The effects of an expressive arts therapy group on female counselors-in-training: A qualitative study

Child-centered expressive arts and play therapy: School groups for at-risk adolescent girls.

“…Flowers made one of the girls think of her grandma.” The girls seemed much more at ease sharing about themselves and significant others in their lives through the art mediums, which lead to the next theme. Exploration of characteristics of selves and families is consistent with previous research by Perryman and Keller (2009; Keller-Dupree & Perryman, 2013) and is directly connected with the increased expression of feelings. The detailed descriptions were especially evident in the Family of Origin activity as they chose a flower to represent each family member and described the family member through the flower.…”

“…This was expressed in a facilitator journal, “One of the girls did not feel that she had completed the weaving correctly—she was disappointed.” The other facilitator noted, “They got frustrated when they couldn’t get it right but they helped each other figure the project out.” She also referred to their insecurity in regard to working with the clay during the dream pot activity, “The girls had some initial resistance to closing their eyes and feeling the clay (acted as though it was silly and/or embarrassing to do so) but got into it rather quickly.” The feelings of insecurity are common in the initial stages of groups as they strive to establish trust in the group (Corey & Corey, 2013). Keller-Dupree and Perryman (2013) also documented these feelings specifically in working with expressive arts, as participants frequently experience some apprehension as they acclimate to the utilization of art mediums. These feelings lessened with each week as the group members grew more confident with one another, the group process, and the art mediums.…”

“…This sense of accomplishment and pride also appeared to enhance their confidence in themselves and impacts self-esteem. Previous studies by Perryman and Keller (2009;Keller-Dupree & Perryman, 2013) have cited this as a benefit of working with expressive arts with older adult women in a retirement home and with female counselors in training as a part of their master's program. Having a sense of self-esteem is perhaps even more crucial, however, for at-risk adolescent girls as they are dealing with a great deal of external negative factors.…”

The Generative Process of Professional and Personal Development of Cognitive-Behavioural Clinical Psychologists in Training through the Inclusion of Strategies of Expressive Arts: A Qualitative Analysis and Comparison

“…The psychoeducational strategies adopted during the training at a graduate level of professional and personal development of cognitive-behavioural clinical psychologists include the "Register of Automatic Thoughts", "Exercises of Mental Imagery", and "Activities of Expressive Arts" (Hogan, 2016;Keller-Dupree & Perryman, 2013). The present article examines and compares the subjective nature of the generative process experienced with strategies of expressive arts, described and interpreted by two cognitive-behavioural clinical psychologists in training, both knowledgeable of the principles of cognitive-behavioural learning.…”

The Effects of Expressive Arts on the Evoking of Automatic Thoughts during the Training at A Graduate Level of Personal and Professional Development of Cognitive-Behavioural Clinical Psychologists: A Qualitative Study

“…All those contingencies of training ("Written Records of Automatic Thoughts", "Mental Imagery Exercises", and "Activities of Expressive Arts") represent an opportunity for undergoing the same kind of automatic thoughts, feelings, and behaviours that might be experienced by others and also for experiencing the same potential benefits associated to the cognitive-behavioural perspective of learning applied to the therapeutic context. In other words, this training of personal and professional development influence both the development of a personal consciousness and the development of interpersonal consciousness (Keller-Dupree & Perryman, 2013).…”