he but what is a
irresponsible. He/she feels
guilt of everything
what is happening in
the home. Feels like it does not
should "exist".

HAMILTON ANXIETY SCALE

Resultado: 14 pts. Conclusion:

Equivalent to an anxiety
minor.

BECK ANXIETY INVENTORY

Resultado: 15 pts. Conclusion:

It is equivalent to a mild level of
anxiety.

Interview Report (Open)

Interview with the student: "Alexandra" is a girl who really enjoys sports and
She would like to study veterinary medicine when she finishes school. Her relationship with her
mother is very conflictive since her parents separated. Her mother does not
grants permission to leave the house and emphasizes that if he/she goes out, he/she will become a
anyone will fall with the wrong man; because ALL men are
"unfortunate" like his father.
Alexandra is very hurt by her mother's words because she loves her.
father and thinks that his mother must accept that he has already started a new family.

Session summary:
No. Session: 01

Technique: Objective: Observation:

Stimulate the student to "Alexandra" since
Collage develop your potential start the activity, work
creative, expressing in a way
visually the excited, and with
self-awareness a lot of creativity.
and of their interests. He tried to fill his collage.
that all things that
he liked them and at the moment
to communicate to the rest of the
group that had done it
did it with emotion and
fluency.

No. Session: 02

Technique: Objective: Observation:

Work Facilitate the His mask was
with masks 'Make recognition of creative. Be
a mask that you emotions and aspects developed very well
represent about oneself. at the moment of
discussion

No. Sesión: 03

Technique: Objective: Observation:

Map of The patient will achieve Willing to work,
emotions identify the emotions always looks for his
(Plastic work what else stands out in him and comfort for working
directed will connect you with the with greater precision.
bodily sensations She was interested and
what are you to him working
provocaban. reflexively.

No. Sesión: 04

Technique: Objective: Observation:

The student will be able to He made his car
Self-portrait
to represent oneself portrait in a way
in their own terms to safe, listening
through work the
artistic, strengthening its assigned song
sense of and I work with a lot of
identity, taking concentration.
self-awareness
same and of its
experience. The
student will be able to

to connect
deeply
with her world
internal working
thus your self-image
my self-esteem.
No. Sesión: 05

Technique: Objective: Observation:

My "yo" Work in the
expressiveness of the student, The student works in
understand the meaning of safe way and
dedicated. At the moment of
your own images,
express to the group asked
awareness of their
fortresses, in order to that if I could do it
use them in your life only with my presence.
daily without having to After everyone has
concluded, it was discussed
to escape.
only with
Alexandra was explaining
each object represented
un acontecimiento de su
home and therefore would pass to
be his weakness.
(sentimental)

No. Session: 06

Technique: Objective: Observation:

The Forbidden Achieve that the The student enjoys the
teenager overcame her activity with clay.
fears and anxieties to After the activity
through a highlights that I would like
representation to work with
and contact. clay again.

No. Sesión: 07

Technique: Objective: Observation:

It is a meditation Mandala of the
Mandala
active. Us alumna
will allow to know ended
what is found quite
in the unconscious decorated.
of the student;
will allow the
student connects
deeply with your
cuerpo, emociones
wishes and their 'one'
same,” releasing
any energy
of stress, anxiety,
concern, that
have among others.
No. Sesión: 08

Technique: Objective: Observation:

Create an open space
Drama therapy of freedom of expression and At the time of the work,
of transformation Alexandra
emotional. you develop very well,
Stimulate the processes didn't feel shy, she
felt comfortable and
of learning of the
intelligent calls I was enjoying the play..
multiple, particularly
verbal and linguistic, viso-
spatial and bodily
artistic.
Stimulate skills
cognitive.

No. Sesión: 09

Technique: Objective: Observation:

Animal that To inform the In this activity the
me students your
the graduate does it with
represent Nice to meet you.
strengths and weaknesses.

No. Sesión: 10

Technique: Objective: Observation:

Journaling or Journaling is used The student at
diary with the moment of
objective to relieve the write your diary,
tension, pointing he/she did it with a lot
anything that emphasis and a lot
comes to mind. detail. At
It can be used for moment of
the areas to culminate finished
specific to the filling two sheets of
problem the leaf that is
how to focus the I deliver. To the
attention in moment of
the goals or in the perform the setup in
feelings common, asked
undecided about to do in a way
despite the anger. individual. Al
moment to carry out
the conversation
he/she was recounting how it was

a normal day in
your house,
spilling
tears. (catharsis)
 No. Session: 11

Technique: Objective: Observation:

My object Help to elevate Work with a lot
self-esteem, help with dedication and security.
student to feel
better accepted and
integrated.

No. Sesión: 12

Technique: Objective: Observation:

Express yourself (Group) To come to value in a group the The student chooses to paint herself
importance of the the hand and part of the arm.
body expression for She felt very comfortable
personal development. posing for the camera and
I enjoy painting myself.

Statistical Analysis:
The following will be a conceptual overview of the analysis.
from the data obtained in the first and second application of the scale of
Hamilton Anxiety Scale and Beck Anxiety Inventory (BAI).
Hamilton Anxiety Scale: in the first application it is obtained
as a result: 14 pts. The second application results in:
8 pts.
Beck's Anxiety Inventory: in the first application, it is obtained as
resultado: 15 pts. Segunda aplicación se obtiene como resultado: 13 pts.

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 Conclusions 8: As we can see in the graphs, 'Alexandra' had
a decrease in anxiety from January to May.
"Alexandra" enjoyed the workshop a lot and felt that those hours outside of the...
the normal routine of school-home-school was very beneficial for her, allowing her to
to express what he lived and felt, to know himself better and to have another
perspective of life. He expressed his gratitude. (see annex 16)
9. Informative Data:
Nombre: “Jorge”
Grado de Escolaridad: Primero de Bachillerato Edad: 16 años de edad
Fecha de Nacimiento: 14 de Mayo 1998
Family constellation:
The biological family of 'Jorge' is composed of: mother (37), father (38)
brother (8) and 'Jorge' (16). Parents are married.

Interview Report
Interview with the student: "In my house, there is never direct conversation with my
mother, only with my father.” For me a perfect day would be to be ALONE in my
Fourth on the internet and then meeting my friends at a party. It makes me very
anxiety when I don't go out and when my mom doesn't give me permission."(Did not express
a lot in the interview)

Psychological exploration

SACKS TEST

Main areas of Conclusion:

Conflict: The existence of is observed
- Feelings of a complicated relationship with
Guilt (4) the father since he would like that
Goals (4) outside the same as "before".
Maintains a relationship
distant and conflictive with the
mother already emphasizes that no
he takes it into account at home and
just reprimand him. Show a
desire for affection from
the parents. It is evidenced
regret and self
rebuke of
actions of the past, which he
feelings of
guilt in the present.

HAMILTON ANXIETY SCALE

Result: 11 pts. Conclusion:

Equivalent to anxiety
minor.
 BECK ANXIETY INVENTORY

Resultado: 13 pts. Conclusion:

It is equivalent to a mild level of
anxiety.

Summary of the sessions:

No. Sesión: 01

Technique: Objective: Observation:

Encourage the student to As the first activity,
Collage develop their potential "Jorge" was a little
creative, expressing shy and was wary of
visually the approach the table of
self-awareness and materials, however
of their interests. after a few minutes
I make your collage
with comfort and creativity.

No. Session: 02

Technique: Objective: Observation:

I work with masks Facilitate the
Jorge performs his
Make a mask recognition of
mask with two
that represents you emotions and aspects
different emotions.
of oneself.
Explain that your
mask represents you
since sometimes
feels that he/she must
show happiness
when in truth
feels sad and
bad just for
to pretend that it is
good.

No. Session: 03

Technique: Objective: Observation:

Map of The patient will achieve Willing to work,
emotions identify the always
Plastic work emotions that most looking for your
highlight in it and comfort for
directed) will connect you with the work with more
sensations precision.
bodies that these However, they were
they provoked them. made it difficult a
little to identify the
emotions that matter most
they stand out in it.
 No. Sesión: 04

Technique: Objective: Observation:

The student will be able to He made his car
Self-portrait to represent oneself portrait in a way
in their own terms to safe,
through work listening to the
artistic, strengthening your song that
sense of identity assigned and worked
becoming self-aware with a lot
same and of its experience. concentration.
The student will be able to

connect
deeply with your
internal world working
such their self-image and
self-esteem.

No. Sesión: 05

Technique: Objective: Observation:

My strong 'me' and my 'me' To work in the The student works on

weak student expressiveness, arranged manner and
understand the meaning of concentrated.
your own images, He/She made several drawings
awareness of their representing each side.
fortresses, in order to
use them in your life
daily without having
to escape.

No. Session: 06

Technique: Objective: Observation:

Getting the teenager to
The Forbidden overcome your fears and He felt uncertain about
fears through a moment to think about
representation and some fear.
contact. Luego se desenvolvió
Very good. I work with
dedication.
No. Session: 07

Technique: Objective: Observation:

It is an active meditation. In the activity the
Mandala It will allow us to know the student work
that is found in the with enthusiasm and
unconscious of the student; creativity.
will allow the student I emphasize at the end
connect from the workshop that he
deeply with your liked it very much.
body, emotions
wishes and his 'one
same,” freeing
any energy of
stress, anxiety
concern, that
have among others.

No. Sesión: 08

Technique: Objective: Observation:

In the play, 'Jorge' was
Create a space very nervous, he refused
Drama therapy
open of freedom of speak in front of them
expression and of
companions. (Only
transformation she laughed
emotional.
Stimulate the processes
of learning of the
intelligent calls
multiple,
particularly verbal
and linguistics, viso-
spatial and bodily
artistic.
Stimulate skills
cognitive.

No. Sesión: 09

Technique: Objective: Observation:

To make known to the Works in a way
Animal that I students their strengths and calm and focused.
represent weaknesses.
 No. Sesión: 10

Technique: Objective: Observation:

Journaling or diary Journaling is used The student writes about
with the objective calm manner and
to relieve tension, focused, finishes
pointing at anything very fast it
thing that comes to the history for it
mind. that he thinks he doesn't
It can be used for the made with a lot
specific areas emphasis.
about the problem,
how to focus the
attention in the
goals or in the
feelings
indecisive of
despite the anger.

No. Sesión: 11

Technique: Objective: Observation:

Help to elevate He did it quickly.
My favorite object self-esteem, help with I did not have the need to
student to feel to think that it was going to be.
better accepted and
integrated.

No. Session: 12

Technique: Objective: Observation:

Learning to value in a group "Jorge" chose to paint himself.
Express Yourself (Group) the importance of the for him it represented
body expression for the respect they deserve
personal development. everyone, to live without blows and
humiliations. He enjoyed the
time to put on makeup,
socialized with the whole group,
however, at the moment of
taking the photo was a
a little shy and covered her
face for the photo.

Statistical analysis

The following will be a conceptual overview of the analysis of

the data obtained in the first and second application of the Anxiety scale
from Hamilton and the Beck Anxiety Inventory (BAI).
Hamilton Anxiety Scale: in the first application, it is obtained
as a result: 11 pts. Second application results in:
4pts.
Beck Anxiety Inventory: in the first application it is obtained as
resultado: 13 pts. Segunda aplicación se obtiene como resultado: 10 pts.
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Conclusions 9: As we can see in the graphs, "Jorge" had a

considerable decrease in anxiety from the month of January to the month of
May that culminated the workshop. 'Jorgito' explained to the group that he feels that he has
this workshop has been very useful because aside from being a lot of fun, it has
I have been able to release some tension that I had in a certain way. (see annex 16)

10. Informative Data

Nombre: “Katherine”
Grado de Escolaridad: Primero de Bachillerato Edad: 17 años de edad
Fecha de Nacimiento: 4 Junio de 1997
Family Constellation
The biological family of 'Katherine' consists of: Mother (38), father (40),
hermana (7), “Katherine” (17). Padres de “Katherine” son divorciados y padre
she lives in the USA. "Katherine" only communicates with her father via video
calls.

Interview Report (Open)

Interview with the student: "My parents are divorced but I get along very well with
Both, my Father lives in the USA. One year I didn't study in school because I didn't.
I wanted, I felt that I was not fulfilled, I wanted to know what to do with my life. My
Mom always knew how to advise me well. I had a boyfriend for a year and 9 months…
I was doing really well, we were even thinking about moving in together, but we broke up and
That's when I returned to school.
 Hypothesis: It is deduced that it is because of the ex-boyfriend that she abandons her studies.
for not pleasing his mother.
Psychological Exploration

SACKS TEST

Main Areas of Conflict: Conclusion:

- Attitude towards the The existence of is observed.
father (4) a resentment towards him
father since I would like that
- Attitude towards the
he is close to her. Father lives
opposite sex (2)
in the US. It is evident
- Goals (2) also a degree of rejection
Fears (2) towards men in general
so he emphasizes that everyone
they are some 'dogs'.
student presents stuttering
at the moment of expressing oneself.

HAMILTON ANXIETY SCALE

Resultado: 10 pts. Conclusion:

Equivalent to anxiety
lower.

BECK ANXIETY INVENTORY

Resultado: 14 pts. Conclusion:

It is equivalent to a mild level of
anxiety.

Summary of the Sessions

No. Session: 01

Technique: Objective: Observation:

Stimulate the student "Katherine" was
Collage to develop its excited at the moment
creative potential, to create your collage.
expressing As the first activity
visually the she was a bit shy at
knowledge moment of being in the
of herself and of her group conversation.
interests.
 No. Session: 02

Technique: Objective: Observation:

I work with masks Facilitate the The mask of
Make a mask that recognition of "Katherine" turned out very
I represent you emotions and aspects simple. She painted it
of himself. completely black and it
added golden glitter.
I work in a way
calm. At the moment of
the sharing
highlight that it is felt
identified with her
mask for what
represents a girl
dark with many
secrets, that no one
will understand.

No. Session: 03

Technique: Objective: Observation:

Map of emotions. In their work, they highlight
The patient will achieve
(Directed plastic work) few emotions. It was
identify the shy at the moment of
emotions that most make the set in
highlight in it and the
common.
will connect with the
body sensations
what are you
they provoked them.

No. Session: 04

Technique: Objective: Observation:

The student will be able to He/she created his/her self-portrait of
Auto-retrato to represent oneself safe way,
in its own terms to listening to the song
through artistic work, that was assigned and
strengthening their sense of working with a lot
identity, taking concentration.
self-awareness and
of their experience. The student
will be able to connect
deeply with his
internal world working
such is your self-image and
self-esteem.
No. Session: 05

Technique: Objective: Observation:

My strong 'I' and my Work in the He/She had difficulty in
I weak expressiveness of the student, "verse a sí misma" for
understand the meaning to know in what aspects
of their own it was strong and where
images, awareness of they were his
their strengths, for weaknesses.
be able to use them in your
daily life without having to
to escape.

No. Sesión: 06

Technique: Objective: Observation:

Achieving that the teenager
The Forbidden "Katherine" work
overcome your fears and
concentrated, she didn't speak
fears through a
representation and much with their
companions more than you
contact.
focused on his
mold. At the moment of
conversation is
develops very well.

No. Sesión: 07

Technique: Objective: Observation:

It is an active meditation. During the work of the
Mandala It will allow us to know the mandala, the student is
that is found in the I felt motivated and used
student's unconscious; your creativity to
will allow the student make it as colorful as possible
connect possible. He enjoyed it
deeply with your a lot.
body, emotions
wishes and their 'self'
releasing any
stress energy
anxiety, worry
that has among others.
 No. Session: 08

Technique: Objective: Observation:

Create an open space
Drama therapy of freedom of expression and At the moment of
of transformation dramatize, 'Katherine' is
emotional. felt very shy and
Stimulate the opposition. However with
processes of the breath and
learning of the motivation of their
intelligent calls companions, decided
multiple, continue with the work.
particularly verbal
and linguistics, viso-
spatial and bodily
artistic.
Stimulate skills
cognitive.

No. Sesión: 09

Technique: Objective: Observation:

To inform the
Animal that me students their strengths and Katherine is given
it was a bit difficult
represent weaknesses.
decide with what
animals felt
identified and that
animals were the
opposite of her. Therefore
what took him longer
time than the others.

No. Session: 10

Technique: Objective: Observation:

Journaling is used with At the time of writing, the
Journaling or diary the goal of relieving the the female student took some
tension, pointing moments to be able to
anything that comes start with your story,
to the mind. It can be used I was a little insecure.
for the specific areas on how to do it since
of the problem, as kept insisting on asking
focus attention on the How do we do it?
goals or in the
unresolved feelings
of sorrow or anger.

No. Sesión: 11

Technique: Objective: Observation:

Help to elevate Worked in a way
My favorite object
self-esteem, helps to delighted.
student to feel
better accepted and
integrated.
 No. Sesión: 12

Technique: Objective: Observation:

Learning to value as a group
Express Yourself (Group) the importance of the The student is
body expression developed very well in
for development the last activity.
It was comfortable to paint oneself
personal.
a part of your body and
at the moment of posing
for the photo he did it with
tranquility and excited.

Statistical Analysis
A panoramic conceptual exposition of the analysis will be presented next.
from the data obtained in the first and second application of the scale of
Hamilton Anxiety and Beck Anxiety Inventory (BAI).
Hamilton Anxiety Scale: in the first application the score obtained is
as a result: 10 pts. The second application results in:
8 pts.
Beck's anxiety inventory: in the first application, it is obtained as
resultado: 14 pts. Segunda aplicación se obtiene como resultado: 7 pts.

