Sponsored by the HealthcareTrainingInstitute.org providing Quality Education since 1979
Add to Shopping Cart

Enhancing Your Therapy with Gestalt Approaches
Gestalt Therapy continuing education social worker CEUs

Manual of Articles Sections 15 - 28
Section 15
A Gestalt Approach to Art Therapy

CEU Question 15 | CEU Answer Booklet | Table of Contents | Gestalt
Social Worker CEUs, Psychologist CEs, Counselor CEUs, MFT CEUs

Experience, says Webster's, is "the act of living through an event or events; personal involvement in or observation of events as they occur." Each time you and I draw, paint, or model we are actively living through an event, our own experiential event. Every line you draw is uniquely yours; the ones I draw are individually mine; each of us is involved in a personal happening. As the lines and shapes emerge from our activity, we can observe how we are forming a visible graphic record of some thing or sensation that we perceive. Having recorded that perception we each have a tangible reality to use as we prefer. You can denigrate your drawing with "Oh well, it's not very good. I never could draw, anyway." You can deny your expression with "That drawing doesn't mean anything to me." You can disown the form you've made with "It just came out that way. I didn't have anything to do with it. That's not the way I see and feel."  But your drawing does have a lot to do with you--with the way you see and feel and think and with the way you perceive. When you engage in an art activity, you are experiencing yourself; what you produce comes not from a depersonalized "it" but from a very personal you. Your personal art expressions deserve your attention.

Perhaps you've never known an art activity as a real experience--not since you were a child, anyway, and maybe you don't remember scribbling lines and smearing shapes on any handy surface. That was a real experience, but maybe you were punished or persuaded out of that kind of expression. And so you've forgotten that you once knew how to draw freely and experience your delight, anger, and all kinds of living rhythms without self-consciousness. If so, think of the kinds of unself-conscious things you still do--dancing, singing, arranging furniture, choosing your clothes, and all the other ways you express your personal self. And think of your dreams, both sleep-time and daytime weavings of your fantasies. All of these are events that involve you personally and that you can observe as they occur.

So that's how I use the word experience: dreaming, feeling, thinking, acting, expressing, and being aware at the same time that you are the person who is doing all of this.

How am I using the word art? I turn to Webster's again and find "human ability to make things; creativity of man as distinguished from the world of nature."  Making things is natural to man; perhaps we became human as we made things. Like our primitive ancestors, we make ourselves shelter, food, clothes, and transportation. Like the cave people, we use a lot of time and energy providing ourselves with more or less of those basics according to our experiences and perceptions of what our basic needs are. How need-satisfactions--physical, cultural, and psychological--evolve from direct survival necessities to luxurious desirables is too complex to discuss here. Very simply, all cultures and the individuals in them have needs beyond survival needs; these additional needs are often called "wants." I make no clear distinction between need and want because when I want something strongly enough, I presume that I need it.

I am presuming, then, that humans both need and want to make things--to engage in art. That desire is an inherent part of our humanity. We use that desire in many different ways, with varying degrees of facility and for various ends, but we all do it in one way or another. I believe that we want to and need to if we are seeking our fullest humanity. There are those who disagree; they say, "You are just believing that because you want to. You need some sort of idealism, so you put your faith in man's basic creative urge. You can't prove it!" I hear their arguments--sometimes smugly, thinking I know better, sometimes with sadness, fearing that they are right. However, until some of the "if you can't measure it, you can't believe it" adherents can come up with a better answer, I'll trust my own perceptions and observations. From prehistoric times until today, we have made things that didn't exist before; we have put things and ideas together, presenting a synthesis; we have created symbols and communicated meanings.

I don't know why we do this; I do know that we do. So I start from that assumption and find excitement in exploring how we can perceive and create and communicate better through the media of the forms that we make. So, by art, I mean the forms that emerge from our individual creative experiencing.

I originally used the word gestalt to relate my orientation in art experience to the assumptions of gestalt psychologists.  I discovered gestalt psychology after years of working in art--years that involved much experimenting and exploring and trusting in my own perceptions. My discovery of the theories of gestalt psychology was very exciting because it created a theoretical bridge between what I knew of my processes in art-making and what I perceived in other people's art and life processes. I had known that various schools of psychotherapy had used art as an auxiliary method for diagnosis, for expression of so-called unconscious material, for emotional release, and as occupational therapy. Not until I encountered gestalt psychology did I find support for my belief that the art experience could be a primary, direct, conscious mode of acting out that often integrated fantasy and reality into actuality immediately and constructively.

Basically, "gestalt psychology originated as a theory of perception that included the inter-relationships between the form of the object and the processes of the perceiver .... Gestalt thinking emphasized 'leaps' of insight, closure, figure-ground characteristics, fluidity of perceptual processes, and the perceiver as an active participant in his perceptions rather than a passive recipient of the qualifies of form."

