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This book argues that the squiggle game enables one in most cases to make contact with a child with particular ease. Often, if the child takes up the suggestion, an intense dialogue develops which gives insight into the inner situation, even in the cases where the child is consciously very reserved and in which the talk emerging from the squiggle game seems to be unproductive, the pictures offers a chance to start talking about precisely why he or she shows such reserve. The book explains the importance of setting up the psychotherapeutic interview situation to be playful in character, making it fun for both therapist and child. The squiggle game makes this easier because it generates a playful atmosphere which nevertheless has a very serious side to it. Including comprehensive examples from the authors practice this book is destined to become the definitive source for using Winnicottis squiggle game in clinical practice.

Following on from The Big Book of Therapeutic Activity Ideas for Children and Teens, this book provides EVEN MORE imaginative and fun activity ideas, lessons, and projects for use with difficult and challenging children and teens aged 5+. From ice breakers and group starters to bibliotherapy and monthly character education activities, there are over 90 ideas designed to unleash the creativity of children and teens, and teach social skills, strategies to control anger and anxiety, conflict resolution, positive thinking skills, and more. They make use of art, scientific experiments, expressive arts and books, and many come with photocopiable handouts. The activities can be used in a variety of settings, and they are adaptable for use with both individuals and groups. This is a practical resource bursting with ideas, and it will be invaluable for anyone working with children and teens, including school counselors, teachers, social workers, youth workers, arts therapists, and psychologists.

The contributors draw on their professional experience in school and community settings to describe a wide variety of suitable therapeutic interventions that enable children to deal with experiences of trauma, loss, abuse, and other risk factors that may affect their ability to reach their full academic and personal potentials.

An innovative guide to the practice of art therapy Since 1978, Judith Aron Rubin's Child Art Therapy has become the classic text for conducting art therapy with children. Twenty-five years later, the book still stands as the reference for mental health professionals who incorporate art into their practice. Now, with the publication of this fully updated and revised Twenty-Fifth Anniversary Edition, which includes a DVD that illustrates art therapy techniques in actual therapy settings, this pioneering guide is available to train, inform, and inspire a new generation of art therapists and those seeking to introduce art therapy into their clinical practice. The text illustrates how to: Set the conditions for creative growth, assess progress, and set goals for therapy Use art in individual, group, and family situations, including parent-child pairings, mothers' groups, and adolescent groups Work with healthy children and those with disabilities Guide parents through art and play Talk about art work and encourage art production Decode nonverbal messages contained in art and the art-making process Use scribbles, drawings, stories, poems, masks, and other methods to facilitate expression Understand why and how art therapy works Along with the useful techniques and activities described, numerous case studies taken from Rubin's years of practice add a vital dimension to the text, exploring how art therapy works in the real world of children's experience. Original artwork from clients and the author illuminate the material throughout. Written by an internationally recognized art therapist, Child Art Therapy, Twenty-Fifth Anniversary Edition is a comprehensive guide for learning about, practicing, and refining child art therapy.

This study explores the role of a holistic art therapy program in the self-healing of asthma, with nine asthmatic high school students as the subjects. While modern medicine provides drugs to help control the disease, the researcher believes there are other means of conquering asthma, as she was able to do for herself via this holistic art therapy program. Journal writing, visual art and visualization exercises provided outlets for self-expression and tools for relaxation. Data consisted of the subjects' journals, researcher's field notes, and in-depth interviews conducted at the end of the twelve-week program, and was subjected to a qualitative methodology, Strauss and Corbin's Grounded Theory. The research indicated that for those subjects who believed they could take a measure of responsibility for their own wellness, empowering self-healing occurred. This phenomenon was made possible by varying degrees of relaxation, stress-relief, a renewed sense of self, and disease control in the subjects.

