Art therapy with sexually abused children and young people

Murphy, Jenny

doi:10.1080/17454839808413054

Cited by 8 publications

(3 citation statements)

References 16 publications

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“…I have explored the writing of British art therapists who have written on the subject of child semal abuse, as that was BeIla's initial referral. Sagar (1990), Hagood (1992), Murphy (1998), Thomas (1998) and Aldridge (1998aAldridge ( , 1998b have been informative and sympathetic but did not contain something I was finding in myself, and attempting to idenbfy this has been arduous. There is tak about 'mess' (Aldridge, 1998b;Murphy, 1998;Sagar, 1990) Wright (1991Wright ( ,1998 had a lot to say about the development of the self and symbol formation, so I looked to him to help me find the words I needed.…”

Section: Introductionmentioning

confidence: 91%

“…Sagar (1990), Hagood (1992), Murphy (1998), Thomas (1998) and Aldridge (1998aAldridge ( , 1998b have been informative and sympathetic but did not contain something I was finding in myself, and attempting to idenbfy this has been arduous. There is tak about 'mess' (Aldridge, 1998b;Murphy, 1998;Sagar, 1990) Wright (1991Wright ( ,1998 had a lot to say about the development of the self and symbol formation, so I looked to him to help me find the words I needed. I found many other authors, analysts and psychotherapists such as Winnicott (1971), Spitz (1985), Segal(l991) and Hindle and Smith (1999), as well as analytical art psychotherapists Schaverien (1992Schaverien ( , 1995Schaverien ( ,1997 and Killick (1997Killick ( ,2000; in fact almost everything I picked up had a lot to say, and I was back again in the white water, unable to think and unable to structure all the fragments that surrounded me.…”

Section: Introductionmentioning

confidence: 91%

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Bella and the white water rapids

O'Brien

2003

Inscape

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This article is an exploration of the feeling state engendered in the art psychotherapist when working with a child who had been emotionally and sexually abused. It attempts to discover the meaning of what happened in a therapy when no verbal or thinking interaction could initially take place. It describes the difficulty of finding a way to articulate the fragmented information available, both to bring to consciousness the snippets of memory presented, and to structure them into an organised story.Thinking appeared to be what the child was desperate to avoid. It was far too painful for her, so anger and abuse were used as a defence. 'Noise' was produced during therapy, so that the artwork, the games and in particular the experience of projective identification could not be thought about. The noise often led to the art psychotherapist being silenced and also unable to think. Countertransference feelings were communicated, including shame, hatred, love and fear. These were explored to help find meaning, which led to understanding that the child needed to experience attachment to a constant and non-retaliatory Other. This made the experience of both merging and separation from the therapist an enabling space in which to find symbol and thought.

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Section: Introductionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 91%

Bella and the white water rapids

O'Brien

2003

Inscape

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“…Ongoing provision of treatment to a child following detection of sexual abuse is one of the most essential elements needed to enable support and healing (Murphy, 1998). Nonetheless, this requires high sensitivity and understanding of the child's native society and culture, and the therapist must adapt to it (Daud, 2015;Chalifa, 2017a;Masarwa & Bruno, 2018).…”

Section: Arts Therapy and Abused Children Within School System Frameworkmentioning

confidence: 99%

“Between a child who wants to tell and an adult who does not want to hear”. Arts Therapists’ Dilemmas in the Application of Arts Therapy with Children from Arab Society Who Suffered Abuse

Mussa

2019

ikps

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Amani Mussa, “Between a child who wants to tell and an adult who does not want to hear”. Arts Therapists’ Dilemmas in the Application of Arts Therapy with Children from Arab Society Who Suffered Abuse. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 373-401. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.16. The Arab education system in Israel together with the ethics and legal regulations are found to indicate reports of maltreated and sexually abused children. The problem of viewed in this paper is connected with the reporting of children who had experienced maltreatment and sexual abuse. The article aspires to present the work and dilemmas of art therapists using arts therapy when working within educational and therapeutic frameworks in Israeli Arab society. Today, the field of arts therapy in the Arab society is in its initial stages in contrast to the seniority this field has gained in the Jewish society and more traditional therapies such as psychology and psychotherapy. In the Arab society, mental therapy is uncommon. The field of therapy as a whole is undeveloped and conducted secretly largely due to shame, stigma and prejudices associating mental therapy with mental illnesses or disorders (Masarwa & Bruno, 2018). Until recently, arts therapy has not been practiced at all in Israeli in the Arab society. In comparison to psychological treatment, arts therapy carries an extra value because of its non-verbal work methodology, and enables can the client to make projection and reduction of social and personal objections in face of the therapeutic process. In recent years, implementation of this field of knowledge has gained momentum in therapeutic frameworks in general and at schools in particular, slowly becoming an integral part of the education system. However, this field is still in its early stages and it is oriented towards special education students and those with special needs (Nachum, 2007; Moriah, 2000).

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