The kinship between gestalt theories of perception and their applications in art experience is obvious to me. The psychologist speaks of perceiving whole configurations as being more than the sum of the parts that make up that whole. The artist knows that it is the relationship of the parts within the whole of any art form that create the meaningful effect; looking at each part separately gives an entirely different impression from perceiving the patterned whole. The gestalt psychologist says that we tend to see similar shapes, lines, and colors as belonging together, so we perceive them as creating a visual group and thus form a figure that stands out in awareness from a less figural background. We tend to perceive continuity in lines and shapes even when there are gaps in the actual visual material that we see; we naturally seek to make wholes out of parts. We feel frustrated when we see things that seem incomplete. When we look at a form that is almost a circle, we tend to perceive a complete circle--that is, our perceptions tend to complete a shape, thus creating closure of that form.

These principles of gestalt perception become easily comprehensible when we experience their application in the process of creating our own art forms. Experientially we can perceive immediately that a number of colored shapes seen as unrelated parts have little effect; if we put them together into an integrated composition, we see a whole that is obviously greater than the sum of the parts. Similarly, when we represent imagery with graphic media, we naturally create figures and backgrounds. In using art media we discover, too, our own tendency toward completing wholes and effecting closure of unfinished parts of wholes. We become aware of the patterns within the configuration, too. We recognize that we are visually selective, since we are more likely to perceive clearly some forms than others. In the art experience, we gain insight into how we perceive generally and how our perceptions are influenced by our individual personalities.

The way we perceive visually is directly related to how we think and feel; the correlation becomes apparent when we represent our perceptions with art materials. The central figures we depict emerge from a diffuse background and give us clues as to what is central in our lives. The way we use lines, shapes, and colors in relationship to each other and to the space we put them in indicates something about how we pattern our lives. The structure or the lack of it in our forms is related to our behavior in living situations.

Realizing how we use our visual perception in creating art forms can give us new insights into how we can use our perceptiveness to create more integrated lives.

So, gestalt, as I use it here, means the ability to perceive whole configurations--to perceive your personality as a totality of many parts that together make up the reality of you.

Gestalt art experience, then, is the complex personal you making art forms, being involved in the forms you are creating as events, observing what you do, and, it is to be hoped, perceiving through your graphic productions not only yourself as you are now, but also alternate ways that are available to you for creating yourself as you would like to be.
- Rhyne, Janie; The Gestalt Approach To Experience, Art, And Art Therapy; American Journal of Art Therapy; Aug2001, Vol. 40 Issue 1

=================================
Personal Reflection Exercise Explanation
The Goal of this Home Study Course is to create a learning experience that enhances your clinical skills. We encourage you to discuss the Personal Reflection Journaling Activities, found at the end of each Section, with your colleagues. Thus, you are provided with an opportunity for a Group Discussion experience. Case Study examples might include: family background, socio-economic status, education, occupation, social/emotional issues, legal/financial issues, death/dying/health, home management, parenting, etc. as you deem appropriate. A Case Study is to be approximately 225 words in length. However, since the content of these “Personal Reflection” Journaling Exercises is intended for your future reference, they may contain confidential information and are to be applied as a “work in progress.” You will not be required to provide us with these Journaling Activities.
The article above contains foundational information. Articles below contain optional updates.

Personal Reflection Exercise #1
The preceding section contained information about a Gestalt approach to art therapy.  Write three case study examples regarding how you might use the content of this section in your practice.

Online Continuing Education QUESTION 15
According to Rhyne, in what three ways does the correlation between the way we perceive visually and how we think and feel become apparent when we represent our perceptions with art materials? Record the letter of the correct answer the Answer Booklet.

 
Others who bought this Gestalt Course
also bought…

Scroll DownScroll UpCourse Listing Bottom Cap

Answer Booklet for this course | Gestalt
Forward to Section 16 - Manual Article
Back to CD Track 14
Table of Contents
Top