IntroductionOccupational therapy - which also includes art therapy - is an activity/test with a purpose, it involves coordination between the sensory, motor, cognitive, and psychosocial systems of the individual. “Sciences recognize the role of observation in research… All artists who practice art therapy are based on their own artistic activity and present a common recurring feature: they are always in line with “essential pragmatism”. (McNIFF, Shaun, Trust the process: an artist’s guide to letting go. Creative ability. Psychological aspects. Self-actualization (Psychology). Artist-Psychology, Shambhala Publication, Boston, 1998, p. 78)ObjectivesWe seek to find new development solutions through stimulation, creativity, catharsis, and socialization to be authentic, spontaneous, feel fulfilled, emotionally balanced, and transformed, with the aim of fulfilling one’s social role through contact with human and environmental factors. (Emilia Chirilă, ART THERA PY IN EMOTIONAL DISORDERS OF CHILDREN AND ADOLESCENTS, printed edition 2018) ISBN 978-973-0-27683-1)MethodsThrough the graphic gesture, the child expresses various issues related to his feelings, like the search for his identity, the generated anxieties, the family and professional environment, and the situations of neglect and abuse. (MALCHIODI, Cathy A, Handbook of Art Therapy, The Guilford Press, New York and London, 2003, p. 157).ResultsThe following reactions can be identified: aggression, frustration, dominance tendency, low self-esteem, fraternal rivalry, hopelessness, sadness, compensation mechanisms, self-defense, other significant psycho-traumatic aspects. The disappearance of frustrations and negative feelings due to the disinterest of parents who do not visit the beneficiaries was achieved by gaining authority over the environment and by improving pre-existing skills. emotional disorders of children and adolescents” - Journal of Neurology and Psychiatry of Children and Adolescents from Romania - 2012 - vol. 15 - no. 3-p 121-136 - ISSN (printed): 2068-8040)Image:Image 2:Image 3:ConclusionsThrough the creative process and symbolic communication, associated with narration and imitation, we realize the development of outstanding and hidden abilities, we develop new ways of communication, new ways of self-expression, and new ways of seeing things, to increase the ability to face existential problems.(2018 Emilia Chirilă - Art therapy in emotional disorders of children and adolescents: “Festina lente - Hurry slowly!” Harmonizing the rhythm with those around us ,print edition, ISBN 978-973-0-27683)Disclosure of InterestNone Declared

The devastating impact of youth mental health concerns is increasingly evident on a global scale. This crisis calls for innovative solutions that are sufficiently accessible, scalable, and cost-effective to support diverse communities around the world. One such solution involves engagement in the arts: incorporating and building upon existing local resources and cultural practices to bolster youth mental health. In this article, we describe the global youth mental health crisis and note major gaps in the knowledge and resources needed to address it. We then discuss the potential for arts- and culture-based strategies to help meet this challenge, review the mounting evidence regarding art’s ability to support mental health, and call for action to undertake critical research and its translation into accessible community practices. Four steps are suggested: (1) elevate and prioritize youth voice, (2) develop core outcome measures, (3) identify and analyze successful models around the globe, and (4) generate clear funding pathways for research and translational efforts. Worldwide implementation of arts- and culture-based strategies to address youth mental health will provide critical resources to support the health, wellbeing and flourishing of countless youth across the globe.

