Critical Source Review

docx

School

Kenyatta University *

*We aren’t endorsed by this school

Course

110

Subject

Psychology

Date

Nov 24, 2024

Type

docx

Pages

Uploaded by Masterwriters

1 Critical Source Review Each critical source review must address the following:  What is the main argument? Identify the main argument, or thesis statement of the book or article you are using.  What are some supporting claims and arguments? Describe at least two supporting arguments throughout the work. For each of these points you will need to provide page citations of where you retrieved the information.  What key concepts and/or theories does the author draw on? Identify and briefly explain at least one key concept/theory author uses to structure the argument.  What evidence and methods does the author use to build their main argument? Provide a brief discussion of the evidence/data author uses and how they went about gathering and analyzing this evidence (i.e., methods) to support the main argument and claims.  Provide a critical scholarly assessment of the work. Explain the strengths and weaknesses of the text and any gaps in the research. In addition, explain how it contributes to your understanding of your research topic.  How do you see the arguments in this work reaffirming and/or conflicting with other works you have read during the course of your research? That is, draw connections between this source and other sources you have read about your topic.  At the end of each review, provide full citation information for source you are reviewing in Chicago, APA, or MLA style. Reference Southwell, J. (2016). Using ‘expressive therapies’ to treat developmental trauma and attachment problems in preschool-aged children. Children Australia , 41 (2), 114-125. https://doi.org/10.1017/cha.2016.7 . www.proquest.com/scholarly-jour nals/using-expressive-therapies-treat- developmental/docview/1789176142/se-2

2 Turner, M. (2016). Creative therapy in the treatment of trauma in adolescents (Doctoral dissertation, Alliant International University). https://www.proquest.com/openview/cda04c33fa80b6741874b76e894ac088/1?pq- origsite=gscholar&cbl=18750 Abstract This article is theoretical in nature and sets out to explore how creative art therapies create useful intervention and therapeutic approaches for working with children and adolescents. Creative art therapy is an approach in the treatment of child trauma widely used by art therapists as well as psychologists and counsellors. Published articles and books that focus exclusively on the use of creative art therapies for treating children who have experienced a traumatic event were included in this review. An overview of the unique characteristics and potential difficulties of treating children and adolescent who have been exposed to traumatic experiences with individual and group creative art therapies is presented. Finally, the article provides an overview of the effectiveness of creative art therapies in working with children and adolescents who have experienced trauma. Conclusion − The research, albeit few in number and methodologically limited, shows that expressive creative therapies help children and adolescents express their traumatic experiences in a safe way and gives them the skills and hope they need to enjoy life to the fullest despite their traumatic experience. Several methodological issues are discussed and suggestions for future research are provided in this review. Introduction Trauma is defined as an experience which has long-lasting psychosocial and health consequences for the person exposed to the traumatic experience (1). Traumatic experiences in childhood and adolescence can have a formative e ect and may shape the way these individuals will experience ff themselves, other people, but also the community in which they live later in their lives (2). Children with traumatic experiences may have di culties verbalizing them because of the ﬃ developmental stage they are in, or the level of development of their vocabulary. For all children, talking about feelings, especially those related to negative experiences, requires a high level of emotional literacy (3). Therefore, therapists must use developmentally acceptable methods and interventions aimed at traumatic experiences, which make emotional relief possible (4). Therapeutic approaches must be continually adapted to the needs of the child, but at the same time, it is necessary to consider the goal of the treatment (5). Creative art therapy is deemed to be the therapy of choice for children and adolescents with traumatic experiences because artistic expression is a non-verbal tool for exploring trauma and

3 does not require verbal explanation of traumatic experiences, which is extremely di cult for ﬃ people who have had traumatic experiences (6). Resistance, which often occurs during classical therapy sessions with adolescents, is significantly less if expressive and non-verbal techniques are used (7). Creative ex-pression enables representation of trauma in a symbolic and metaphorical way, it reduces the anxiety which arises during classical therapy, encourages expression of memories stored on conscious and unconscious levels, and makes it possible for non-verbal images to acquire a verbal description and a timeline, which makes it possible to contextualize fragmented memories once again, and to process them in the past (3, 8). During the therapy process, the child can express painful emotions in a creative way, but still maintain a safe distance from the painful experiences (9). The child’s creative work during the treatment may be something that forms the basis for the developing relationship between the child and the therapist (10). The artistic work, which is the outcome of the therapeutic treatment with the child, must be seen in the framework of the child’s context, and with awareness of separation, environmental and other inﬂuences, before any conclusions are drawn about the e ects of therapy (11). Art ff therapy is applicable in many therapy settings and may be easily integrated into theoretic models, such as person-centered therapy, cognitive behavioral therapy, and solution-focused therapy (12), and encompasses various forms of artistic expression, such as art, drama, dance, movement, drawing, painting, creating sculptures, music, poetry, writing, and play (1). Art therapy is therefore deemed to be a good alternative to conventional psychotherapy (13-14). Although the benefits of creative-art based therapies are relatively well documented in the literature, they are based mainly on studies of its e ectiveness in working with adults (15-20). ff This unequal interest in creative arts-based therapy with adults does not correspond to the reality that art therapists deal with a much larger proportion of children and adolescents with various types of mental disorders (21-23). Partly because of the modest presentation of systematic reviews of creative approaches to working with children and adolescents, and the need to test this type of approach for working with children exposed to traumatic experiences, we decided to o er a review of the current state of the literature as a possible enrichment and extension of ff traditional approaches to working with children and youth. Therefore, the purpose of this paper is to give a review of literature based on the use of creative therapeutic approaches in work with children and adolescents, especially those who have had traumatic experiences, as well as the value of the evidence available on the topic. The remaining sections of the paper are organized as follows: First, the theoretical background of the creative- art based approach is presented. Forms of expressive arts therapy, such as language therapy, visual therapy, movement therapy, sound therapy, as well as symbolic words therapy, provide a comprehensive understanding of how the various approaches contribute to the e ectiveness of ff trauma treatment. In the next line of discussion, we focus on how the various forms of expressive art therapy provide understanding in working with children and adolescents, particularly those who have been traumatized. We then go a step further to provide an understanding of the group processes in trauma work. We conclude this discussion with a look at the e ectiveness of ff research into the various forms of expressive art therapy.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

