We also wanted to find out whether the research tools used were acceptable and sensitive. In this feasibility study, we sought to identify helpful and unhelpful factors of a new creative group psychotherapy, titled Arts for the Blues. There have been several arguments for the need to generate evidence‐based creative forms of psychological interventions in Improving Access to Psychological Services (IAPT), the main primary mental health provider in hospitals in England, UK. The authors put forth that the work being done in cognitive linguistics can enhance and support the work being done in art therapy, and that CMT will further our understanding of art therapy pedagogy and practice. Simultaneously, the field of art therapy utilizes metaphor in the understanding of both the process and product of art-making. CMT proposes that metaphor is one of the main ways that humans are able to have abstract thought, and argues that metaphors often 1) work from the concrete to the abstract, 2) are based in bodily experience, and 3) build on each other over time, forming interconnected conceptual systems. Additionally, the appendix includes an encapsulation of these ideas in the form of a comic. Utilizing comics as a form of further elaboration and explanation, this manuscript is divided into four main sections: 1) an overview of current theories of conceptual metaphor, 2) a review of metaphor in art therapy, 3) an introduction to metaphor in comics, and 4) a discussion of how CMT applies to art therapy practice.
This paper offers an introduction to conceptual metaphor theory (CMT), rooted in the cognitive linguistics field of study, and its application to art therapy theory and practice. Training art therapists in CG could allow them to serve their clients better. It should also include an opportunity to create art and explore grief and CG, both academically and personally, as well as post-art group processing experience. This module should include a history of grief theory, CG definition, causes, symptoms, prevalence, measures, interventions, differential diagnoses, current research, art therapy and creative approaches to grief, and a history of art as a vehicle for grief. I used the findings to generate recommendations for the field, which include teaching a unit or module on CG to art therapists during their master’s training. I coded data with preset themes I took from the literature on CG and with emergent themes. After the didactic part of the workshop, participants engaged in an art-making experience, completion of an individual questionnaire, and a focus group discussion.
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Ten participants attended the CG and art therapy workshop and focus group three participants were professional art therapists, two were art therapy master’s students, one was a high-school student, and four were counseling master’s students.
The aim of this research was to elicit recommendations for CG education for art therapists by engaging professional art therapists in a CG workshop. Incorporating a unit on CG into graduate art therapy programs may be an effective way of addressing this relevant topic and introducing it into the education of art therapists. Art therapists are master’s trained clinicians who work with people with a variety of mental health challenges, and training in CG may benefit the clients art therapists serve.
A systematic review of art therapy programs and educational requirements showed no current standards or training requirements for grief or CG. Art therapy presents one possible mode of treatment for individuals suffering from CG, and yet few art therapists know about CG or have training in this area. Complicated grief (CG) has come to be a common enough occurrence in mental health treatment to warrant research, literature, and discussion of markers, causes, prevalence, symptoms, measures, and treatment protocols.
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