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Conclusions 10: As we can see in the graphs, 'Katherine' had

a decrease in anxiety from January to May that
the workshop concluded. During the workshop, the student worked in a very inhibited manner.
silent, she fulfilled the day's activity, but she neither commented nor expressed herself.
with depth what I desired nor accomplished. However, at the moment of
apply the anxiety re-test, the results showed a decrease.
 Final assessments of the cases
As a final assessment of the cases carried out, it is concluded that there was a
reduction of anxiety in most students, therefore there is a
emotional and personal improvement in them.

CONCLUSIONES de la ficha 3
Art therapy is a practice of inner dialogue that is carried out with oneself.
same, where we can express our emotions using materials from
art as a tool to find that confidence and possibility to explore,
to reflect and question ourselves.
This guide was created as a tool intended to find the
emotional well-being of students by reducing their anxiety.
For the implementation of the teaching guide, a sample was selected that
met the inclusion and exclusion criteria, so it was necessary to a
data collection process through anxiety tests. Once
once the working group is selected, a diagnostic stage is carried out with the
purpose of knowledge of each student to then proceed with the
application of the didactic guide for art therapy strategies.
Regarding this positive learning experience, I believe it was very
enriching for the students as well as for me personally. The
The objectives were met as they had been set from the beginning.
When the workshop started, the wear and tear they exhibited was quite evident.
the students on a personal level and the anxiety caused by the difficulties
that lived daily either at school or at home; however, with each
activity, the students learned to discriminate emotions, to become aware of
the things that were happening and at the family level, certain topics emerged that
they considered it more difficult to delve into them, leading to a better
emotional stability by reducing their level of anxiety.
The teaching guide highlighted artistic techniques that were intended
to improve different emotional areas of the students which would help to
reduce the anxious state of students, such as: enhancing potential
creative, increase self-awareness, assist in recognition of
emotions, strengthen sense of identity, recognition of strengths and
weaknesses, overcoming fear, relief of tension, boosting self-esteem, among others
others.
Throughout the workshop, certain students even reached a point of
interiorization and deep catharsis that concluded the dialogue of the activity
crying. In these situations is when one can realize that there are
students with significant needs who require support and
necessary support to have a healthy life and well-being
emotional.
At the end of the workshop and having met the expectations set in the
application of the art therapy guide, progress and
positive results obtained in the students; generating a vision of
feasibility in the application of the teaching guide in the future as support
educational for students within institutions.
At the moment of observing the statistical analysis, one can evidence the
reaches that most of the students had through the results
obtained during the first and second application of the instruments of
selected assessment.
ILADES FOUNDATION

ART THERAPY
Card 4

2022
 ART THERAPY AND DISABILITY
Starting from the 20th century, art began to move towards the subjectivity of the creator,
moving away from elitism and academia, returning to the concept of art
primitive as a common good. In this sense, interest began in the
works carried out by individuals outside of artistic contexts, mainly
people with disabilities or mental illness, who created outside of the
culture, without any economic motivation and lacking knowledge
artistic or even rational, these works were considered by Jean
Dubuffet the true samples of a pure art (Ballesta, Vizcaíno and Mesas,
2011).
In 1945, Jean Dubuffet defends with his writings, art created outside of the
social and artistic margins, and found the Art Brut company. The writings
the theorists of J. Dubufett capture for the first time the idea that Art was not
exclusive to artists, but rather every human being above their
capabilities or outside of their reasoning can be so powerful artistically
like any other recognized artist. Dubuffet claimed that we all carry
a creative potential that current social norms nullify. From this
At that moment, several artists with disabilities found some
fame and were recognized as artists. Among these, it is worth highlighting
American Judith Scott, and the Asian Yoshinhiro Yacamoto both with
intellectual disability (Ballesta et al., 2011). The application of therapy
artistic, applied to people with intellectual disabilities, fosters the
development of skills that can become tools for
communication when learning various artistic techniques (Ruelas. 2014).

NEEDS ANALYSIS
The context in which this project is located is in the association
ASPROGRADES, specifically in the adult residence. This idea arises
after visiting the center and having a meeting with the therapist. As a result of the
interview, the needs of both the center and the users are analyzed and
The lack of creative and artistic activities is detected.
Due to this need, a workshop is intended to be carried out where the
participants can express themselves and communicate through painting.
There is also a need to improve relationships among residents. With
the art workshop wants to strengthen these relationships through activities
dynamics where participants engage and share good experiences
experiences. The act of creating together can help to build and strengthen
ties between the residents.
When implementing the project at the ASPROGRADES residence, you can
It may also present inconveniences, as many times art is not appealing.
for all people, especially those who have never been interested
for him and feel insecure when it comes to carrying it out. Because of this, they
you have to make a good presentation of the workshop to attract and motivate the
residents, since no user is forced to participate in the activities,
but these are the ones who voluntarily decide.
 OBJECTIVES:
The present project aims to integrate an art workshop in a residence of
adults with intellectual disabilities in the city of Granada, with the purpose
to enhance expression through art and improve its development and integration.

General objectives
Promote skills in individuals through artistic activities
with intellectual disabilities.
Promote psychological well-being in people with disabilities
intellectual.

Specific objectives
Create a space for free expression and creativity in the residence of
ASPROGRADES adults, to improve participation and integration
of the residents.
Offer the possibility for the user to learn the knowledge of
artistic techniques through their own experimentation.
Use art as a bridge between feelings and emotions, through
from experimentation, learning, and free expression with materials
and artistic techniques.
POPULATION AND CONTEXT
The project is aimed at the residents of ASPROGRADES (Association in favor of
of people with Intellectual Disabilities). It is a nonprofit association.
profit, federated in FEAPS, whose objective is the improvement of the quality of life of
people with intellectual disabilities and their families. They have been more than
forty years serving people with disabilities
intellectual of the city of Granada and its metropolitan area through the
different Centers and Services located in the Zaidín neighborhood.
The project practice will take place at the adult residence.
ASPROGRADES, where it is intended to apply the art therapy workshop to a group
of residents, with a total of eight participants, who will be
considered by the center's therapist as the most suitable to attend,
for their inclination towards the arts.
The residence has an office area, meeting room, space for
dining room, a lounge with armchairs and television, an area set up for
to engage in outdoor activities, a large hall with sound equipment, sofas and
tables, a kitchen classroom, as well as a multipurpose room that is used
for different activities.
The workshop will take place in a large hall with spacious tables. It is important
that the room is bright and there is not much traffic from people outside the workshop, so that
that the participants can work quietly. It is necessary that in
each session creates an environment of trust and safety that facilitates
carrying out the activities. Straying from the prefabricated techniques and
settling into the "here and now".
The social educator supports the individual throughout the entire creative process to
note everything you observe. This provides access to the different
materials without imposing the methods of creation. It is briefly explained, to
the beginning of the sessions, the potential that each material offers,
avoiding reproducing the dynamics of art classes. On the other hand, one can
provide technical assistance if the participant requires it.

METHODOLOGY
Hypothesis: Art generates psychological well-being in people with
intellectual disability, since through painting the subject enters into a
creative process that enhances communication and interaction skills.
The method used in this project is qualitative, as the material
collected during the sessions is not numerically measurable. It is about
identify the reality experienced during the workshop, as well as collect all the
information and experiences, to later structure it and present it, by means of
from the technique of participant observation.
This technique requires annotation as immediate as possible of the
information, as it is produced, taking into account that the
excessive delay in this carries the risk of memory failure and loss
contents. They are collected through typical field notebooks, which are
little or not structured records in which the researcher takes
periodically your notes, in the most detailed way possible, about everything that
it occurs in social reality (López and Sánchez, 2008).
The study will be based on the observation and description of what happened during the
eight sessions. The behavior of the participants will be recorded from the
carrying out artistic activities, as well as their interaction with the
materials. All of this will be recorded in a field diary after each
session Through the process of observation and information gathering, one
They should generate useful conclusions to improve the following sessions.
Photography will also be used to document everything that happens during the sessions.
There will also be weekly meetings with the therapist about the
functioning of the workshop and of the changes that she perceives in the users already
that knows them and deals with them daily.
El proyecto utilizará un sistema cualitativo para medir el estado de ánimo de los
participants of the workshop (ANNEX 1), where they will have to indicate their status
of mood at that moment. The questionnaire presents seven icons that express
diferentes estados de ánimo: muy mal, mal, regular, bien, feliz o muy feliz.
Later, the responses will be processed with the aim of measuring whether the session has
had a positive impact on the participants.
To interpret the results of the emoticon sheet, it will be measured through
a rubric for subjective psychological well-being (ANNEX 2).
TIMING
The workshop consists of eight sessions, it is scheduled to take place over a period of time.
session per week, from 5:30 PM to 7:30 PM. The duration is two hours since it
It predicts that the first half hour will be used to gather the participants, place
the material, protect the tables with plastics so that they do not get dirty, etc. And the
last half hour to collect and store the used material and the works that are
they have done.
 SESSION DATES PERIOD 2015 TITLE
1 October 7 First visit to the center
2 14 de octubre Presentation
3 October 21 Collage
4 October 28 Drawing through smell
5 November 4 Drawing with music
6 November 11 Portraits
7 November 18 Free drawing
8 November 25 Workshop closure

ACTIVITIES
The workshop that is intended to be implemented at the ASPROGRADES Association is going to
to guide the promotion of people's creativity through the
painting. The main idea of this project is that through the development of the
creativity, the person generates psychological well-being. Every activity will go
aimed at the acquisition of individual and group trust, having in
count the specific needs of each one.
The following describes the six planned sessions to carry out the
art workshop with people with intellectual disabilities.
SESSION 1: FIRST VISIT TO THE ASPROGRADES RESIDENCE
Objectives:
Know the residence; its infrastructure.
Establish the general conditions of the workshop.
Duration:
1 hour and 30 minutes.

Materials:
A copy of the intervention project.

Actividades:
Interview and meeting with the therapist and supervisor.
Visita de la residencia y un pequeño acercamiento con los residentes.

Evaluation criteria:
Through the interview with the therapist, the objectives will be evaluated.
Project are the right ones and if their implementation would provide benefits for
the participants and the institution.
SESSION 2: WORKSHOP PRESENTATION
Objectives:
Present and introduce the workshop.
Familiarize participants with the artistic materials.
Generate a pleasant and facilitating environment for doing the
activities.
Justificación:
In this session, it is intended that users feel attracted to the workshop and
feel encouraged to participate in the following sessions.

Duración:2 horas
Materials:
Small cardstock, continuous paper, envelopes, stickers for decorating the
envelopes, wooden pencils, markers, brushes and tempera.
Activities:
Presentation dynamics:
A first contact is established with the users of the residence, where each
one introduces oneself: explains who they are and where they come from, to generate from the
first moment a family and trusting environment.
Gift drawing:
The activity consists of making a drawing with the materials that are provided.
to later give it as a gift to the colleague on the left, inside an envelope and
dedicated. If they can't think of what to draw, they can consult the person who is going.
to receive the gift, about their favorite color, if they prefer a drawing with pencil or
with tempera paints, etc. To promote interaction among the group and the
cooperativism.
Collective art:
As the drawing gift is completed, another activity is proposed that consists of
in drawing on a long stretch of continuous paper, that on it, there will be
paint drips, so that all participants with their hands or
brushes let themselves be carried away by their creativity and create a group work. This
the activity is done listening to music and standing so they can move their bodies
while they paint.
Evaluation criteria:
Through observation, we interpret the degree of motivation of the
users and whether the workshop meets their needs, in order to
modify any session.
SESSION 3: COLLAGE
Objectives:
Combine the technique of collage with painting.
Try to eliminate insecurities when working with drawing.
Justificación:
It is intended to teach an artistic technique: collage, with the purpose of that
participants can create their own work with magazine cutouts. A
The advantage of this technique lies in the fact that it can work with images.
pre-existing, which reduces the fear or indecision of having to create works
aesthetically correct. For this reason, this activity is presented at the beginning of
taller.
Duración:2 horas.
Materials:
magazines, scissors, glue, cardstock, brushes, and tempera.
Actividades:
The idea is for them to look for body parts in magazines, cut them out and
create a collage with these. This activity can also be more flexible and
Let each participant make the collage with the cutouts they prefer.
After that, once all the parts are glued together, you have to paint.
with tempera the background.

Evaluation criteria:
Through observation it will be appreciated whether the participants develop.
Well, with the collage technique, it ends up being a facilitator for delving into.
to users in the world of painting. Here, the mood will be observed.
and the motivation of the residents to continue with the sessions.
SESSION 4: DRAWING THROUGH SMELL
Objectives:
Provide experiences that can serve as a bridge between the
internal world of the participants and their environment.
Stimulate the sense of smell and imagination.
Justificación:
It aims to inquire into the inner world of each person through scents.
It is important that you create your work from within and express your feelings.
Duración:2 horas.
Materials:
For the sensory work: orange peels, chocolate bonbons and
jasmine essence.
For the plastic work: Tempera paints, sheets, and brushes.
Activities:
This activity involves all participants closing their eyes and
smell the chosen elements. When smelling them, you must visualize an image in
your head, to later represent it on paper. With the chocolate, afterwards
of smelling it even with their eyes blindfolded, they can eat it, in order to activate the
sense of taste. At no time are they asked to draw what they have smelled,
but capture what that smell has conveyed to them and their imagination has
created.
Evaluation criteria:
It is about observing whether users develop their sense of smell (and taste)
in the case of chocolate) and if it inspires them when capturing the colors in
the paper. One must be attentive at all times to the creative process of the
participants and guide them when necessary.
SESSION 5: DRAWING WITH MUSIC
Objectives:
Stimulate the sense of hearing.
Working the imagination and memories through music.
Justification:
What is intended here is to facilitate the release of everyone's imagination.
participant. That's why it's important that they themselves lead their
own creative process and do not feel limited by guidelines and norms.
Duración:2 horas
Materials:
A music system, CD with the selected songs, tempera paints, brushes and
folios.
Actividades:
The session consists of the following: the participants close their eyes and begin to
to reproduce a song. When closing their eyes, they are asked to imagine the
colors that they see when listening to the song, to later capture them on paper.
It is important to remember that a specific drawing is not what is being sought, but rather what is
it aims to express the emotions and memories that they have felt when
listen to the song. Each participant is free to draw whatever they want.
Criterios de evaluación:
Through observation, it is intended to evaluate whether the participants, when listening
the music captures on paper what they feel when listening to the songs.
this activity shares what each person has experienced with the
different songs.
SESSION 6: PORTRAITS
Objectives:
Stimulate the visual sense with the purpose of identifying and recognizing the
individuality in relation to that of others.
Try to make them connect with their image.
Acquire the artistic skills of portraiture.
Justificación:
This activity is proposed so that participants can observe each other physically and
look inside themselves to draw their self-portrait.
Duration: 2 hours.
Materials:
Mirror, tempera paints, brushes, and sheets

Actividades:
Each one has a mirror and observes themselves in it, observes and analyzes the expression of
his face, the parts he likes the most and the ones he likes the least. Then he
and provides guidelines on how to draw a portrait, and everyone puts their own into action.
work. Afterwards, they share and each one comments on their drawing.

Evaluation criteria:
It is about observing whether the participants feel comfortable having to self-
to portray oneself, since this implies self-awareness. It is important that in
in this session, the guidelines on how to make a portrait will be given and help will be offered
when they need it.
SESSION 7: FREE DRAWING
Objectives:
To grant them freedom when it comes to creating a work.
Justification:
In this session, the aim is to give freedom to the participants when it comes to
carry out your work. Being the last session.
Duración:2 horas
Materials:
Folio sheets, tempera paints, colored pencils, and markers.

Actividades:
The activity primarily takes place through plastic work,
made with tempera, colored pencils or markers. On this occasion, it
they ask them to draw what they like the most or simply what in that
they want to draw.
Evaluation criteria:
It is about observing whether users can draw without any guidelines.
previously established and compare if they feel more comfortable through the
drawing book or on the contrary, they perform better through activities
scheduled.
SESSION 8: CLOSING OF THE WORKSHOP

Objectives:
Present the final projects and the photographs that have been taken during
the sessions.
Justification:
This session will be dedicated to presenting all the works of the participants of
taller, so that the other residents and workers can see the work that
we have carried out.
.
Duración:2 horas
Materials:
A projector and a computer to view the photos that have been taken.
during the workshop.
Actividades:
To close the workshop, a snack will be organized with the participants.
We will hang the drawings so that the rest of the residence can see them, in the end.
From the session, we will share the photos we have taken in all the sessions.