4 Creative Therapy in the Treatment of Trauma in Adolescents Main Argument The main argument of the article "Creative Therapy in the Treatment of Trauma in Adolescents" by Turner (2016) is that creative art therapies, such as art therapy, drama therapy, dance therapy, music therapy, and other expressive art forms, offer valuable and effective interventions for working with children and adolescents who have experienced traumatic events. The author contends that traditional verbal therapies might not be suitable for this population due to developmental limitations and difficulties in verbalizing trauma, and creative therapies provide an alternative approach that allows young individuals to express and process their traumatic experiences non-verbally. Supporting Claims and Arguments 1. Creative Expression as a Non-Verbal Tool: The author argues that creative art therapy is particularly suitable for traumatized children and adolescents because it offers a non- verbal means of exploring trauma. By engaging in artistic expression, young individuals can represent their traumatic experiences symbolically and metaphorically, reducing anxiety and resistance that may arise during traditional talk therapies. This argument suggests that creative expression provides a safe and less intimidating way for young individuals to express painful emotions and memories. Page Citation: "Creative expression enables representation of trauma in a symbolic and metaphorical way, it reduces the anxiety which arises during classical therapy, encourages expression of memories stored on conscious and unconscious levels, and makes it possible for non-verbal images to acquire a verbal description and a timeline, which makes it possible to contextualize fragmented memories once again, and to process them in the past" (Turner, 2016, p. 3). 2. Art Therapy as an Alternative to Conventional Psychotherapy: The article highlights that creative art therapy can be integrated into various theoretical models of therapy, such as person-centered therapy, cognitive-behavioral therapy, and solution-focused therapy. It is presented as a viable and effective alternative to conventional psychotherapy for children and adolescents with traumatic experiences. Page Citation: "Art therapy is applicable in many therapy settings and may be easily integrated into theoretic models, such as person-centered therapy, cognitive behavioral therapy, and solution-focused therapy, and encompasses various forms of artistic expression" (Turner, 2016, p. 3). Key Concepts and/or Theories

5 The key concept that the author draws on to structure the argument is the use of creative art therapies as a non-verbal and expressive approach to trauma treatment for children and adolescents. The article emphasizes the importance of providing developmentally appropriate methods and interventions for this population to enable emotional relief and processing of traumatic experiences without solely relying on verbal communication. By utilizing expressive arts, the therapist can engage the young individuals in a creative process that allows them to externalize and explore their emotions and experiences in a safe and therapeutic manner. Evidence and Methods: The article is theoretical in nature and primarily relies on a review of published articles and books that focus on the use of creative art therapies for treating children and adolescents who have experienced traumatic events. The evidence presented in the paper is based on existing research studies and literature in the field of creative art therapy and trauma treatment. The methods used involve literature review and synthesis of findings to support the author's main argument and claims. Critical Scholarly Assessment Strengths  The article provides an in-depth exploration of the benefits and potential of creative art therapies in working with traumatized children and adolescents. It emphasizes the importance of non-verbal interventions and offers a theoretical foundation for the use of expressive arts in trauma treatment.  The author highlights the unique challenges of treating children with traumatic experiences and argues for the suitability of creative therapies to address these challenges effectively.  The paper acknowledges the need for further research and suggests areas for future investigation, which demonstrates a thoughtful approach to the topic. Weaknesses and Gaps  One of the main weaknesses of the article is its reliance on a limited number of methodologically robust research studies. The author acknowledges the scarcity of systematic reviews on creative approaches with children and adolescents, which could be a limitation in establishing the full extent of the effectiveness of these therapies.  The article lacks specific examples or case studies to illustrate the application of creative art therapies in trauma treatment. Including real-life examples could have strengthened the practical implications of the proposed approach.  The absence of a detailed discussion on potential ethical considerations and cultural differences in utilizing creative art therapies with traumatized children is a notable gap. Contribution to Understanding

6 This article contributes to the understanding of trauma treatment for children and adolescents by emphasizing the value of creative art therapies as effective alternatives to conventional verbal therapies. It highlights the benefits of non-verbal expression and the potential of art therapy to address the specific needs and challenges of young individuals who have experienced trauma. Additionally, the article raises awareness of the need for further research in this area, encouraging professionals to explore and validate the efficacy of creative therapies in diverse trauma populations. Connections with Other Works The arguments presented in this work reaffirm and align with existing literature on the use of expressive arts in trauma treatment for various populations. It resonates with other research that supports the effectiveness of creative therapies in promoting emotional expression, processing traumatic experiences, and fostering therapeutic relationships. However, the article's focus on trauma treatment specifically in children and adolescents contributes unique insights to the body of literature that predominantly concentrates on adult populations. Reference Turner, M. (2016). Creative therapy in the treatment of trauma in adolescents (Doctoral dissertation, Alliant International University). https://www.proquest.com/openview/cda04c33fa80b6741874b76e894ac088/1?pq- origsite=gscholar&cbl=18750

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Critical Source Review

Related Documents