Enhancing psychotherapy process with common factors feedback: A randomized, clinical trial.
In this study, we developed and tested a common factors feedback (CFF) system. The CFF system was designed to provide ongoing feedback to clients and therapists about client ratings of three common factors: (a) outcome expectations, (b) empathy, and (c) the therapeutic alliance. We evaluated the CFF system using randomized, clinical trial (RCT) methodology. Participants: Clients were 79 undergraduates who reported mild, moderate, or severe depressive symptoms at screening and pretreatment assessments. These clients were randomized to either: (a) treatment as usual (TAU) or (b) treatment as usual plus the CFF system (TAU + CFF). Both conditions entailed 5 weekly sessions of evidence-based therapy delivered by doctoral students in clinical psychology. Clients completed measures of common factors (i.e., outcome expectations, empathy, therapeutic alliance) and outcome at each session. Clients and therapists in TAU + CFF received feedback on client ratings of common factors at the beginning of Sessions 2 through 5. When surveyed, clients and therapists indicated that that they were satisfied with the CFF system and found it useful. Multilevel modeling revealed that TAU + CFF clients reported larger gains in perceived empathy and alliance over the course of treatment compared with TAU clients. No between-groups effects were found for outcome expectations or treatment outcome. These results imply that our CFF system was well received and has the potential to improve therapy process for clients with depressive symptoms. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Can reflecting on personal values online increase positive beliefs about counseling?
This research developed and tested an online values-affirmation exercise to attenuate threat and enhance positive beliefs about counseling among individuals struggling with mental health concerns. There is evidence that reflecting on personal values (values-affirmation) is an effective approach to eliciting self-affirmation—a psychological process that temporarily bolsters self-worth in order to forestall maladaptive, self-protective responses to counseling information. The present study utilized a randomized 2-group between-subjects design to test the effectiveness of a values-affirmation exercise with an online sample (N = 186) of adults who reported struggling with a mental health concern. It was predicted that values-affirmation would reduce threat related to reading mental health information and increase positive beliefs about counseling. Results indicated that those in the values-affirmation condition reported fewer negative emotions such as feeling upset, irritable, hostile, and scared after reading mental health information, indicating that the information was perceived as less threatening. There was also evidence that engaging in values-affirmation was associated with greater anticipated growth in counseling and greater intent to seek counseling, reflecting greater positive beliefs about counseling. Overall, the results suggest that reflecting on personal values may have the potential to enhance the positive effects of online psychoeducation. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Depression symptoms moderate the association between emotion and communal behavior.
Depression is associated with emotion regulation deficits which manifest as elevated negative affect and greater continuation of negative affect over time. The present study examined a possible emotion regulatory deficit, whether depression symptoms attenuate the association between communal (i.e., agreeable, quarrelsome) behavior and affect. A community sample reported on depression and anxiety symptoms before recording their affect and behavior following naturally occurring interpersonal interactions over 21 days. Participants’ behaviors were measured using items selected to represent the Interpersonal Circumplex Model of behavior. Results indicated an association between affect and communal behavior, which was stronger for negative than positive affect. Depression symptoms moderated this association; elevated depression symptoms were associated with decreased association of affect and interpersonal behavior. Comorbid anxiety symptoms did not moderate this association. Results suggest that elevated depression symptoms are associated with a diminished ability to adapt communal behavior to emotion cues. Given prior evidence of elevated overall quarrelsome behavior among individuals with elevated depression symptoms, this may demonstrate an interpersonal mechanism by which emotion regulation deficits impact the generation of interpersonal problems. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Thwarted belongingness, perceived burdensomeness, and depression among asian americans: A longitudinal study of interpersonal shame as a mediator and perfectionistic family discrepancy as a moderator.
This short-term longitudinal study applied Joiner’s (2005) Interpersonal-Psychological Theory of Suicide to Asian Americans’ experiences with depression. Interpersonal shame (i.e., the experience of inadequacy arising from interpersonal concerns) was hypothesized to mediate the effects of (a) thwarted belongingness and (b) perceived burdensomeness on future depression. Furthermore, the positive associations between (a) thwarted belongingness and (b) perceived burdensomeness on future depression were hypothesized to vary depending on students’ experiences with perfectionistic family discrepancy (PFD; their perceived gap between their actual performance and what their parents expect of them). A total of 605 Asian Americans attending predominantly White, Midwestern universities completed 3 online surveys. Conditional process modeling via Hayes’s (2013) PROCESS was used to analyze the data. Results demonstrated that (a) thwarted belongingness and (b) perceived burdensomeness contributed to higher interpersonal shame, which influenced students’ future depression. Furthermore, the effect of thwarted belongingness on future depression was significantly positive for those with PFD levels greater than the 12th percentile, after taking into account students’ initial level of depression. The effect of perceived burdensomeness on future depression was not significant for those with PFD levels greater than the 3.5th percentile. This study identified that students with perfectionistic family discrepancy may be at higher risk for depression while experiencing thwarted belongingness. Overall, findings supported using Joiner’s (2005) theory to understand Asian American students’ risk for future depression. Future studies may gather data across Asian American students’ years in college. Counselors can apply these findings to increase students’ awareness about possible risk factors for depression. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Distress disclosure and psychological functioning among Taiwanese nationals and European Americans: The moderating roles of mindfulness and nationality.
Research using Western samples shows that talking about unpleasant emotions—distress disclosure—is associated with fewer psychological symptoms and higher well-being. These benefits of distress disclosure may or may not be observed in East Asia where emotional control is valued. Instead, mindfulness may be more relevant to emotion regulation in East Asia (e.g., Taiwan). In the present study, cultural context (Taiwanese nationals vs. European Americans) and mindfulness were examined as moderators of the relation between distress disclosure and both depression symptoms and life satisfaction. A sample of 256 Taiwanese college students and a sample of 209 European American college students completed self-report measures in their native language. Moderated multiple regression analyses revealed significant interaction effects of mindfulness and distress disclosure on both depression symptoms and life satisfaction for Taiwanese participants but not for European Americans. Specifically, distress disclosure was negatively associated with depression symptoms and positively associated with life satisfaction for Taiwanese low in mindfulness but not for Taiwanese high in mindfulness. For European Americans, distress disclosure was not associated with depression symptoms but was associated with higher life satisfaction, regardless of one’s level of mindfulness. These findings suggest that the potential benefits of disclosing distress are a function of one’s cultural context as well as, for those from Taiwan, one’s mindfulness. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

CEU Continuing Education for
Social Work CEUs, Psychology CEUs, Counselor CEUs, MFT CEUs


OnlineCEUcredit.com Login


Forget your Password Reset it!