EVALUATION
TYPE OF EVALUATION
The implementation of the evaluation in this type of social projects is very
necessary since evaluating is setting the value of something; to do this it is required
a procedure by which what is to be evaluated is compared with
a criterion or pattern (Cohen and Franco, 1988).
The evaluation will focus on the improvement of the working group and of the
institution where the workshop will be implemented. The person who takes on the
the evaluation of the program is itself a catalyst for change since
generates a reflective and transformative attitude in the participants. This process
promotes learning in the reality it acts upon. Participation in
the evaluation leads to an increasingly stronger level of approximation of
project, of group cohesion, a greater capacity for self-reflection and
change, as well as greater autonomy regarding external advisors. It is about
a gradual and progressive process. The evaluator becomes a facilitator of
learning that is promoted within the evaluative process (Bartolomé and
Cabrera, 2000). The social educator will be part of the creative process by
through active participation, as it interacts in each of the sessions
but it does not limit or intervene in the execution of artistic activities.
Participate as an observer, guide, and companion throughout the entire process.
A participatory evaluation will be carried out that will be divided into pre-evaluation,
continue and finish.
Preview: We will begin by conducting a needs analysis where we
will evaluate the context and the residents' situation in order to obtain
significant information and in this way, to be able to check if the project is
it adapts to the characteristics and therefore can be executed. That is,
determine the viability of the project. All of this will be carried out through
an interview with the center's therapist, with the aim of evaluating the
possibility that the project has to achieve the proposed objectives.
The evaluation will be conducted continuously throughout the period
of project execution, this type of evaluation aims to
provide information about whether the intended objectives are being met
complying and deciding if it is necessary to make some changes in the dynamics
of the activities. It allows for reviewing the functioning of the workshop and thus being able to
adapt and reschedule the activities if necessary. They will also be analyzed.
the factors that facilitate or hinder the functioning and development of the project.
Final: The last phase of the project will be used to analyze the data obtained
through the field diary, from the psychological well-being rubric, from the
photographs and the activity of mood states. The report will be prepared.
final where the final conclusions of the impact that it has had will be presented
project.
MATERIALS FOR THE EVALUATION
In the initial assessment, we will use the interview to delve into the
relevant aspects of the context and the viability of the project. The interview
It must be transcribed as soon as possible.
For the analysis of what happened during the sessions and to check if the objectives
data collection will be established through
different materials.
A record will be kept through a field diary with the dates,
comments and details of what happens in each session with each participant.
It is deemed appropriate to write a field diary as it involves a broad
amount of data and it is important to have control and organization of
everything that happens, with the intention of not losing important data
for reflection and analysis. Interaction will also be collected in the
weekly meetings with the therapist and all changes will be noted that the
therapist recognizes in the participants.
Photography will be used as a tool to record everything that happened.
Throughout the workshop, photographs will be taken of the final works and throughout the
process. Photographs are a very useful tool as they allow
observe carefully and thoroughly each of the activities carried out.
On the other hand, to measure whether the sessions are impacting well-being
A qualitative assessment system will be used for the psychological evaluation of the participants.
through a form where users, at the beginning and end of each session,
They will have to indicate the emoticon that corresponds most to their mood.
Afterwards, these results will be transferred to a rubric for psychological well-being.
subjective.

CONCLUSIONES de la ficha 4
After the development of this intervention project, I have been able to
check the importance of integrating the content learned during my
training as a social educator and the possibilities offered by the materials
artistic means to intervene in different contexts, but
especially in people with intellectual disabilities.
When a art therapy workshop for people with disabilities is proposed.
It is not easy to assume the challenge, especially when one has few.
technical and theoretical elements related to the therapeutic art process. But the
It is important to achieve that participants find through art a
way of expressing oneself and choosing their processes safely and above all
free.
 Annex 2
SUBJECTIVE PSYCHOLOGICAL WELL-BEING RUBRIC

PARTICIPANTS ACTIVATION LEVEL Pleasing

LOW HIGH NEGATIVO POSITIVO
Participant 1
Participant 2
Participant 3
Participant 4
Participant 5
Participante 6
Participant 7
Participant 8

High activation level + pleasant positive = MOTIVATION

High activation level + pleasant negative = SATISFACTION
Low activation level + pleasant positive = IRRITATION
High activation level + pleasant negative = PASSIVITY
ILADES FOUNDATION

ART THERAPY
SHEET 5

2022
 Art Therapy in People with Autism
SUMMARY
This document aims to provide a brief summary on the
applications and/or benefits of Art Therapy in people with Disorder of
Autistic Spectrum. Furthermore, another of its purposes is to raise awareness about Autism.
as a disorder that, while influencing the development of different areas of
person, does not prevent her from enhancing other capabilities and/or skills
propias.
Throughout this work, different authors, theories, studies, and
research that aims to explain, in a simple way, complexity
of this disorder. Thus, a brief journey is made from the first
beliefs and research on Autism up to the most recent.
The method used for the practical part of this work is based on a
research. To this end, a series of questions have been prepared with the
objective of investigating the application and function of the different techniques and/or
materials offered by this type of therapy, as well as the conditions and
general characteristics necessary for its application to people with
autism. Due to the limited implementation of Art Therapy on the island, the
more specific information regarding therapy and autism is obtained from
a center of Barcelona.
The result of this research shows us the main benefit of
Art therapy; providing the opportunity for people with autism to be able to
communicate and express oneself without having to use words. In addition, the
analysis of this type of therapy brings us closer to people with autism, since
through various artistic techniques they reveal their inner world.
However, we are facing a poorly developed therapy, and still
less applied to people with autism. The sessions that are held usually
to be in therapeutic or private centers, where children and adolescents attend
with some internal conflict or some experience and/or experience that blocks
its ability to channel and express emotions. Still, we have been able to
to reflect the interviews conducted with two art therapists who have indeed worked
with students with autism in some of their sessions.
PALABRAS CLAVE: Autismo, Tríada de Wing, Arteterapia, Comunicación,
Expression of emotions.
Art therapy and autism: benefits and contributions
Covarrubias (2006), citing Marinovic, suggests that the experience of art
it has the particularity of allowing the integration of various functions into a whole with
sense. Furthermore, explain the main advantages of this therapy, summarized by
Araya, Correa and Sánchez, in the following way (Covarrubias, 2006:6-7):
Non-verbal therapy: Working with images allows for the expression of various
symbolic experiences such as dreams, fantasies, and images of the
past, without having to translate them into words. In short, one is
creating an equivalent to human experiences being able to
transform, revive and/or reinterpret them.
Projection: To create a tangible, spontaneous product that does not
pursuing an aesthetic objective allows us to assume that it is related to the
 internal world of the author, as a projection of their experience of
life. There would be objectification of reality as artistic expression is a
nexus between the individual and their internal experience.
Catharsis: In the process of plastic expression, the release is stimulated.
intense emotions previously contained. In this way, it
help to address conflict situations without experiencing too much
anxiety.
Integration of opposites: In the creative process, polarities are expressed.
from the creator, which would allow the integration of these.
Decrease in defenses: Art is a less utilized medium than the
language and therefore is less susceptible to control, of this
unexpected things come to light.
Integration of the internal and external world: The creator must relate their
feelings and internal impulses with external impressions, of this
way would be organizing and discovering himself and his
environment from a different and innovative perspective.
Permanence: The created work involves an experience, that's why
the feelings that were felt while creating it can be revived, with just
look at the work.
Prototype of a healthy functioning: With the plastic expression
promotes a healthy behavior that stimulates expression of
feelings, the decrease of rigid defenses, the integration of the
internal and external reality, etc. In this way, what is achieved in therapy
it can be extended to other areas in the patient's life.
Experiencia gratificante: La experiencia creativa es gratificante en sí, lo
what motivates the patient to engage with the therapeutic process.
As we have discussed previously, the results of our
search leads us to conclude that this therapy has multiple applications,
which are governed by the characteristics of each student and the material that is
It has. In order to make an approximation as orderly as possible,
we will start from the main benefits and contributions of this therapy
various sources, focusing mainly on those that are related
with the dimensions affected in people with autism according to Lorna Wing:
the social dimension (interaction), the communication dimension, and the imagination dimension
social (which includes difficulties in mental processes such as the
anticipation, flexibility, behavior, symbolism, etc.
Communication area
Patients with autism often live in a world of sensations and,
As we have been able to verify, many of them show great
difficulties in developing language or understanding some
verbal statements. In his article, Recio (2014) comments that art therapy
offers precisely this possibility, that is, defines this therapy as a
language that they probably have better access to than to that of words.
In this same vein, the art therapist refers to the materials, justifying that
these offer a wide variety of sensory possibilities. Based on their
experience, explains to us that there are cases in which the direct manipulation of
Materials are very difficult, but we must be attentive to recognize the access route.
more active in that specific case: the vision (the colors, the shapes the
 contrasts, the movements, the glimmers...), the ear (the sounds of the
materials, the blows, tears...), the smell (smell of the clay, of the paint, the
cola...), the touch (the sensations of softness or hardness, roughness, cold or
heat...) or taste (much more complicated to experience with materials
plastics but it will be necessary to keep in mind, since oral exploration is usually
is very important).
Social area (interaction)
In their respective works, Recio (2013), Paín and Jarreau (1995) and Arriola and
Valecia (2013) emphasizes the importance of the relationship that must exist between the
therapist and the patient with autism. Thus, the bond that is created during
the different sessions is very relevant and significant, besides being a
tool and/or strategy to address various alterations and difficulties
what people with ASD show within this dimension. In their thesis,
Arriola and Valencia (2013) explain to us that there are different reasons and/or
postulates that support it, which we summarize below.
First of all, both authors refer to the term introduced by Brazelton.
to describe the interactions between mother-infant, where both seek the
response from the other: the 'reciprocal pointing'. The therapist needs to be
aware that even the child most severely affected by his autism,
It can make a barely perceptible 'signaling' as contact.
communicative (2013:89). However, they highlight that many of these types of
interactions are so subtle that even an experienced therapist does not
recognize, which is why a meticulous and detailed observation is important
any expression (verbal, physical, or artistic) of the patient.
Secondly, they focus on the concept of 'protoconversation' of
Trevarthen, who defines that maternal responses are the ones that give
meaning of the baby's expressions. These two psychologists explain that in the
therapeutic art framework, the therapist focuses on all aspects of the
expression of the child and try to understand and provide feedback on the understanding of the
infant. Thus, any expression made by a child, such as a
vocalization or an action is a direct response to the child's environment,
including the presence of other people. The authors, citing Evans and
Dubowski indicates that the therapist's responses to such expressions are
designed to help the child find some form of meaning in
relation to the nature of such expressions.
This last contribution, however, could also be related to the
contributions and/or benefits of art therapy in the area of social imagination, already
that work on aspects that require skills and/or processes
mental (meaning, symbolism, abstraction of thoughts, etc.).
Thirdly, both authors support the idea of Winnicott and Bowlby, in the
which underline the importance of sensitivity and unconditional care in the
infant-caregiver relationship. These conditions provide the infant with care
focused on a safe environment, necessary for establishing the foundation
of communicative skills (2013:90). Relating this statement to the
art therapy, Arriola and Valencia comment that sensitivity and attention
focused are essential for the therapeutic relationship, since this type of
relationship provides an empathetic attunement between patient and therapist useful for
development of the sessions.
 In fourth and last place, both authors emphasize Condon's contribution.
and Sander on the awareness of rhythm and body language, as they highlight
what is an important aspect of both the mother-infant bond and of the
interactive relationship between therapist and patient.
Many times, the rhythms and movements of children with autism are not
recognizable up to advanced sessions. However, citing Evans and
Dubowski, the authors comment that it is important to understand the
properties of the communicative tuning of such bodily interactions, already
that relieves the mutual tension between therapist and patient.

Social imagination area

Referring to the area of social imagination, it is necessary to start
highlighting the following concept: creativity. In art therapy, the
creativity is used in order to cement a sense of identity and
to experience emotions. Sanders (2013) notes that it is important
consider the creative process of the person requesting our help, since
one must seek spontaneous expression to allow for the emergence of
unconscious aspects.
Regarding the contribution of Sanders, Arriola, and Valencia (2013), citing
Evans and Dubowski comment that art as a means of symbolic expression
give a particular shape to what is being experienced, expressed and
statement. They also add that just as happens with language, art
it has its own structures and mechanisms to create, form and materialize
meanings. Both the act of making art and the art products themselves,
it has particular communicative properties that begin to emerge
during the earliest stages of development.
Artistic activity is a means of expressing desires and sublimation.
(Sanders, 2013). In her work, this author explains to us that the study of the
literary creations of Freud led to highlight that they are revealing of the
unconscious; symbolic expressions of desires, of the sexual drive, or a
sublimation product. Moreover, another contribution of this activity is
that the creator presents aspects of their psychic life camouflaged in form
aesthetic, changing the identity of the characters, characteristics, etc. Following
this line of thought and relating this theory to art therapy, in its
work, Arriola and Valencia (2013) comment that the earliest stages of
the development of drawing forms an important period of experimentation
imaginative that helps in the development of a mechanism, in order to
understanding the complexities of representing the necessary experience,
for the development of symbolic systems and the expression of experiences
abstract and more complex internals.
In summary, and to provide an overview and a brief insight into the
benefits of art therapy, the article published in Health Journal (2008) tells us
make a brief classification in relation to the three areas mentioned earlier
mentioned

Increase free awareness.

Develop social skills.
Ayuda a controlar los cambios de comportamientos.
Develop problem-solving strategies.
 Allow the person to participate in a safe environment.
Allow the person to focus exclusively on the activity.
reach of the hand. and the closure of other thoughts that may be
intrusive.
Development of the research
Next, we proceed to the explanation of the development of the practical part.
of this document, which we have divided into different points, according to the
information recorded in each of them.
Objectives
For the creation of this document, we have faced the need to
formulate some objectives that help us to clarify its purpose. Nevertheless,
each of them also serves to focus our attention on a few
specific content, as well as providing readers with an overview of the
information that you can find.
Subsequently, in the section of conclusions and personal reflection, we can
to find an analysis of the extent to which these objectives are achieved.

Provide an overview of the most relevant aspects and

significant about the history, studies, and research regarding the
Autism.
Show a view of this Disorder as just another characteristic of the
person, who accompanies and complements many others.
Investigate the benefits of art therapy in children with
Autism Spectrum Disorder.
Conduct research and comparison on the practice of
art therapy in different centers.
Analyze the work and the relationship of art therapy in each of the areas
exposed in the Wing Triad.
Methodology and phases of the work
Firstly, we conducted a bibliographic search that would provide us
the necessary knowledge about Autism Spectrum Disorder and the
Art therapy. The result of this bibliographic material has helped us to
development of the theoretical foundation of this document. All this
theory, we have complemented it with observation and visits to different classrooms
ASCE and private centers where art therapy was carried out, or
I worked with people with Autism Spectrum Disorder. These
observations, we have been offered the opportunity to share experiences with
people with autism, as well as the visualization of spaces, materials and
characteristics of the places where art therapy sessions are held.
To carry out this research and, once the search is completed
information, we have prepared an interview, which has been conducted with
art therapists belonging to different centers.
The first interview, conducted in a non-formal environment and setting, has been
answered by Elena Vega. Art therapist from UB, Vega offers sessions and
art therapy workshops in Mallorca for people of all ages,
individually or in groups. In addition, it also focuses its work on workshops of
expression, in which experimentation and drawing, among others, are the
core of her sessions. This art therapist serves individuals, schools,
cabinets, institutions, companies or associations that want to have in their
program this activity.
However, Vega has worked and works with people with Disorder of
Espectro Autista. Por ello, hemos visto la necesidad de enfocar nuestras
interviews from a more general perspective, without delving into specific aspects
related to Autism. However, it has been able to provide us with the information
necessary based on your experience
The second interview has been conducted with Mónica Recio, Art therapist.
Catalan trainer and psychologist. Unlike Elena Vega, Recio has worked
in a more specific way in the field of Autism, since it has focused
some of his works and part of his professional experience in art therapy
applied to people with this disorder. Therefore, the information required for
relating art therapy to Wing's Triad has been extracted from its
contributions.
However, we must mention the visits and meetings held during the
research with Margalida Gelabert, therapeutic educator and art therapist in
the Psychomotricity Center 'T12'.
As mentioned before, for the achievement of the objective
linked to the Wing Triad, we have prepared a table in which
relate this theory to the application of this therapy. However, because of
the difficulties that we will mention later, it has not been possible to carry out a
specific research and analysis on the proposed topic.
Once we obtained the necessary information, we proceeded to the preparation of
an analysis. The analysis has a dual purpose: on one hand, to obtain
information about the applications, benefits, and general characteristics of
this therapy; on the other hand, offering a comparison on the information
obtained at the various centers.
To conclude this research and, due to the difficulty of not finding
centers that provide this therapy for people with autism, we have captured
an explanation of various works created during art therapy sessions,
in order to provide more information about its implementation.

Materials
While the interviews have served as material for us to carry out this
research and, as we have discussed in the previous section, also
we have prepared others to complement this practical part. The images,
plotted and analyzed in the following section, provide us with information
about different works created by people with autism during sessions
of art therapy. However, the detailed explanation of its origin and description
we found it in the following section.
Below are the interviews. As we have already explained with
each of them is carried out by a professional in the art who
represents different centers.

Interview 1
Elena Vega
Art therapist
1. General characteristics of the people you work with:
difficulties in communication and relationships, ages, development or not of the
language...
The individuals with autism spectrum disorder that this art therapist has worked with, share
the following characteristics:
Degree of mild autism affectation, or uncertain diagnoses.
Ages between 6 and 8 years.
Developed language, although basic and very repetitive.
Difficulties in relationship and interaction.
Difficulties in understanding situations and abstract aspects
symbolic.
Ignorance of oneself, which leads to difficulties in self
acceptance, high level of frustration and lack of self-knowledge
limits.