Background Educational interventions engage youth using visual, literary and performing arts to combat stigma associated with mental health problems. However, it remains unknown whether arts interventions are effective in reducing mental-health-related stigma among youth and if so, then which specific art forms, duration and stigma-related components in content are successful. Methods We searched 13 databases, including PubMed, Medline, Global Health, EMBASE, ADOLEC, Social Policy and Practice, Database of Promoting Health Effectiveness Reviews (DoPHER), Trials Register of Promoting Health Interventions (TRoPHI), EPPI-Centre database of health promotion research (Bibliomap), Web of Science, PsycINFO, Cochrane and Scopus for studies involving arts interventions aimed at reducing any or all components of mental-health-related stigma among youth (10–24-year-olds). Risk of bias was assessed using the Effective Public Health Practice Project (EPHPP) Quality Assessment Tool for Quantitative Studies. Data were extracted into tables and analysed using RevMan 5.3.5. Results Fifty-seven studies met our inclusion criteria ( n  = 41,621). Interventions using multiple art forms are effective in improving behaviour towards people with mental health problems to a small effect (effect size = 0.28, 95%CI 0.08–0.48; p  = 0.007) No studies reported negative outcomes or unintended harms. Among studies using specific art forms, we observed high heterogeneity among intervention studies using theatre, multiple art forms, film and role play. Data in this review are inconclusive about the use of single versus multiple sessions and whether including all stigma components of knowledge, attitude and behaviour as intervention content are more effective relative to studies focused on these stigma components, individually. Common challenges faced by school-based arts interventions included lack of buy-in from school administrators and low engagement. No studies were reported from low- and middle-income countries. Conclusion Arts interventions are effective in reducing mental-health-related stigma to a small effect. Interventions that employ multiple art forms together compared to studies employing film, theatre or role play are likely more effective in reducing mental-health-related stigma.

This study aims to identify the most recommended components of creative art therapy (CAT) to improve the mental health of refugee adolescents. A three-round Delphi design is proposed. The first round will include semi-structured interviews with a panel of 12 CAT professionals worldwide and 12 refugee adolescents aged 10-24 in Jordan with a history of participating in creative arts interventions. The hybrid approach of coding and thematic analysis will be conducted to develop statements on recommended CAT components from the interview narratives. In the second round, the same and newly enrolled 24 professionals and 24 refugee adolescents will be asked to rate the statements according to their importance, propose new statements, and add comments. A similar procedure will be followed in the third round, where panellists will rate new and old statements after perusing the feedback from the second round. A statement will gain consensus and indicate essential components when rated 'essential' or 'very important' by > = 80% of panellists. Very important components are those with the same ratings by 60-79.9% of panellists. A list of essential and very important components, perspectives and suggestions will be provided to guide practice and intervention development.

Background Adolescents living with HIV on antiretroviral therapy (ART) have worse treatment adherence, viral suppression, and mortality rates compared to adults. This study investigated factors associated with viral non-suppression among adolescents living with HIV in Cambodia. Methods A cross-sectional study was conducted in August 2016 among 328 adolescents living with HIV aged 15–17 years who were randomly selected from 11 ART clinics in the capital city of Phnom Penh and 10 other provinces. Clinical and immunological data, including CD4 count and viral load, were obtained from medical records at ART clinics. Adolescents were categorized as having achieved viral suppression if their latest viral load count was < 1000 ribonucleic acid (RNA) copies/mL. Multivariate logistic regression analysis was performed to identify factors independently associated with viral non-suppression. Results The mean age of the participants was 15.9 years (SD = 0.8), and 48.5% were female. Median duration on ART was 8.6 (interquartile range = 6.0–10.6) years. Of total, 76.8% of the participants had achieved viral suppression. After adjustment for other covariates, the likelihood of having viral non-suppression remained significantly lower among adolescents who were: older/aged 17 (AOR = 0.46, 95% CI 0.21–0.98), had been on ART for more than 9 years (AOR = 0.35, 95% CI 0.19–0.64), had most recent CD4 count of > 672 (AOR = 0.47, 95% CI 0.26–0.86), had a relative as the main daily caregiver (AOR = 0.37, 95% CI 0.17–0.80), and did not believe that there is a cure for AIDS (AOR = 0.40, 95% CI 0.21–0.75) compared to their reference group. The likelihood of having viral non-suppression also remained significantly higher among adolescents who had first viral load > 628 RNA copies/mL (AOR = 1.81, 95% CI 1.05–4.08) and among those who were receiving HIV care and treatment from an adult clinic (AOR = 2.95, 95% CI 1.56–5.59). Conclusions The proportion of adolescents living with HIV with viral suppression in this study was relatively high at 76.8%, but falls short of the global target of 90%. Programs targeting younger adolescents and adolescents in transition from pediatric to adult care with a range of interventions including psychosocial support and treatment literacy could further improve viral suppression outcomes.