2. Place of the session. Characteristics: environmental conditions,

lighting, furniture, etc.
To begin with, Elena Vega comments that the space must be a place without
distractions, in which the materials play a major role. Although
in many art centers we find the walls decorated, this art-
therapist defends the idea of creating a neutral but not aseptic environment. Explains
that these decorations (drawings or materials created by other children, by
For example, they may be transmitting ''dangerous'' messages to the person.
what therapy is doing, as they can confuse him and copy what they see or
It's good to think that this is what is expected of them. However, he believes that in
Many times, these distractions can be used to capture your
Attention. Regarding lighting, it recommends natural light that enhances a
intimate and trusting environment. Although these aspects are important, Vega
Note the following: 'It is very important that there are no distractions, as
it complicates the establishment of an emotional and effective bond between the child and the art.
therapist
3. ¿Realiza sesiones individuales o colectivas? ¿Por qué?
Individuals. In their case, they always do them individually because it's the situation.
that has been found. However, he argues that this type of sessions
favor a greater observation of the art therapist towards the gestures,
body position, expressions, etc., of the person doing this therapy.
If I had to do group sessions, Vega thinks it is better to do
heterogeneous groups, with greater diversity.
4. Rituals and routines carried out in each session.
Elena Vega categorizes the routines she performs into three moments:
Before. Based on interviews with parents and professionals that
meet the child, create a program in order to offer
materials that the child can comfortably pick up and receive, that are within their
scope.
 During. The session always begins with the 'greeting' (it can be long
or briefly, it depends on the child). In addition, the chair for the person receiving
the therapy and the art therapist always meet in the same place.
Final. It is not necessary to organize and clean to differentiate from the environment.
"school and family," Vega comments. He explains to us that it is more important
to summarize what has been done
5. What materials do you use? Why? Is there any classification of the
materials according to their purpose for the person conducting the session?
Which one or which ones?

First of all, Elena tells us that the materials must be non-toxic and,
above all, to have a lot of variety. However, he comments that regarding the topic
It's difficult to meet this requirement economically. Therefore, it offers small doses.
to give the material to the children, with the purpose of dosing it and, in addition, gradually offering it.
more according to its demand. Regarding the question of whether there is a material with
a specific purpose answers the following: 'those who need to control or
having a sense of control, they will always choose the materials that do not
spills, so they don't stick to the hands, etc., on the contrary, the
those who do not need that sense of control will go for the liquid materials,
sticky, messy, etc.
In conclusion of this section, the role of the art therapist stands out, it is their
function see this type of signals that will indicate offering a type of material or
another.
6. Personal opinion. What characteristics and/or competencies should one possess?
the art therapist?

Elena Vega highlights the following aspects and characteristics as

fundamentals:
Make a prior plan, in which it is decided how it will be
session. Always accompany, at all times.
Help and intervene whenever necessary.
Create a bond with the child, first of all, and then enhance it.
joint work.
It must be a non-directive person who encourages free expression.
To all this, Elena Vega adds the feature that she considers most
important: 'to tolerate uncertainty, that is to say, to always be open to what
Come on, without waiting for anything to happen.
7. As a personal opinion, and based on your experience as art-
therapist, which area (communicative, social and
imagination/symbolization) do you think is the most developed thanks to
therapy?
In his view, this therapy works on all three areas equally. Without
embargo, believes that art therapy goes further, as it focuses its work on the
self-knowledge and the inquiry into one's inner world.

8. Could you remember any experience that caught your attention?

during the development of an Art Therapy session?
Vega explains that not long ago, he lived through one of those situations that...
today comforts you as a professional.
In one of his last sessions with a 6-year-old child, they took out all the works.
what they had done to remember and discuss them. Their surprise was when
the child himself recognized, in one of his first drawings, the reason for that
creation and the problem it represented at that time. Although for reasons
due to confidentiality we cannot explain in detail the composition and
meaning of this, yes we can capture the reflection that Elena expressed: 'it is of
those times when you feel satisfied with your work, as you verify
that the goal is for them to know themselves and explore their world
interior has been fulfilled.

9. What benefits and contributions would you highlight as the most important of
art therapy?
Vega, resume su respuesta en cuatro beneficios que considera básicos de esta
therapy
Enhance self-awareness.
It offers time to dedicate to oneself through art.
Create a framework/context that favors attention to the child, without requiring the
use of the word.
In the case of adults, these are sessions that promote meditation and the
relaxation.

Interview 2
Mónica Recio
Art therapist

1. General characteristics of the people they work with:

communication and relationship difficulties, ages, development or not of the
language...
Reico, make a subdivision to answer this question.
On one hand, he explains to us that he has students with a degree of impairment.
high, which share characteristics such as the lack of development of the
language, very repetitive and obsessive behaviors or a lack of eye contact.
On the other hand, it has students with a lower level of impact. Many of
they explain, they are not diagnosed, but share characteristics and traits
that are within the broad spectrum of Autism Spectrum Disorder:
obsessive personality, rigidity, difficulty communicating with others,
difficulty in understanding the intentions of others, difficulty in
to understand symbolic play, or a constant state of anguish.
Both groups, however, include ages between 6 and 12 years.

2. Place of the session. Characteristics: environmental conditions,

lighting, furniture, etc.
In response to this question, the art therapist describes the ideal space. Thus,
It should be a spacious place where the student can move around.
freely without encountering obstacles. In addition, it must include some
characteristics (furniture, materials, etc.) that can be stained without
problem, since the techniques used always lead to spilling some
color paint, paint the floor, stain a piece of furniture, etc.
Explain that it should be a warm and welcoming place and, if possible, with some
window where natural light comes in.
Another important aspect is the fact of having a great diversity of
material (non-toxic) that is visible to the student. Nevertheless, it highlights the
fact that there must be materials stored in a cabinet,
since many times they tend to spill the material on the ground, step on it or
throw it.

3. Do you conduct individual or group sessions? Why?

Almost always conducts individual sessions, as in this way can
give greater attention and dedication to the student.
Although he/she does not usually hold group sessions, he/she proposes this alternative.
in case you encounter students with similar characteristics, with
the aim of enhancing communication and working on interaction. However,
explains that this situation is not easy due to the heterogeneity of the
students.

4. Rituals and routines that take place in each session.

In her sessions, Mónica explains that she always tries to follow the following routine,
although it stands out that it adapts daily to the attitudes of the
students
Good morning: hello, how are you?, how has the week been?
Observation time: wait to see what the child does. Sometimes, they are
they themselves who go directly to a material, however, when not
they have the initiative to interact with their environment, she shows the material or
work they did last week. In this way, it begins
to create connections and relationships between your 'self' and the environment.
Farewell: a brief summary of the session in which it is made.
remember what has been done, with what material, how it has been done, etc.
Collect and organize: Recio proposes to organize and hide the material that
they have taken out. Although it rarely achieves the participation of the
students to pick up, she always picks up in front of them. The
students who do help him, keep the material in one box or another,
depending on whether it is about things with volume or drawings.

5. What materials do you use? Why? Is there any classification of the

materials according to their purpose for the person conducting the session?
Which one or which ones?

The first thing Mónica defends is the need to have a great

variety of material, as it argues that there are no limits. It explains that
depending on whether the student is more drawn to auditory, visual, or
manageable, the moldable, etc., will use one material or another. To all this, add the
next: 'there are no limits for us, starting from our creativity and
imagination we must offer the student a very wide range of materials.
Among the materials described to us, we highlight the following: stickers,
wire, colored papers of different textures, glue, tape, crayons of
colors, tempera, flour, sand, earth, salt, etc.
From his point of view, he comments that it is not possible to classify the material according to
its function, since it will always depend on the meaning that it has
material for the child. Recio presents us with the following example: 'to many of
They are very attracted to the caps, as they are round and can roll, right?
however, they tend to reject balls and balloons, since even if they have the
same function they relate to social play and interaction with the
others.

6. Personal opinion. What characteristics and/or competencies should one possess?

the art therapist?

Reinforce, highlight the following:

Accept them. This acceptance must be the basis of our intervention.
Be patient, give them time to create, destroy, interact...
Always intervene, to try to make the child realize that they are not playing.
alone, that plays with you.
Hablar siempre en plural, potenciando el trabajo conjunto.
Teach and explain the material they are going to use.

7. As a personal opinion, and based on your experience as an art-

therapist what area (communicative, social y of
imagination/symbolization) do you think is the most developed thanks to
this therapy?
To this question, Recio has not had a very clear answer, as he believes that
this therapy precisely investigates and works in the three areas. It highlights the
influence of the person receiving it, since depending on their
characteristics, needs and difficulties, the professional will consider appropriate
to work in one area or another.
However, he/she believes that the communication area is the most developed, since in
in each session there is always a gesture, a look, a drawing, a creation, etc.
that is communicating something.

Could you recall an experience that caught your attention?

during the development of an Art therapy session?
He had a rather complex experience, in which he held sessions with a
child who did not interact or manipulate the material, only rolled things.
Once he accepted reality, Recio began to intervene in his shoot; he would stop him
the objects, he returned them, etc., but he didn't achieve any change.
One day, he started rolling clay balls, and that was when the boy intervened;
I would take the clay balls and roll them, stomp on them or throw them, but I would try.
cancel it at any time. From there, little by little, they started to create their
own game, until reaching the achievement of the set goal: to achieve a
interaction in the game between both.
 9. What benefits and contributions would you highlight as the most important of
art therapy?
Recio explains that the fundamental benefits of art therapy are:
Como no se requiere el lenguaje, es más fácil trabajar con las personas
with autism.
Communication is worked through the material
From what is worked on, the child connects what they do in the
sessions with its interior, that is to say, it is creating an internal structure. By
for example, the fact of molding clay, unconsciously, is...
demonstrating that not everything is "stiff", that things can change or
to vary, not everything is immutable.
Through art therapy, the child with autism understands themselves a little more.
himself, that is to say, he is more aware of what happens inside him.
It helps them know their limits; the limits that can be encountered.
in front of certain materials are related to those found with
about 'I'
10. From the Wing Triad...

Triad of Questions and

Wing Answers

Is the use of the required? Could you explain what link is

communication (verbal or non-verbal create between the art therapist and the
verbal)? person with autism who performs
Yes. Always and requires the therapy?
communication, but not him There is always the creation of a
language nor the word. link and, although many do not it
Is language used? they create, it is a link
expressive? affective. Throughout the sessions,
And what about the receptive? Area the person with autism is leaving
Area
Yes, but it depends on the child. social realizing that everything he/she does
Communities And from
to be the final objective. That is, it at that moment and in that space
captive
look for it to be the boy who interaction is next to another person, who
express what you want and what on offers material and proposes to him/her
wishes. Furthermore, regarding the alternatives and possibilities. Those
receptive, the fact is worked on experiences, along with the material and
for the child to accept the demands the works that they are creating, make
y suggestions what the the creation of the bond is possible.
we propose. What is get a mayor
Employs glances of connection of the person with their
reference joint in environment? How?
directed situations? Yes, little by little what
this criterion depends a lot on the pass to the contexts in the session
person conducting the session, closer to the person and, of
since it depends on its degree the same way that they are given
of affectedness. The one who can, changes in the sessions occur
yes, but on rare occasions. changes in your environment.
of impact. The one who can,
yes, but on few occasions.
 For express suspicious By means of the different
emotions, what techniques techniques used, himself
What do they use expressive? gain greater interest from
emotion is what they express the person with autism
more easily? others people y sus
When it comes to art therapy, everything actions?
everything related to art is This would be one of the objectives
valid for express sus of art therapy, awakening
emotions. The materials that interest in the other, without that
we use from a pencil it leads to feeling fear or experiencing it
up to a bottle cap, already as a threat. Without
that is about finding that embargo, the majority of the
technique and material that the child sometimes it is possible to reach the
call attention and attract him. objective.
Regarding the second one What ability mental
question, would not talk about presents more difficulties to the
emotions, rather person during the sessions
of moods and of art therapy?
feelings like the It depends on each case, but in
frustration, the sadness, the autism the hardest part is having in
joy, disorder, or chaos. count on the other and accept him as
someone separated, with desires and
own thoughts.
Which of them is enhanced with
greater ease?
Depende de la persona. Sin
embargo, the meaning of the
own activity and the joint activity
is the most worked and
internalized throughout the
sessions.

What cognitive and abstract aspects are

Area of they work and how? Frustration, flexibility
flexibility mental, anticipación, sentido de la actividad
e own, etc.
imagination Work is done based on the law of the matter itself. They are
(Theory of the the limitations of the material itself that frustrate
Mind those that give us guidelines and demonstrate that the
reality does not always adapt to our
desires, which forces us to be flexible and
to adapt ourselves.
Cognitive aspects are worked on in a way
globally, the patient is understood as a whole,
if he is more capable of organizing and planning himself
with the plastic work you will surely have won in
cognitive aspects of planning and
symbolization.

Results
As we mentioned in the section about the description of the process
completed, when researching Art Therapy we have found ourselves subjected to
the following reality: the lack of professionals and centers that work on this.
therapy with people with autism. Furthermore, as we have carried out
interviewed or interacted with different art therapists, especially with
Mónica Recio, we have realized that the development of each one of the
areas work in a global way, that is to say, the intention is to offer a context
in which the person confronts themselves, their fears, and their limits and,
To achieve this, all areas and dimensions must be addressed together.
Due to the lack of information and the concreteness of this theory with practice of
the therapy, we do not see the idea of carrying out a percentage of the larger area as feasible
worked or developed. Although we do not have a large number of
questions, each of them has provided us with enough information to
check the work of each of the areas of the Wing Triad in the
art therapy sessions. For this reason, we will now carry out a
brief relationship between the information obtained and that previously recorded in the
Theoretical Framework.
First of all, we must emphasize the great importance that Recio, along with the
other art therapists contribute to the communicative Area. Although the action
Communicative is the basis of this type of therapy, not the language.
Wing, in this area, emphasized receptive and expressive language as
two of the most important dimensions. According to what Recio has told us,
expressive language is often one of the ultimate goals of this therapy, it is
say, work on the different communicative situations that
require the use of this dimension. In addition, in relation to receptive language,
we have been able to verify that it is the role of the art therapist, since in the
in sessions, it should be the professional who offers options, possibilities,
suggestions, etc., to provoke in the person with autism who performs the
session the need to communicate the acceptance or rejection of these.
Regarding the expression of emotions, we have been able to verify the great
importance of the different materials and the various techniques
employees, since as Recio rightly expresses, "everything related to
art is valid. However, after hearing your contributions, we see
it's more correct to speak of moods and feelings, instead of
emotions.
On the other hand, Recio has pointed out to us that it is very difficult to finalize or...
describe the work you do in this area, just as we had
reflected in the section on Disorders of communicative functions
(Rivière, 1997), the levels of impact and the characteristics of each person
They will make the work of the dimensions within the area more or less difficult.
communicative.
Secondly, referring to the social and interaction area, we
I would like to remember the contributions of authors such as Rivière or Sigman and Capps,
in which they spoke of loneliness, or of incapacity and difficulty in relating.
well these characteristics are considered the essential root of the disorder, thanks to
The information obtained regarding Art Therapy, we can corroborate that
many of them do manage to create emotional bonds, one just has to
find the right way to approach them. Furthermore, Recio tells us
that little by little the situations experienced during the sessions are expanded to the
close contexts of the person and, in that way, small
changes in the way of relating and connecting with their environment.
On the other hand, in relation to the Disorder of Reference Abilities
joint (Rivière, 1997), previously described in the work, we verify
Awakening interest in the other is one of the objectives of art therapy. Already
using materials that catch their attention, that attract them or
although they have the opposite effect, the set of sensations that are worked on
it involves interacting with others, such as fear or threat.
Nonetheless, once again, Recio conveys to us that each of the criteria and
dimensions within this area depend a lot on the person who carries out the
session, since they influence the degree of impact and the characteristics of the
person.
Thirdly, regarding the Area of flexibility and imagination, Recio tells us
he comments that his work is not governed by the dimensions or skills that
we find within the Theory of Mind. Although in work we have
spoken about imagination, symbolization, anticipation, mental flexibility, etc.
the art therapist argues that cognitive aspects are worked on in a way
global. Thus, it emphasizes the idea of always starting from one's own law of the
matter, that is to say, the limitations of the material itself will be what frustrates the
a person with autism and, consequently, they will be forced to seek solutions,
alternatives or either adapting to that reality. All of this entails work
very important internal matter that is gradually being transferred to the situations
daily life of the person with autism. In this way, the person with autism
becomes aware of the set of difficulties present in the skills
mental skills required for those situations and, depending on the characteristics
personal matters may begin to diminish.
However, while we have mentioned that all the skills and
capabilities found within this area are worked on globally, yes
we must emphasize that the most prevalent difficulty in the sessions and,
consequence, the most worked on, is the difficulty of taking the other into account and
accept it as someone separate.
In addition, being able to work with imaginary inductions of situations
unknown, it gives rise to real situations that are related to their day to
day, in which all the existing difficulties in the area emerge
communication, interaction, flexibility, and imagination.
Referring to the interviews and, after having analyzed the
Information obtained, we conclude the following:
Regarding the environmental conditions and the space, a
obstacle-free place, spacious, where the person conducting the session
can move freely. In addition, the furniture must be able to
to get dirty and to get stained. The place where the sessions are held must
to be a warm, welcoming, and intimate place, and if possible, with natural light.
The materials must be abundant and varied and, above all, non-toxic.
variety is very important, as the more textures, colors and
The more forms there are, the more diversity there will be to work on different sensations.
While there are no specific materials intended for the
person who conducts the session, this diversity will help to find that one
material or technique that will enhance one skill or another in the person.
The functions of the art therapist should be based on two aspects.
fundamentals: acceptance and patience. While every person with
autism is different, each of its characteristics and difficulties
they must be the basis for the intervention. For this, it will be very important
to be open to any situation, without expecting anything to happen from one.
one way or another.
To all this, we must add the importance of being patient people.
calm and non-directive that, in addition to having a background
broad professional, have personal training based on the
 balance and freedom of expression.
Regarding the benefits, we consider it appropriate to highlight the most
important, that is to say, those that both art therapists have
outstanding and that have a direct relationship with each of the areas
cited by Lorna Wing:
Communication area. As for working on communication, it is not
It requires language, it is easier to work with people with autism.
ya que se trabaja la comunicación a través del material.
Area of interaction and social relationship. Helps to create relationships.
between your inner 'self' and your environment, using a 'bridge' the
set of materials and artistic techniques. In addition, a is created a
link with the art therapist.
Area of imagination and mental flexibility. It enhances
self-knowledge, that is to say, it provides time to dedicate to oneself
same. Based on what is worked on in the sessions, the child goes
linking what it does with its interior; it is creating a structure
internal. In this way, one understands oneself a little more and
makes aware of the limits they may encounter.
Nevertheless, on the other hand, we have decided to synthesize the information obtained.
according to the following classification, since it seems appropriate and consistent for
obtain a general knowledge about your practice.

Objectives:
Achieve an emotional involvement
Provoking interest in the material by promoting physical and eye contact
Enhance joint action
Enhance joint tension
Develop the functional use of the object
Developing creative capacity and imagination
Enjoy representing reality and practicing with it
Development of social skills
Share (feelings, experiences, emotions, moods or
good materials
Developed methodology:
What do I consider?
What do I need?
How do I do it?
Characteristics of boys
Characteristics of work
Definition
Type of game
Visual keys

Material: for symbolic play, the functional use of the

objects:
 Clear function
Precise function
Symbolic function (''as if...'')
While Recio and Vega have talked to us about the benefits and contributions of
Art therapy, both have used different words to express the same.
meaning. Therefore, below, in relation to your contributions,
we present the conclusions in a more explicit way.
Conclusions:

Intervención en áreas socio-afectivas, comunicativas e imaginativas

affected
Facilitates communication without the need for language use
Ratify the knowledge
Create pleasant and leisure situations
Expand restricted interests
As mentioned earlier, when carrying out the
observation of an art therapy session with people with autism, we
we have faced the difficulty of not finding a place that offered these
characteristics. However, in order to exemplify its implementation in
practice, below we present the works of different people with
autism, which through various techniques and materials express the different
emotions, sensations, and internal conflicts that have difficulties in
express through words. In this way, we can make a brief
relationship between the existing difficulties in the different dimensions,
previously mentioned, the different materials and their own
creations.
The following images, extracted from Recio's work (2013), go
accompanied by the explanation that the art therapist has provided us about the
situation or the personal sensations that each one represents and/or conveys
of them.
Description/Analysis Works

In this work, you can see the

the child's need to mix and create
diluted combinations with water of
different materials such as paint,
papers, glue or even with its own
saliva. The result explains the art
therapist, expresses his experience
internal of getting hooked with the
sensations and not being able to shape
these, due to the difficulty to
to symbolize.

Typically, people with ASD

they express that mental chaos created by
the accumulation of sensations that invade
its senses without any type of
organization, and that hinder or
they paralyze the start-up of the
functioning mental. How
we can observe in this work, it is
In this case, Recio reminds us of the
importance of adapting to the
needs of each patient, and
it highlights as essential the fact
to contain the experience of
chaos in a place. That is to say, it is about
offer a defined space in the
which power to develop this experience
safely. As we can see
in the first image, the container is
a place where the person can
to do dilutions with different
materials, thus representing the
disorganization and internal chaos, but
in a place where you will always find
some limits that contain this
confusion.
We can observe the same case in
the lower image, since the boy has
created a mixture of materials,
colors y textures how
representation of the confusion of the
sensations that he/she perceives in his/her
environment. This representation, in this
case, is found within a few
limits, which cannot be exceeded
to lead and bring to chaos. These
limitations comment the art
therapist, help people with
autism to feel less insecure to
the time to create this type of works.
Plastic material allows for transitioning from the
sensory experience to the experience
symbolic with the same material, it is
to say, it is a path that allows one to go
back and forth with
fluency. For example, the clay allows
one exploration sensory no
symbolic, as well as the fantasy of the
fusion with the material, the
adhesion experimentation but,
in addition, it encourages closeness
towards the symbolization; leave a
print, perforate, build balls of
dough, make 'churros', etc.

The fragmentation of the which

we talked in the previous explanation,
it can be different in the cases of
children with higher abilities
intellectuals. In these images, this
division can be seen reflected in
isolated drawings, poorly organized, and
without any kind of relationship between the
different elements.

From this fragmentation it follows

the great difficulty that they have
people with autism generalize
la experiencia, captar la globalidad y
apply a logical pattern to what happens
its environment. For this reason, in its
creations (bottom image), many
they express these conflicts
internals. In them, they capture the
functioning of the connections
mental and the great efforts that
they must do to find these
logical circuits that do not happen to them
naturally.

The difficulty in symbolizing and integrating

the thoughts of people with
autism leads to difficulties in
to be able to tolerate frustration, which is not
more than the difficulty of tolerating the
the hardness of reality that clashes with
their wishes and interests.
Recio explains to us that usually
Another of the characteristics that can be seen
reflected in the sessions, it is the
will to carry out constructions
impossible for the characteristics of the
material. Recio presents us with the
next example: a 6-year-old child
wants to make constructions in
volume. Its purpose is to make a
house with newspaper that
simulate being walls, the ceiling, etc. The
limitations encountered in the
realization (since the paper is very
slim), the they carrya search
solutions. This search provides
information on how to face it
in their daily life to difficulties.
In the case of the image that we can
to observe, the child preferred to create
complex supports, hook with
adhesive tape, put sticks like
support point... in other words, I preferred
make and remake before changing the
material for another one more suitable.
In these situations, it is advisable
the intervention of the art therapist to
to make him understand that perhaps seeking
An alternative material would be better.
option, as it would thus adapt to the
reality of what he wanted to do.

FIG. 5
As a conclusion of the analysis of fig. 5, we can verify the relationship and
implication of the different materials and techniques with the different conflicts
internals of the person with autism. Whether to capture chaos, disorder,
experiment with construction and fragmentation, embody the connection and/or
disconnection of ideas and knowledge, representing fears or, simply,
to express that which is difficult to do with words.
As Elena Vega explained well, each material will have one purpose or another.
depending on the meaning it has for the person. Thus, the use of
each material will depend on the set of characteristics and difficulties of the
the person who uses it, since just like these, they also influence their daily life,
they will do it using certain materials or others.
Conclusion and personal assessment
Firstly, by having carried out the theoretical framework on the Disorder
Autistic Spectrum, we realize that despite the many studies and
research conducted, there is a lot of ignorance about the
causes of this. Although through the reading of various works published since
At the beginning of the 20th century, we have been able to observe an evolution and a change of
perspective, we remain under the uncertainty of various hypotheses and theories that
they present different proposals and results. However, due to a lack of
tests or evidence, most are still to be corroborated. Therefore, to
encountering this reality, we believe it is more important to understand Autism
from the outside, that is to say, focusing on the observable difficulties; those that
they bloom in their day-to-day life and, along with other personal characteristics, influence
in its development and interaction with the world. That, and not another, must be our
starting point, in order to intervene and promote their personal growth,
acting in coherence with the principles of inclusion and care for
diversity.
Secondly, regarding the theoretical justification, we have
found in the face of a series of statements, assumptions, studies and
investigations based on a viewpoint that is too scientific. Thus,
we have been subjected to a series of technicalities that do nothing but
classify Autism as a complex and difficult to understand disorder.
Hello, we see the need for the existence of campaigns, conferences, talks, etc.
that offer the population the opportunity to get closer to autism, with the
purpose of making this disorder known as another characteristic of the
person.
Thirdly, regarding Art Therapy, we can draw various
conclusions. On one hand, it is worth saying that we are facing a therapy
little developed for the moment. Although various centers are carrying out
sessions that require plastic and artistic materials do not comply with
requirements and objectives necessary to enter the category of Art Therapy.
Many of these sessions are held with students without any type of
disorder, and its purpose is, in addition to seeking expression through different
plastic techniques, the creation of a final work.
Unlike what we just mentioned, the art therapist seeks the
progress of the students through the use of various materials and
techniques, that is to say, they seek to access that internal world that is seen with
difficulties in expressing and externalizing due to the alterations present in the
communicative area, of interaction and of imagination and symbolization.
Through interviews and conversations with various art therapists of
Mallorca, moreover, we have been able to verify their discontent towards the
general ignorance of this therapy.
All of them have received training to be able to work as such, without
embargo, currently none focus their work solely on people with
Autism.
However, we must highlight an aspect that influences this reality; the
degree of impact of the disorder. Thus, we share the opinion of the
professionals of what, in some cases, practice these types of therapies in
people with autism is too complex, as the severity of it,
along with other personal characteristics, hinders expression, communication and
contact of the person with the world.
We have also seen the need for the creation of an Art Association.
therapists in Mallorca, to get known and create a network of professionals
that defines and establishes some common and specific objectives, according to the
characteristics of their recipients. Thus, we believe that different
Educational Centers (Specific or Ordinary) would be aware of the
benefits and contributions of this therapy, and a joint work could be carried out
and coordinated to favor the development of the person who would carry out
Art therapy.
On the other hand, thanks to the interview with the art therapist from Barcelona,
Mónica Recio, we have been able to investigate this in a more specific way.
therapy. The usefulness of it, as we have been able to verify in the work, is a
a fan full of opportunities for those with autism who live
surrounded by a reality full of misunderstandings, incongruities and
complications. We are not only talking about the opportunity it offers to be able to
to express oneself and to know oneself, but also, we talk about power
to express those internal conflicts that hinder them
their day-to-day. In the same way, it makes this set visible
difficulties for a person who can seek strategies and tools
specific to minimize or resolve them.
Picking up on the information that Recio has provided us, we highlight the great
relationship between this therapy and Theory of Mind. Joint attention, the
sense of one's own actions and those of others, tolerance for frustration, the
abstraction, imagination, symbolization, etc., are part of that set
of mental skills that pose great difficulties for people with
Thanks to Art Therapy, small progress can be made that, while
they do not make these difficulties disappear, they help the person with
Autism is aware and develops its own strategies to cope with.
they
However, in relation to the objective of relating this therapy to the Triad of
Wing, we have also been able to see the influence of these sessions on the
área de comunicación, el área de relación e interacción y el área de
imagination and symbolism. However, as we have well mentioned with
previously, we have understood that in Art Therapy sessions it must
understand the person as a whole and work, using different techniques
and artistic materials, all areas as a whole.
In relation to what has just been mentioned, we cannot forget about
express the important role of the art therapist in the sessions. Accept,
to guide, to accompany, to wait, to respect, to bring closer, to offer, etc., are the functions
that we have seen most repeated in the readings and interviews conducted. No
however, when interacting directly with the art therapists, we realize
account that, in addition to all that professional training, a
important training and personal balance. Consequently, the person who
I carry out these therapies, in addition to having great knowledge about the
Autism Spectrum Disorder must have a series of strategies.
personal qualities such as empathy, patience, assertiveness, tolerance or
spontaneity, in order to be able to carry out the work correctly. From this
In this way, another very important purpose will be achieved in the sessions: to get closer to
to show the person with autism that their world, no matter how different it
feel, it is perfectly compatible with ours.
We would not like to conclude this section without first offering a final reflection; if
well, people with autism have difficulties understanding themselves and making themselves understood
understand, let us be the ones, through therapies of this type or any
another option, we offer them alternatives for expression and communication that
they break away from the "common," such as language or words. In this way,
we will stop seeing them as people who do not feel, do not express, do not
they communicate and, perhaps, just perhaps, we will stop making a problem what for
they are a difficulty.
 Art therapy and Mandalas
Art, the language of our unconscious
The soul, our inner being, does not speak to us through words, but rather
It does it with images during dreams, and also through colors.
Recently we have heard a lot about the law of attraction and how people
they manage to attract new realities through visualization, that is,
imagine images in our mind of the objects we want to achieve and
to experience that feeling.
During sleep, we often believe that what we are experiencing is real.
living, and on some occasions, premonitory dreams occur, where it
What we have dreamed of becomes reality.
The images and sensations that are around us and come through
our senses (sight, hearing, smell) influence our life and
also the decision-making regarding what we want for our
well-being. Marketing companies know this very well, and for that reason,
through television, radio, or the internet, they show us images they know
that we find attractive or that lead us to consume a certain product. It is
it has been demonstrated that there are certain colors that produce relaxation effects,
activation, sadness, etc... Do you understand how certain things can influence?
images in your life?
En tu hogar ocurre lo mismo. Algunas imágenes influyen en tu bienestar y tu
daily life. If you chose them, it could be for various reasons, and not all of them...
you chose consciously.
Perhaps you put that picture of an aggressive image or of a sad and lonely person
at the entrance of your home simply because someone gave it to you, or because he
Was the artist in fashion or did the colors seem to match?
appropriately with the welcome mat. Perhaps it is the picture of a
valued artist and for that reason you keep it there, but you are not aware that the
aggressiveness or sadness of the picture can influence your life and that perhaps you do not leave
behind your loneliness because every day you enter your house you are sending a
message to your inner self that tells you that your life is like that of the character from the
picture, and with that image you go directly to your inner being, for that is how it is
how he communicates with you: through images, and you are responding to him
in the same way. Perhaps mentally you tell yourself that you wish to have a relationship
with a wonderful partner, but he understands better and in a more direct way the
image of your hallway.
Your mind is also creative, of course, but you are sending it images.
contradictory through the images of your environment.
Let's assume that in your room you have a dark image of a lonely woman.
and sad. I know it may seem strange for you to put that image in your room
but sometimes we even put worse things. Every day when you fall asleep and you
You are sending messages to your unconscious: 'I am sad and alone.'
Let's imagine what could happen if you change that image for one of a couple.
happy and romantic or for a passionate image like the one in the painting that I show you
continuation.
 Te invito a que un recorrido a través de tu casa y te fijes en cada uno de tus
pictures and photographs you have on the walls, as well as where they are
images, it's just stays. For now, just observe them and don't change anything,
Be aware of when and why you put them there (if you know) and what has happened.
in your life since then. You may now realize that you want
Change them. Go ahead!
But listen to what your inner self wanted to tell you when you placed them there.
Perhaps today they are showing your loneliness, your fears, your anger...
You can change them and show him what you want in your life: love, happiness,
health, wellness, and riches...
To understand what the art of your home means to you, follow this exercise:
Write on a piece of paper each artistic image and then, alongside it, the room in which it is located.
What is found. Choose, from all the images of your home, the most significant one for you.
I remember... place the picture or image in front of you and sit comfortably.
a chair. Next, take 3 deep breaths and relax. Now
observe the picture and answer the following questions on a piece of paper:

Why of all the paintings have I chosen this one?

What memories and emotions do they awaken in me?
Do I associate it with any experience or person? Why?
What does seeing it every day in my home, and especially the place, bring me?
Where is it located?
Do I want to keep him close to me? Why?
Art acts in our lives as an enhancer of our emotions and
wishes, and for that reason, three different things can occur regarding the reason
por la cual elegiste determinada imagen.
1. that your inner being choose it to show you what is inside you, your
fears and limitations
In this case, your choice was unconscious, which is what happens in most cases.
of the cases. For this reason, it is important to observe the art of your home, since
that we are going to use it as a tool for identifying our
fears and limitations.
Maybe you want to improve your health or make more money, but in front of you, every
day, when you open the door your house greets you with the image of a forest full of
dry trees, and the ground of a long path that leads nowhere is
full of fallen leaves. It is not an image that reflects a prosperous life.
and full. Realizing this is the first step to transforming it.
2. That you chose it due to a trend or influenced by other people.
This can be positive or negative. It's like a lottery; if you let yourself be guided by the
There will be seasons when your life can go quite well if fashion
reflects qualities such as romanticism, creativity, well-being, the
wealth... but if the images you choose are a product of a trend
unbalanced and violent, like pictures that are violently shaped or angular, you
home can become a battlefield. The first thing is to be
aware of the impact certain images or the have on our lives.
art, and from there be able to change it consciously.
What once served you well can now harm you.
Perhaps one day you created a painting that helped you release limitations from within you;
You enjoyed creating it and freeing yourself from the pain caused by an experience.
That is a healing painting or drawing and it has a very special function in your life:
free you. However, if you keep that image and see it daily, it can
to return to a past that you chose to end. The emotional ties with art
they are very powerful.
This chapter will show you how to free yourself, through art, from experiences that
you no longer wish, but we must destroy that painting to complete its function. If
it is a particularly good painting, you don't have to destroy it, otherwise
sell it or give it away. Just because it is a violent or painful image doesn't mean it
will not harm anyone.
What has served you can also be useful for another person. Let it be.
frame places itself in another location, so that another home or another
person can heal through it at the moment they identify their
fears and wanting to overcome them. This can also help you see that in your life
any painful experience helped you overcome yourself. Always and
when you choose not to hold on to her anymore.

4. That you consciously CHOOSE the manifestation of a new reality.

This is the place we want to access with this chapter.
I want you to accompany me to learn how to create a new reality for yourself.
life with the help of art and the exercises that I will show you in order to speak
with your inner power, the creative power of your being, to which you will tell how you wish
May it be your reality from now on.
The unconscious speaks to us through images, therefore, with images.
what we have around us we say to him: 'This is what I want in my
life.” Your inner being will know what you want in life through the meaning that
have for you every image that is around you (in your home). He always you
will give you what you ask for.

Connected breathing.
 How we breathe and what connected breathing is
There are many breathing techniques: to relax, to meditate, to stop
to focus, to make ourselves stronger... I learned the breathing technique
connected many years ago (in 1996) and since then I have applied it for
relaxation and meditation.
Breathing can be combined with visualization techniques to project
objectives, and also breathe while observing images that lead us to
our wishes.
Let's look at the technique of consciously connected repair.
When we are born, our repair is connected, we have no
practically pauses between inhalation and exhalation, but as we continue to
growing up, and already in our childhood, a scare, noises, screams, fears, etc.
it makes our breath stop, and as the years go by it becomes more and more
there are more pauses between breaths, to the point that sometimes we
we almost forgot to breathe. Reconnecting with the breath of the newborns
born so that we reestablish contact with the source of energy
from within us, to be more centered and stronger.
To carry out this exercise, find a place where you can be calm.
You can do it sitting on a bed or on a mattress on the floor, with
cross your legs in a way that is more comfortable for you, with your back straight and
the shoulders and arms relaxed, resting the hands on the knees.
You can also perform this exercise sitting on a chair with a backrest.
upright, with your legs uncrossed and your shoulders relaxed on your knees. Leave the
palms up to let the energy flow into them.
Take 3 deep breaths so that your whole body relaxes; fill
completely fill your lungs with air and then empty them completely.
continuation, begin to breathe so that your inhalation and exhalation are
continue, without pausing between them, do it very slowly. At first it may
it may cost you a little, as we are not used to breathing like this, but soon
you will take in the rhythm, as you just need to pay full attention to your
breathing. After a few minutes, you will have achieved it.
When we have managed to restore the circle of connected breathing
conscious, we will move on to a second part, the breathing, the breathing for
to internalize ourselves more deeply. This is the next phase.
After breathing connectedly for a few minutes, you can change the
breathe to the following rhythm. Take a breath and count mentally.
1,2,3,4,5…hold your breath in your lungs and count mentally
1,2,3,4,5... release the air slowly and count mentally 1,2,3,4,5... repeat 10
times and then continue breathing at your normal pace, slow and steadily.
These breathing techniques relax you and are very close to meditation,
it forces you to stop your mind so that all attention is focused on
the breathing exercise.
Perform this exercise in front of a curtain, sheet, or painting of blue color, and
let this color completely fill your mind.
Blue symbolizes water, cleanliness, and freedom; it also helps you connect.
with your essence and facilitate the internalization. For example, a lake, a serene sea,
a stream...
Respira con imágenes que te acompañen en los ejercicios. Utiliza internet y
create an image file that will help you with the exercises.
When we combine exercises with the visualization of images we can
accelerate the goals of our lives.
You can choose harmonious images to accompany you in your
breaths, even if you want to breathe in front of your computer.
Create a file of images that automatically pass in front of you:
soothing landscapes, a calm sea, a garden, beautiful flowers
etcetera. There are lots of beautiful images that you can download from the internet.
and create your own files to breathe while you contemplate them. Sometimes
music alone is not enough. When we have more practice
we will close our eyes and visualize the images ourselves, but now, for
keep your mind silent, you can focus your gaze on them and the
breathing will become more pleasant for you.

Remove the limitations through art

After doing some breathing exercises, we will already be familiar.
with meditation; in fact, we meditate when we sit down to breathe and
focus on this activity, as our mind stops or calms down to
pay attention to your breathing.
But we will take one step further to reach the visualization, which will be used for
different ways in this chapter. The first will be to clean our
unaware of what we need to eliminate from within us and
our life.
For this, we will create the following visualization. Although it is explained below,
let's paint our liberating picture, which will have to be destroyed. Despite
that we cannot keep it, it is a very important painting, as it serves us
to change our lives. It is the first step.
Preparation of our interior picture
Find a comfortable place where you can paint. Then prepare
Get everything you will need and place it around you.
A large fabric or paper (a paper is recommended, since we are going to
destroy it)
Colors, crayons or acrylics, if we like to paint with water. At least 10
different colors.
Brushes and a cup of water if you are going to paint with acrylic.

We will sit in a comfortable and quiet place with a straight and relaxed back.
We can play background music and dim the lights a bit.
We will close our eyes and take a deep breath and exhale...
We will focus our attention on our breathing; we will inhale and exhale.
way to connect without leaving space between inspiration and expiration, slow
and calmly, always letting the air enter and exit through our nose,
keeping the mouth shut.
We have entered a state of relaxation. We breathe this way for
a few minutes and then we return to our usual breathing rhythm and we
we remain with our eyes closed, feeling our body and the energy that surrounds us
wrap.

VISUALIZATION
 Take a deep breath; as you exhale, feel more and
more relaxed.
Take two more deep breaths and feel like in each
breathing slowly descends into spaces of inner peace.
Now take a deep breath, and as you exhale, visualize how
a white light shines in the center of your body. That light intensifies with
with each breath, when inhaling and exhaling, the light expands throughout the
body.
You inspire and the light intensifies in the center of your body, while,
as you exhale, it expands throughout your body.
Now ask your inner self to show you the necessary colors.
to identify the patterns that are currently limiting your
life.
Your inner self gives you what you ask for.
Visualize how white light transforms into a rainbow of
colors that emanate from your interior to the center of your body, and how
Little by little, they are filling it. Feel the colors visualize them...
Observe how the colors emerge from your being and permeate with color
the whole room... visualize, breathe, and relax.
AZUL...ROJO…AMARILLO…VERDE…VIOLETA…MARRON…GRIS
Let the colors emerge from your interior and watch how
some fade away and others remain. Those who
The remains are what will help you draw from your unconscious.
What do you need to change your negative patterns.
Now choose the colors you need to paint your picture. It's your
unconscious, who guides you.
Choose the colors you feel.
With them, we will paint the drawing when we open our eyes; it can be a figure.
an abstract painting or whatever comes from within you.
The painting does not have to be perfect as it is a means of
communication and a release of fears, limitations, and old
beliefs.
Now take a deep breath and start to become aware of the here.
and now.
Be aware of the room...of your body...of the contact of your
clothes with the skin...feel your nape...start moving your feet...the
hands...open and close your eyes...open your eyes.
Silence paints the picture.

When you finish, observe the image that has come from within you, and answer the
next questions:
What do you think it is telling you?
How have you felt during the exercise?
How do you feel now?
We have to destroy the drawing by any means: burn it, break it, bury it.
or destroy it. Do not keep it because it is the necessary cleaning step for
to be able to create our new reality.
The psychological meaning of some colors will be discussed next.
we have around us.
The colors, their meaning and combinations
The color is also a filter of emotions and messages that go directly to your
be internal. Communication works in both directions and, therefore, you can
surround yourself with the colors you need to achieve what you want.
To learn a little about the characteristics of different colors and that
sensations and experiences can contribute to your life, we will analyze below
the most commonly used colors. Some data has been extracted from the statistical study
done in the book The Psychology of Color by Eva Heller, a magnificent manual
what we recommend to expand your knowledge about colors in the
human psychology.
The experience of a Feng Shui consultant regarding has also been included.
the application of colors in the home. When we paint with a certain
color our home or a specific wall or room, there is no need to think that
It should be a strong or strident tone to have an effect on our
home or our life. It is not necessary to include a passion red in our bedroom.
since it could hinder rest; on the contrary, a very soft salmon will be
enough to achieve the expected effect.
It is even better that we introduce it with a diluted white, for its effect
bandaging on our person will be more positive.
Now let's discuss the psychological characteristics and also the effects.
produced by some colors in our subconscious.
Let's take a look at some of the most common ones.

The color Red

Red is the color of fire and blood, it is the passion of the blood that boils.
It is associated with passions, both good and bad. It is related
with love, infatuation, red hearts, but also crossed
with an arrow; in this sense, it is good to have passion, but perhaps not only that
passion, since in excess it cannot have a good ending. Without having to take it to the
extreme, we would say that it is good for our relationships to have passion; for the
So, the red is powerful, but it would be better to combine it with something white, so
get a pink or a fuchsia to bring more joy. The fire red, however, is
you can reserve for fame, for the passion of work, money and the
prosperity.
Red is that color which combined with white, is love and passion, but with black
se convierte en amor odio. El rojo es el color del calor, del fuego y de la alegría
to live. It is a powerful and important color that helps us achieve great
achievements.
In Feng Shui, this color is often used to enhance strength.
economic objectives, especially combined with gold, but it is necessary to have
keep in mind that it is not possible to paint an entire wall red in a room without
that we feel like running away. Thus, we will use it in moderation in
the wall painting.
In the kitchen and the dining room, it can increase appetite, because if
If you want to lose weight, it is preferable to dilute it with white.

The color blue

Blue is the preferred color of most women and men; almost a

50% choose this color as their favorite or the one that brings the most peace.
And it is that blue is the color we think of for good qualities that fade away.
acquiring over time, feelings that are not just a simple passion,
but are based on mutual understanding and comprehension. No
negative feeling is related to blue, and it is possible that our
unconsciously choose it more often. It is the color of sympathy, harmony, the
friendship and trust. And also the color of wisdom and, at times, it
associates with health. The sky is blue and that is why it is the divine color of the eternal.
It seems that we associate blue with everything we want to last.
eternally. It has also been said that it is a cold color, which is why
we decorated the house in this color located in the places where it has been a long time
heat. In normal households it can be somewhat uncomfortable due to that
association with the cold.
Blue is the main color of the intellectual qualities of knowledge and the
wisdom and favors the student's concentration. Also your career
professional, so that, combined with red and gold, it helps you when you wish
start a new business or a new phase in your professional life.
Blue symbolizes water and, therefore, also cleanliness. It is a free color that
it encourages introspection and meditation, helping you connect with your wisdom
internal
The color yellow
It is not one of the most appreciated colors and yet one of the most contradictory.
It is associated with optimism, fun, and kindness, but also with the
envy, jealousy, lies. The color of the sun par excellence, yellow calms and
soul. Yellow is a combination of red and orange, representing joy of
to live, the activity and the energy. This color, along with other earthy tones, is
Use Feng Shui to enhance serenity and stability. The feelings that
they are associated with the taste of yellow being acidic, refreshing, and bitter. Yellow
striking and flashy is associated with the spontaneous and impulsive. Along with red and
orange is fun, and it becomes optimistic with green, orange, and blue,
but if we combine it with black, gray or brown, yellow acquires
negative connotations such as envy, greed, and jealousy.
Color of the earth, yellow helps us to center ourselves and live with our feet on the ground.
soil.
The color green
Green can be considered more than a color, as it is the quintessence of
nature, the color of the consciousness of the environment, of love for the
nature and, at the same time, the rejection of pollution and a society
dominated by technology.
Green is obtained by mixing blue and yellow. It is a very variable color;
just a pinch of blue turns yellow into green.
Combined with blue, it has very positive chromatic chords; on the other hand, with
the black and the violet negative effects.
In Feng Shui, green is the color of health and vitality. A green
smooth helps us to rest and brings us serenity. Many rooms of
Babies are painted green to promote rest. It is also the color of the
fertility and hope. When we combine it with blue, it has all the
positive qualities and become calm, pleasant, and tolerant. The color
In general life, health is green. Combined with red, it is vitality.
maximum. And if we mix it with gold and red, it is the chord of happiness, health,
money and love.
Why is the color green associated with happiness?
Green is the color of spring, and at this time of year everything blooms, all
it sprouts and germinates; spring is the growth and the season of fertility. The
green is the color of hope due to its association with spring, which
it means renewal after a period of grace.
Is there any negative attribution to the color green?
It is said that green is poisonous, the color of poison, but curiously
it is also the color of health; thus, with black it is negative and with white or
Not combining is healthy.
What color is a dragon, a demon, or a monster?
Dark green. Green along with black is the color of destruction.
Green and blue together have the maximum of positive qualities, then,
Why do we say that blue and green bite each other? It's simply a
dress code, but that rule of good taste has nothing to do with the
colors in itself. In this sense, a landscape with sky and a green meadow is the
perfect combination of nature. Thus, the chromatic chord of blue and
green only has positive connotations; if we also add orange,
we have the epitome of health and vitality.
The color black
Is black a color or is it the absence of all colors? Black was prohibited.
In painting; thus, the dark colors had to be prepared by mixing blue,
red and yellow, since the darkness had to be an optical effect and not a
It is about the color of the neck, of mourning, although that does not mean that we have to
associating black with suffering, since in some cultures it is the color of mourning
white.
The black establishes the difference between day and night, it transforms the colors of
your pole from positive to negative. The black combined with red turns love
In hatred. With yellow it transforms into one of the most negative colors:
selfishness and guilt. The powerful effect of black on colors is the inversion of
the values.
In Feng Shui, black is a color that enhances the professional career.
also, like the color blue, learning and culture. Therefore, not
we can consider the color black as bad; we just have to
combine it appropriately. What can the color black inspire you? It is the
color of darkness, of fear, of loneliness... However, if we can
to assume it without fear, it can be the color of the infinite universe, of total peace and of
silence.
The color white
White is more than a color; it is the sum of all colors of light. It is the
more perfect and has no negative meaning. It is the color of LIGHT. The
white is the beginning of all things, the base where everything can be painted
colors. Soften the bright tones by turning them into pastels.
It is the color of good and perfection, of purity. The white with blue and gold.
they symbolize truth, honesty, and goodness. White is the pure feeling, the
color of calm and passive characters, inner peace, hygiene, cleanliness.
It is the color of innocence. In Feng Shui, it is associated with helpful friends.
help calls, the angels, luck, the help of destiny or the universe, or
whatever we want to call it. White enhances purity and the assistance of the divine in
our life. It allows us to soften other colors, so that a passionate red
become a pink full of calm love, without losing its point of passion.
It can be a cool color, although a fresh color would be preferred. It is about the color.
of summer, of cleaning, and of freshness.
It is the most used in painting, since it cannot be obtained from any.
other, but, however, it is used to achieve many other colors
mixing them with the others. However, an excess of white can be
too cold and devoid of life. Just as vibrant colors bring us vitality,
the white can be used to soften them or to combine them in such a way that the
Positive qualities are enhanced by pure white.
The color orange
Orange plays a secondary role in our thoughts, since
we usually think of a red or yellow first (colors from which it arises).
In Feng Shui, on the other hand, it is a great color, as it brings vitality and energy and
we use it to enhance many areas. Perhaps the most used is the
prosperity. Red is a prosperous color but sometimes it turns out to be too intense.
the loud one; on the other hand, the soft orange has the same effect and if it is also a
earthy orange brings strength and security. Thus, it is a color with many
positive effects, while providing security and prosperity, together
with vitality and optimism for our health. Orange illuminates and warms, it is the
ideal mix to uplift the body and spirit.
The color violet
The color violet is the fusion of red and blue, of the masculine and the feminine, of the
sensuality and spirituality. No other color combines such qualities.
opposites as it is in violet. The fusion of the opposite is what determines
the symbolism of the color violet.
In Feng Shui, it is a color that intensifies prosperity. Used alongside red and
orange, is greater according to prosperous, as long as it contains much more
amount of red and orange that violet, as due to its ambivalent strength is more
positive in smaller quantity.
It is about the color of magic, of the wizards. In violet, the combination of
sensuality and spirituality, feeling, understanding, love and the
abstinence. In it, everything opposite merges. It is an ambiguous and wavering color, that
in small quantities it brings benefits to our life, but that which is not
good to abuse due to its contradictory qualities.
The color pink
It is the color of love par excellence, a mixture of red and white, it is associated with
romantic love. Symbol of charm, its name is also that of a flower, a
the name of a woman and the quintessential feminine color. Pink symbolizes strength
of sentiment and of the weak, like charm and kindness. When it comes to
a mixture of a warm color (red) and a cool color (white), symbolizes the
noble qualities of commitment. Pink is soft and tender. In this sense,
It is the color of delicacy and babies, as it is soft and delicate.
It is also the color of illusions and miracles, of romanticism...
In Feng Shui, it is used to enhance couple relationships, love and
marriage. It is also ideal for creativity and enhancing fertility, as
increases romantic feelings, love, and marital happiness, key points in the
moment of conceiving a new being in harmony.
Although currently it may be a somewhat cheesy color if we use it for
Dressing or over-decorating gives us many qualities and sensations.
positive. In the decoration of our homes, it enhances our relationships.
There are many shades of pink that can be used in decoration: the pink color
["meat","the raspberry","the fuchsia","the magenta","the apricot pink","the baby pink"]
peach pink, pale pink, pastel pink, pearl pink, and salmon, among
others.
The color gold
The color of money, luxury, and happiness, in reality, gold is considered
much more than a color. It is often used to enhance prosperity.
If combined with red and maroon or even purple, we create the picture.
maximum chromatic of prosperity. If we add blue, we also enhance.
the professional career, which would be very suitable to start a new one
business: gold-blue-garnet. Gold combined with red and green is the chord.
chromatic of happiness, as it symbolizes money, love, and health. Gold
and money are inseparable concepts.
Alchemists referred to transmutation as the mysterious process of
transformation of base material into gold. The stone capable of transforming it
everything in gold the philosopher's stone or the stone of the wise. The color gold and red is the
of the fame of Feng Shui. Its qualities are also loyalty, friendship,
honesty and trust, although it is never a dominant color of those
qualities, as it is directly linked to material reward.
The color silver
It is about the color of speed, money, and the moon. Like gold, it tends to
to associate with money and valuable things. Silver or silver is also a
color that indicates prosperity and money, but we always think of it in
second place, as it loses prominence.
In Feng Shui, it is the color of help, of angels, of good luck and
also about the trips.
Gold and silver (gold in prosperity and silver in aid) maximize the
money and good luck.
Silver also symbolizes humility, honesty, purity, and innocence. The
angels are silver and white. When we imagine them, we do so with
brilliant white and silver robes, and they bring us peace and serenity.
The colors we discussed earlier are just some of the
that we surround ourselves with. Choose in a conscious manner the most suitable for
our home, combined through frames, photographs, colors of the
walls and objects around us help us to harmonize our home and
our lives.
Art allows us to communicate with our inner being, so that if
we surround ourselves with images, art, and colors that express that which
We wish that you are present in our lives; we will achieve a positive effect.
Visualization and creation of a chart that completes us
When we are connected with our inner self, we know that what
we ask our inner being is more direct; therefore, we are going to carry out a
second exercise of introspection to discover what qualities now that already
we have expelled limitations. With this, we will achieve that our life
change as we wish.
If our desire is to have a kind and affectionate partner, we will also have
that we develop those qualities ourselves. If we want to achieve a
we work better, we will ask ourselves what we need. Perhaps our mind will
say that we must be more consistent, stronger, or braver to have
that work, so that we acquire those qualities that we believe in
what we lack to be able to achieve our desires.
Maybe you are a very intellectual person, but you lack feeling. You don't know.
resolving your life when you are in love or maybe the opposite happens to you;
when you truly falter is when you are closest to someone intellectual,
You feel inferior and can't help but get nervous. Would you like to have that
skill but you think you can't achieve it?
Let's look at some qualities that we will associate with colors; you will have to choose.
What color do you need?
Feeling: Emotional strength to move in the world of
emotions. Blue color
Intellect: mental strength and ease of learning, creativity, studying and
ease of speech and communication. Green color
Practical Sense: Order, stability, organization, financial security.
Golden yellow
Force-Passion: Initiative, bravery, and charisma to shine. Red color
You may notice that you lack some of these qualities to feel
complete; however, with visualization we will integrate that quality into you
the same and we will create a framework that will complete your personality, so that n
or you stop feeling fear of that lack.
Perform the following visualization exercise, but first prepare everything.
necessary for the creation of your personal frame:
A canvas and acrylic paints in the colors yellow, blue, green, and red
A glass of water and brushes, which is all you need to paint.
comfortably.
Sit in a chair with a backrest, your back straight and relaxed.
Let's get started
 Visualization

We will allow our body to relax and for that, we will close
the eyes.
We will take a deep breath, and calmly
we will focus our attention on the rhythm of the breathing.
Breathing rhythmically, connecting the inspiration with the
exhalation, we start by inhaling and exhaling. We inhale and we
we relax with the exhalation.
Now we calmly regain our natural rhythm of
breathing. We stayed for a few moments with our eyes closed,
feeling our body and the energy that surrounds us.
Breathe deeply, and as you exhale, feel more and more relaxed.
Note that with each breath you descend, little by little, towards
spaces of inner peace.
Now breathe deeply, and as you exhale visualize a light.
white shines in the center of your body. That light intensifies with
each breath when inhaling, while when exhaling the light is
extends throughout your body.
You inspire and the light intensifies in the center of your body, and as you exhale
The light extends throughout your body.
Visualize how that white light gradually turns into
green, a green impregnating with the quality of the intellect. Observe
how the green light grows in the center of your being with each breath
y cuando espiras, el aire se extiende por todo tu cuerpo. Cuando el
green color extends throughout your body, the qualities of
mental strength and the ease of learning, as well as creativity,
the study and the ease of speech and communication are integrated into
every pore of your body and are part of your being.
Now that light is turning blue, a blue permeating the
quality of feeling. Observe how the blue light grows in the
center of your body with each inhalation, and when you exhale the air
it spreads throughout your body. When the blue light spreads
throughout your body, the qualities of emotional strength and ease
to move through the world of emotions remains integrated in
you are, impregnating every pore of your body and becoming part of
you are.
Little by little that light is turning red, a color
impregnated with emotional strength and passion. Notice how the light
rose grows in the center of your being with every breath and when
spirals extends throughout your body. When the red light
extends throughout your body the qualities of initiative,
courage and charisma to shine are integrated into your life,
impregnating every pore of your body and becoming part of your being.
Now, very slowly, the light is turning yellow,
a yellow imbued with the qualities of practical sense.
Observa como la luz amarilla crece dentro de tu cuerpo, y con
each inspiration and when you exhale it extends illuminating everything your
body of a golden yellow color that impregnates you with the
qualities of order, stability, organization, and security
financial. Those qualities are integrated in the form of
beneficial experience and are part of your being.
Breathe slowly for a few minutes, and then take a deep breath.
As you exhale, visualize a desire, a goal that you want to achieve, and
observe yourself with that quality that you need to know what you want,
observe yourself DOING what you desire, HAVING what you long for.
 Visualize how you have achieved your desire now that you possess the qualities.
necessary to achieve it.
Feel it... enjoy it... since it is in your life NOW.
Next, breathe deeply and become aware of the here and the
now.

Become aware of the room, your body, the contact of your clothing with the
skin, feel your neck, start moving your feet, your hands, open and close the
eyes... open your eyes.
Now paint a picture like the one shown below using the 4
colors of the qualities you need to make your desires come true,
integrating to a greater extent that quality you know you have needed
visualize with more intensity, as you lacked it and it prevented you from transforming your
wishes into reality. Include in moderate measure the qualities that you think that
you need to feel whole

The creation of collages as an object

We all wish to create our future. Imagine for a moment that we can
materialize that which we can create through art. It would be fantastic
Right? Well, it's more real than you can imagine. If we've already seen how we...
the images and paintings we have around us influence at the time of
create our reality, how do you think a work can influence you, which also,
What have you created yourself with that intention?
When you start creating your Feng Shui collages, you have no idea of the power.
that could last until results start to be seen in other people
that they have completed this task, especially if it is done with a clear intention.
The advantage of a collage is that you don't need to be a great artist to
create it, for it is not drawn, but rather relief squares made of
different objects, which when combined, intentionally enhance the
what do you want to achieve.
Unlike a collage of photographs (which also helps us to enhance),
this is an artistic work, so others do not need to know what
it means, unless you wish otherwise. Every collage you create will be unique and
it will have a specific intention. It is what we would call a personal symbol for
create your new reality.
Let's take a look at some of the collages that are made and what they mean:

Love and relationships

Choose what love means to you, a couple of flowers or a photograph of you with your...
couple integrated into a frame (it would be very specific and personalized)
 Wealth and Prosperity
Use coins, gold and earth color to provide stability to wealth.
You can make them with objects that symbolize wealth, gemstones or
golden pumpkin seeds.
Get ready to make your own collage!
What do you wish to have in your life?
A better relationship? More wealth? More health and vitality?
What would you like to have? Create it in your collage!
This is what you need:
First carefully and meticulously choose the objects you want to integrate into your
frame. This may take you a few days. The more personal and
If the objects are significant, even better. Consider that the whole process
It is already a great creative act that brings you closer and closer to achievement.
of your goal.
Then buy a cloth or wood and sawdust.
In a hardware store, you can buy a large jar of pre-prepared putty.
the same one used to cover the cracks in the walls when it goes
to paint.
You can use plastic gloves if you wish, but it's much better the
pleasure of working the dough directly with your hands.
Find a place where it doesn't matter if you make a mess and get to work.
Later you will have your collage close to you, where you can see it every day;
talk about love you can have it in your room and if it is wealth you want
You can hang in the dining room or in an office. A picture related to the
health, if you place it in the kitchen, it can make you eat much better, it
It is important that you see it every day to remind you how close you are.
your goal.

The Mandalas
Manándola is a word that in Sanskrit means HOLY CIRCLE and it
They are used for meditation. It is a circular symbol that is found in our culture.
since the beginning of humanity, and its observation or its painting and creation
leads towards the path of the unity of being.
Mandala is defined in the dictionary as a geometric representation and
symbolism of the universe in Brahmanism and Buddhism. Originating from India, the
mandala is an ancient art that allows us, through its observation,
achieve meditation and inner peace.
Mandalas are representations in the form of diagrams, generally
circulars of the macrocosm and the microcosm, used in Buddhism.
The creation of mandalas is effective for harmonizing, stabilizing, and controlling the
state of crisis, anxiety, and imbalance.
You have surely heard more than once about the healing power of the mandala.
just the act of contemplating it already has beneficial consequences, since it
It deals with powerful images that, if we also paint them ourselves, become
in a regenerating and meditative act.
Its characteristic circular shape and symbols arranged in a symmetrical manner in
returning to a central point causes us to automatically head towards our
center. We are talking about a process that has the mode of a place
unconscious, that does not show the way to inner balance.
You can paint your own mandalas, from drawing them to coloring them and the
this process will lead you to greater inner peace. It's a way of meditating
without having to stop the mind in a conscious way, since the own
the process of painting a mandala will take you there.
Find a quiet place and color your mandala. Work with some music.
pleasant and an incense. It is a time that you dedicate to yourself and to connect with
the essence of all things.
You can also observe a mandala that is already painted.
In this last case, when you do the meditation or breathing exercises
connected that has already been explained to you at the beginning of this chapter, works in front of the
send it and don't close your eyes, observe the image of the mandala in the same way
What did you do with the calming images you chose at the beginning.
The observation of a mandala can lead you to a state of inner peace.
a few minutes.
The mandalas can be created with intention. It is worth noting that the photographs of
this chapter contains mandalas by Manuel José Muñoz, creator of Holosynthesis, that
uses mandala images in their work.
Holosynthesis is a vibrational therapeutic system based on designs
obtained from images of elements of nature. The bigenetic transmission
of the vibrational information of color, shape, essence, and the light of these
Elements when projected onto the body help us regain balance.
human being, increasing their physical and emotional well-being.
Each Holosynthesis uses the information contained in its development
images of nature, encodes it following a process of dissolution, to
through image abstraction, it energizes it using fractal repetitions and the
code until creating a mandala.
Manuel José Muñoz

A mandala has an external meaning and another inner and secret one, which helps us.
to integrate our body and our soul.
On the outside, it represents the outside world in its divine form, and on the inside are
a map through which the human mind can transform into the
experience of lighting, a perfect and secret balance between energies
of the soul and of the body.
Use the power of art and mandalas to balance your life from within.
so that it reflects outward with better relationships, a full life and with
abundance and greater vitality.
 Psychological Specialties Center

TEST OF INCOMPLETE SENTENCES

(FIS)

SACKS

ADVISORS

MASTER AIDE MARTINEZ LIC. JONATHAN PONCE

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INTRODUCTION

The Incomplete Sentences Test has been considered a variation of the method
of word association. Both techniques have often been compared and
The results have generally been advantageous for the FIS. Such results
they indicate that the FIS reduces the multiplicity of associations evoked by a
word, suggests better contexts, tones, qualities of attitude and
specific objects or areas of attention, allows greater individual freedom and
variability in the response, and covers more specific and defined areas of the
individual behavior.

Like some other tests, it is expected that the subject reflects their own desires.
appetites, fears and attitudes in the sentences it composes, but in this test the
the production of the subject does not depend so much on the interpretation of the stimulus, as on
what he can and wants to write in the test. However, it has been found that
With the FIS, conscious, preconscious, and unconscious thoughts are revealed.
of the examined, which the psychologist can analyze and integrate in light of the
results obtained through other techniques.

On the other hand, in the face of objective or structured tests, the FIS presents the
undoubted advantage of giving complete freedom to the response, instead of limiting it to a 'YES'
or a "NO", the subject can respond to the stimulus as they see fit.

In this way, the nature of the test is somewhat concealed, since

the subject does not know exactly which answer is 'good' and which is 'bad', although
imagine or even know with what intention the test is applied.

It can also be interpreted both quantitatively and qualitatively.

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HISTORICAL BACKGROUND

In the origins of the incomplete sentences method, several sources converge,

although some researchers only saw in him a simple derivation of
mentioned method of word association. However, as a measure of
verbal aptitudes, this technique has a long psychological tradition.

In 1897, Ebbinhaus used incomplete sentences to measure intelligence.

that he defined as the individual's ability to combine or integrate the
elements.

Later, in 1928, for the study of the characteristics of the

personality with this method, Paine and Tendler developed a test in order to
use it in professional guidance.

In 1930, important research was conducted aimed at finding

the differences between the diagnosis of thought reactions and of the
emotional responsiveness, offering the following criteria for the tests in the
field of emotional behavior:

a) The use of resources that directly evoke the emotional response.

b) Resources that allow a free response.

c) Resources that prevent discrimination or choice (such as in inventories

of personality).

For this, he presented the incomplete sentences test as a method that

it satisfied these criteria, describing it as a test "for emotional insight".

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Following the same line, more research appeared in this field, being
relevant studies conducted by Thorndike, Rhode, Shor, Stein and others. These
research was directed towards various purposes, such as for example,
during the war, in personnel selection and in order to provide for the
interviewers data that could serve to provide brief descriptions of the
candidates' personality.

The Incomplete Sentences Test by Joseph M. Sacks (FIS) appeared in 1948 and was
developed in collaboration with other psychologists from the Veterans Administration
Mental Hygiene Service of New York. They devised the test in order to obtain
clinical material in 4 representative areas of the subject's adaptation (family,
sex, interpersonal relationships and self-concept), considering that the items
included in each area would provide enough opportunities for the
examined will express their attitudes, in such a way that the examiner could
deduce what the dominant trends of his personality were. Such
information would be useful for selecting patients who would undergo a
therapy and would offer the therapist significant clues regarding the content and the
dynamics of the patient's attitudes and feelings.

This technique is actually very flexible, as the principles of phrases that are...
subjects can be modified to suit purposes
specific (for example, attitude towards sex, war, racial prejudice,
etc.).

In addition to its clinical applications, it has also been used as a method

experimental in personality studies.

Likewise, it has been applied to the study of social attitudes and is used to
estimate the experimental improvements thanks to the therapy.

Likewise, it has been useful in Labor Psychology, in research on

group attitudes and opinions. In this area, it has generally been made
modifications according to the company's objectives.

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LOCATION

The fact that the FIS is a semi-structured test allows it to be

to be considered, both as a projective technique and as a psychometric technique.

THE INCOMPLETE SENTENCE TEST AS A TECHNIQUE

PROJECTIVE

Some clinicians consider it a projective test, since in the face of

the prompt phrases and when asked to respond with the first thing that comes to mind
it happens, significant material is offered, by avoiding an attitude
reflexive and defensive. When completing an unstructured situation, the
responses from the individual manifest aspects of their personality,
such as their attitudes, basic tendencies, hostilities, affections,
impulses and desires, both unconscious and preconscious
aware.

However, other psychologists deny that the FIS is a technique.

projective, based on aspects such as the possibility of
to impose one's own idiosyncratic meaning on a phrase is
clearly more limited than those inherent to an amorphous stain
of ink.

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THE TEST OF INCOMPLETE SENTENCES AS A TECHNIQUE
PSYCHOMETRIC.

Likewise, it is considered a Psychometric Technique due to the

possibility of managing it quantitatively, by assigning grades
to each of the 4 areas of functioning of the subject which are
assessed throughout the test.

RELIABILITY AND VALIDITY OF THE TEST

AS A PROJECTIVE TECHNIQUE

The analysis of the responses to the structured tests and

semi-structured presents problems special The
Researchers have wondered to what extent the subject answers.
truthfully to the questions asked. Could it be misleading the
test the test to give, at will, a distorted image of
itself, too favorable or unfavorable? This distortion of the
test Does it obey a conscious intention of the subject? (Gough:
"Good impression"), or is there an unconscious disposition in him to
to respond in a manner considered by others as socially acceptable
desirable? (Edwards: "Social desirability"). Are there answers that
to their dismay, they show the subject in all his authenticity? (Ana
Freud: "Defense Mechanisms", Projection).

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Centro de Especialidades Psicológicas
The first phenomenon studied, since it is the most obvious, was that of the
conscious dissimulation and forced the development of scales of
validity, (See Gough, 1950). These measures have had moderate
success, since the interpretation of a disguised test is
doubtful, although it is undeniable that it reflects certain traits of
personality as a defensive attitude, somewhat dishonest, perhaps
sociopathic, sometimes childish and naive.

In recent years, psychologists have focused their attention on

responses to social desirability bias. This variable has
has been evaluated in different ways and the most well-known is the Scale
DS by Allen Edwards for the MMPI. From his research,
Edwards (1953) concludes that these tendencies to respond in a
socially desirable behavior is a basic trait of the
personality and reflects an index of a person's adjustment to the
valores de su cultura. Entre más acentuada sea esta tendencia, más
the subject is attached to conventional values, or in other words
form, more rigid and strict in its superego.

However, despite the efforts of the examined to maintain

Under intellectual control, your answers, the personality tests
they are designed in such a way that they touch on conflict cores, evoke
experiences awaken emotions, eventually when failing the
control, emergent responses that we qualify as 'projective' and
that allow us to appreciate deeper aspects, less
evident, more enlightening of the personality of the examined.

In the Incomplete Sentences Test we will generally find

answers at these three levels:

1. Simulation or good impression

Social desirability

Projection

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The predominance of any of these levels will give us the traits.
distinctive features of the subject, the content of the responses, especially of
the projective tests show us cores of conflict, the characterology
or pathology, the defense mechanisms, the adaptive capacity, the
level of maturity, the symptomatology.

The results of the dynamic interpretation of the FIS can

compare favorably with those obtained in works of
validation of other methods for the study of personality with the
Rorschach test and the T.A.T.

AS A QUANTITATIVE TECHNIQUE.

Three psychologists established the degree of disturbance of 100

examined in each of the 15 categories, based on their
answers.

The psychiatrists who treated those individuals evaluated

regardless of the degree of its disturbance in each of the
15 categories, based on their clinical impressions of the
examined. The reliability of psychologists' judgments about
the degree of disturbance is indicated by the agreement reached between 2
Out of every 3 psychologists, in 92% of 1500 evaluations.
psychiatrists did not know the answers to the FIS. When the
psychologists' evaluations correlated with those of the
psychiatrists, contingency coefficients of 0.48 were found and
0.57 with standard errors of 0.02 and 0.03. These figures indicate that
the evaluations of the psychologists were in a relationship
significant and positive with those of the psychiatrists.

The psychologists made interpretive summaries of the 15

activities of the responses given by 50 examinees.
Approximately with the clinical findings.

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OBJECTIVE

The Incomplete Sentences Test by Sacks allows for understanding how

the subject relates in their interpersonal contacts, in which it manifests
basic aspects of the subject's personality, such as: basic tendencies,
attitudes, desires, affections both unconscious and preconscious
aware.

These aspects of an individual's personality can be obtained in the

application of the Test for adults.

In children, we can also obtain aspects of their personality; however,

most of their projected activities and interactions relate to
their family nucleus since their interests and psychological development are focused on
greatly in his family

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 Center for Psychological Specialties
This incomplete sentences test is used to obtain clinical material.
in areas such as Family, sex, interpersonal relationships, and concept of
himself.

FAMILY AREA

Three attitudinal groups are included towards:

MOTHER FATHER FAMILY UNION

These groups are composed of 4 items in which the subject will reveal their
attitudes towards their parents, individually and as a whole.
Even when there is caution on the part of the subject, they will reveal significant material.

in at least one of the items.

SEXUAL AREA

This area consists of 8 items. It includes attitudes towards women and towards
heterosexual relationships, to women in social aspects, towards marriage and
sexual relations as such.

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AREA OF INTERPERSONAL RELATIONS

It consists of 16 items in which the subject's attitude and feelings are revealed.
towards people outside the home, such as friends, colleagues, bosses, and
people under your command.

AREA OF THE SELF-CONCEPT

It consists of items related to fears, guilt, goals, and attitudes towards their
skills, past and future. This area provides information about the present, the
how he was, how he hopes to be, and how he thinks he will actually end up being the subject.

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TEST DESIGN

It consists of 60 items and 15 attitudes

There are 4 items for each attitude

20 psychologists developed the most appropriate items for each attitude.

The test was compared with different tests such as T.A.T. and Rorschach.

DATA CORRELATION OF SSCT (Sacks Sentence

Completion Test) WITH THOSE OBTAINED IN OTHER TECHNIQUES
PROJECTIVE.

Rorschach provides information about forms and patterns of reaction that us

information about the basic and deep structure of personality.

The drawings of the T.A.T. may show material related to the

dynamics of the subject's problems

The SACKS can reflect conscious thoughts and feelings,

pre-conscious and unconscious

SACKS can be used to complement reports from other tests.

projective, regarding general and health needs
environmental pressures, tranquility in their thoughts, fear of
other people, economic security, and difficult situations.

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TEST MANAGEMENT

Individual or in groups.
It can be dictated or the subject can read it.

The time is 20 to 40 minutes.

The subject is asked to read the instructions.
Below are 60 incomplete sentences. Read each one and
complete it with the first thing that comes to mind. Work so quickly
as possible. In case you cannot complete one, enclose the
corresponding number in a circle and finish afterwards.

The subject can ask any questions about the instructions.

The subject is instructed that their answers should be the first thing that comes to mind.

that comes to mind in relation to the item

Answers should not be thought out.
A single word or spontaneous group of words is acceptable and
sufficient.
If the responses are spontaneous, they are good.
An item can be explained so that it responds according to what is significant.
When answering the first item, the start time of the test must be recorded.
When the test is submitted, the final time is also recorded.
Select the meaningful or confusing responses for the subject to
expand. You can give the instruction: 'Here you mention... could you talk about...'
a little more than this?

In certain cases to be considered by the analyst, the test can be applied to

interview manner. This allows for observing bodily reactions, in
together with cathartic aspects.

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INTERPRETATION OF SSCT:

1. Gather the responses from the 4 areas, related to each of the 15.
attitudes or vectors, separating them by areas.

2. Gradually assess the existing emotional disturbance or lack thereof in the examined individual, with

based on the following quantitative criteria:

JUDICIAL CATEGORY

2 Seriously disturbed; seems to need therapeutic help to manage the

emotional conflicts in this area.

1 Slightly disturbed: has emotional conflicts in this area, but seems to

capable of manifesting it without therapeutic help.

0 No significant disorder observed in this area

X Ignored – Insufficient evidence

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3. Provide a brief interpretative summary.

Evaluate the four responses together.

Evaluate individual answers and arrive at a final grade.

Identify the areas of alteration and determine them through the

constellation of answers.

•Make a summary for the General Summary of the findings of SACKS. This

includes the following:

A note detailing the areas in which the subject

shows the most disturbed attitudes

A description of the disruption among attitudes regarding the

content. This shows the existing dynamics in each case.

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General Summary
For the evaluation and interpretation of the responses, the following are taken into account
following factors:

Main areas of conflict and disruption

Interrelationship between attitudes
Structure of personality
The extent to which the subject responds to internal impulses and
external stimuli.
Emotional adjustment
Maturity
the level of reality
The way conflicts are expressed.

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FORM OF INTERPRETATION OF THE SSCT:

I think my father is AN EXEMPLARY MAN. I think that most of the

women are a bunch of bitches. What I like least about women is THEIR

MY sexual life is SATISFYING I would like to work with people who

I challenge myself that it is silly, but I am afraid OF FLYING IN A PLANE.

I would give anything to forget ALL OF MY CHILDHOOD

EXAMPLE OF SSCT INTERPRETATION:

ITEMS SCORE

I think my father is A EXEMPLARY MAN

I think that most women are bitches 2

What I like least about women is their jealousy.

My sexual life SATISFACTORY 0

I would like to work with people who CHALLENGE ME.

I know it's silly, but I am afraid OF FLYING IN A PLANE 1

I would give anything to forget ALL OF MY CHILDHOOD 2

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Sample of the Test (Unofficial)

TEST OF INCOMPLETE SENTENCES OF

SACKS.

Nombre_______________________ Edad___años ___Meses Sexo_____

Fecha de nacimiento_____________ Escolaridad_________________

Test date______________

Instructions: Below are 60 incomplete sentences. Read each one and complete it with
the first thing that comes to your mind. Work as quickly as possible. In case that not
If you can complete one, enclose the corresponding number in a circle and finish.
after.

I feel that my father rarely _____________________ me

02. When I have bad luck________________________________

03. I have always longed for__________________________________________

04. If I were in charge_________________________________

05. The future seems to me _________________________________

06. The people who are above me_________________________

07. I know it's silly but I'm afraid of_____________________

08. I believe that a true friend_____________________________

09. When I was a child _____________________________________

10. My idea of a perfect woman (man) _______________________________

11. When I see a man and a woman together _____________________________

12. Comparing the other families, mine ________________________________

13. I get along better with _______________________ at work

14. My mother _______________________________________________

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15. I would do anything to forget the time when ________________________

16. If my father only _________________________________

I feel that I have skills for _____________________

I would be perfectly happy if _________________________

If people worked for me ________________________

20. I hope_____________________________________________

21. at school, my teachers___________________________

22. Most of my friends don't know that I am afraid of____________________

I don't like___________________________________________

24. Before_________________________________________________

25. I think that most of the boys (a) _________________________

26. I believe that married life_______________________

27. My family treats me like ______________________________

28. Those with whom I work__________________________

29. My mother and I _________________________________________

30. My biggest mistake was_______________________________

I wish my father_________________________________

32. My greatest weakness____________________________________

33. My secret ambition in life________________________

34. The people who work for me__________________________

Some day I__________________________________________

36. When I see the boss coming______________________________

I would like to lose the fear of ___________________________

38. The people that I like the most ____________________________

If I were young again_________________________________

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40. I believe that most women (men) __________________________

41. If I were to have sexual relations________________________

42. Most of the families I know _______________________

I like to work with people who___________________

I believe that most mothers_____________________

45. When I was younger I felt guilty about __________________.

I feel that my father is________________________________

47. When luck turns against me______________________

When I give orders, I_______________________________

What I desire most in life is________________________

50. After some time________________________________

51. The people I consider my superiors___________________

52. My fears sometimes force me to_____________________

53. When I'm not around, my friends___________________________

54. My most vivid childhood memory_______________________

55. What I like least about women (men) ____________________

56. My sexual life________________________________________

57. When I was a child

58. The people who work with me, generally___________________

I like my mother, but ______________________________

60. The worst thing I have done_____________________________

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(SSCT) Correction Sheet SACKS

Nombre_______________________ Edad___años ___Meses Sexo_____

Fecha de nacimiento_____________ Escolaridad_________________

Fecha de prueba______________Forma____________ Tiempo________

Instructions. Based on your clinical judgment considering factors

inappropriate responses, references, stereotypes, and manifestations of conflict, evaluate
the responses to the SSCT of the subject in the 15 categories listed below, based on the
next stop.

2 Severely altered, appears to require therapeutic help in the management of the

emotional conflicts in this area.

1 Moderately altered, has emotional conflicts in this area.

0 There is no significant alteration in this area.

X Uncertain, There is not enough evidence.

I.- ATTITUDE TOWARDS THE MOTHER. Score ___________

14- My mother

29- My mother and I

44- Creo que la mayoría de las madres

I like my mother, but

II.- ATTITUDE TOWARD THE FATHER. Score_____________

I feel that my father rarely

16- If only my father

31- I wish my father

I feel that my father

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III.- ATTITUDE TOWARDS FAMILY UNITY. Score___________

12- Compared to other families, mine

My family treats me like

42- Most of the families I know

57- When I was a child my family

IV.- ATTITUDE TOWARDS THE OPPOSITE SEX. Score________________

My idea of the perfect woman (man)

25- I think that most girls(boys)

40-I think that most women (men)

55- What I like least about women (men)

V.- ATTITUDE TOWARDS HETEROSEXUAL RELATIONS.

Score__________

11- When I see a man and a woman together

I believe that married life

If I were to have sexual relations

56- My sex life

VI.- ATTITUDE TOWARDS FRIENDS AND ACQUAINTANCES. Score____________

I believe that a true friend

I don't like people who

38- The people I like the most

53- When I am not with my friends

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VII.- ATTITUDE TOWARDS SUPERIORS AT WORK OR IN THE
SCHOOL. Score________________

6- The people who are above me

At school, my teachers

36- When I see the boss coming

51- The people I consider my superiors

VIII.- ATTITUDE TOWARDS SUPERVISED PERSONS.

Score___________

If I were in charge

19- If people worked for me

the people who work for me

48- When I give orders, I

IX.- ATTITUDE TOWARDS CLASSMATES IN SCHOOL AND WORK.

Score___________

I get along better with in the tasks

28- Those I work with are

I like working with people who

58- The people who work with me generally

X.- FEARS. Score______________

7- I know it's silly, but I'm afraid of

Most of my friends don't know that I'm afraid of

37- I would like to be able to lose the fear of

52- My fears sometimes force me to

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XI.- SENTIMIENTOS DE CULPA. Puntaje________________

I would do anything to forget the time when

30- My biggest mistake was

45- When I was younger, I felt guilty about

60- The worst thing I've done

XII.-ACTITUD HACIA LAS PROPIAS HABILIDADES. Puntaje______________

2- When I have bad luck

17- I feel that I have the ability to

My greatest weakness

When luck turns against me

XIII.- ACTITUD HACIA EL PASADO. Puntaje______________

9- When I was a child

24- Before

39- If I were young again

54- My most vivid childhood memory

XIV.- ATTITUDE TOWARDS THE FUTURE. Score____________

The future seems to me

20- I hope

35- Someday I

50- In some time I

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XV.- GOALS. Score _____________

3- I always wanted

I would be perfectly happy if

My secret ambition in life

49- In some time

GENERAL SUMMARY

1.- Main areas of conflict and disruption.

2.- Interrelation between attitudes.

3.- Structure of personality

A.- Extent to which the subject responds to internal impulses and stimuli
externals

B.- Emotional adjustment

C.- Maturity

D.- Level of reality

E.- Way in which conflicts are expressed.

__________________________

Examiner.

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EXECUTION EXAMPLE

Instructions: Below are 60 incomplete sentences. Read each one and complete it with
the first thing that comes to your mind. Work as quickly as possible. In case that you don't
you can complete one, enclose the corresponding number in a circle and finish
after.

I feel that my father rarely __UNDERSTANDS__ me.

When I have bad luck, I get desperate.

03. I have always longed to HAVE FAME

04. If I were in charge, everything would be better.

The future seems __UNCERTAIN__ to me.

06. The people who are above me____I CAN ADMIRE THEM___________

07. I know it's silly but I'm afraid of ___NOT BEING ANYONE_______

I believe that a true friend is always with you.

09. When I was a child, I did NOT enjoy my childhood.

10. My idea of a perfect woman (man) is ___INTELLIGENT AND AFFECTIONATE________

11. When I see a man and a woman together ___IF THEY ARE HAPPY______

12. Compared to the other families, mine is ____FINE_____

In work, I get along better with ___PEOPLE WHO ARE LIKE ME______

[Link] mother_PERFECT___

15. I would do anything to forget the time I __WAS WITH SOMEONE FOR
ALMOST 3 YEARS___

16. If my father were just a little more affectionate.

I feel that I have abilities to SING.

I would be perfectly happy if things turned out the way I wanted.

If people worked for me __I WOULD BE A BOSSY PERSON__

I hope to be someone

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In school, my teachers love me.

22. Most of my friends don't know that I'm afraid of__SOMETIMES NOT
Make a good impression

23. I don't like NOT BEING TREATED WELL

24. Before__I DIDN'T GO OUT MUCH__

25. I think that most of the boys are immature.

I believe that married life can be good or not.

27. My family treats me like__OK______

28. Those I work with__SOME GOOD OTHERS NOT___

29. My mother and I SOMETIMES FIGHT

30. My biggest mistake was__LOVING SOMEONE WHO WASN'T THE RIGHT ONE___

31. I wish my father were MORE AFFECTIONATE.

32. My greatest weakness__GETTING ANGRY AND GETTING SAD___

33. My secret ambition in life__TO HAVE POWER__

34. The people who work for me__NOBODY___

someday I will have power

36. When I see the boss coming__WORK HAHA__

I would like to overcome the fear of___BEING LIKED BY EVERYONE___

38. The people I like the most are the ones who treat me well.

If I were young again, I would do some things differently.

I think most women (men) ___ARE RATS___

41. If I had sexual relations__DO NOT__

42. Most of the families I know __SEEM TO BE HAPPY__

43. I like to work with people who UNDERSTAND ME

44. I believe that most mothers ARE GOOD

45. When I was younger, I felt guilty about __SOMETIMES FIGHTING OUT OF NOWHERE__

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I feel that my father is authoritarian.

47. When luck turns against me__MAN, THAT SUCKS__

When I give orders, I FEEL IN CHARGE.

What I desire the most in life is to be someone.

50. In some time ___I WILL GAIN MORE CAPACITY___

The people whom I consider my superiors HAVE TO BE WISE

52. My fears sometimes force me to __STAY BEHIND__.

53. When I'm not around, my friends __THE BEST__

54. My most vivid childhood memory___MY MOM___

55. What I like least about women (men) is __THE LACK OF IMPORTANCE
That sometimes they give to things___

My sex life IS NOT ACTIVE

57. When I was a child, I WAS NOT SO HAPPY

58. The people who work with me usually ___RATE ME AS

DESPERATE

I like my mother, but sometimes she doesn't understand me.

60. The worst thing I have done __SHOUTING AT MY MOTHER__

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RATING

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ADULT SACKS

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ADOLESCENT SACKS

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KIDS SACKS

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