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Using Drawings in Play Therapy: a Jungian Approach

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Using Drawings in Play Therapy: a Jungian Approach Using Drawings in Play Therapy: A Jungian Approach Jennifer Birch, M.A. The University of Alabama Karla D. Carmichael, Ph.D. The University of Alabama Abstract child feels free to express feelings, reflect Counselors working with children feelings back to the child and respect the employ a variety of therapeutic techniques child’s ability to solve his or her own and tools from various theoretical models. problems. One of these tools, drawing, is increas- ingly being implemented into play ther- According to Gil (1991), a play and apy. The purpose of this paper is to art therapist, “efforts must be made to in- briefly review Jungian theoretical ap- vite and promote self-expression” when proaches as they pertain to drawing tech- working with children (p.66). Drawing niques within the counseling session. can be one such outlet that encourages self-direction and self-evaluation (Lan- Using Drawings in Play Therapy dreth, 1991). In the 1800s, drawings be- Play is how children explore the ex- came significant to psychoanalysis in ternal world and discover their own order to reveal the unconscious mind (Gil, skills and abilities. Play allows children to 1994). In 1905, Freud reported on draw- communicate complex ideas and mes- ings of Little Hans as a means to “surface sages that would otherwise be impossible unconscious material through im- due to their lack of verbal skills (Associ- ages”(Malchiodi, 2003, p. 42). Naum- ation for Play Therapy, 2000). Addition- burg (1966) became popular for using ally, play enables children to make sense spontaneous drawings within psycho- of their internal and external worlds and analysis. Since that time, the use of cre- seek ways to connect the two world views ative techniques has seen an increase in (Reyes & Asbrand, 2005). the use of art, visualization, and metaphorical imagery in children’s coun- Counselors working with children use seling (Allan, 1988). As art within child a multitude of play techniques in order to therapy strengthened, the use of drawings assess and meet specific counseling goals became popular to study the intelligence with their clients. Counseling techniques level and psychological state of the child. are derived from theoretical approaches Projective drawing tests emerged to study and certain beliefs regarding human inter- the perceptions, attitudes, and personality action and change. Axline (1989), an of children (Malchiodi, 2003). early founder of child-centered play ther- apy, stated counselors must accept the Today, art has become a recognized child and allow the child to lead the ses- modality in play therapy and is integrated sion, provide an atmosphere where the into the play session. Art therapy uses the The Alabama Counseling Association Journal, Volume 34, Number 2, Spring 2009 3 Using Drawings creative process of art to improve and en- bate concerning the degree of direction a hance the physical, mental, and emotional play therapist employs is also applicable well-being of children. “The creative to art therapy and drawings. While some process involved in artistic self-expres- counselors choose a directive role when sion helps people to resolve conflicts and utilizing drawing techniques, others pre- problems, develop interpersonal skills, fer to be non directive in their method. manage behavior, reduce stress, increase Professionals find both directive and self-esteem and self-awareness, and nondirective methods reach into the indi- achieve insight” (American Art Therapy vidual‘s unconscious. Therefore, chil- Association, 2006). dren’s art expressions within therapy are viewed from diverse perspectives and in- Drawings terests depending on the therapist. Draw- Therapists use drawings as a means of ings are used not only as an assessment or communication when working with chil- diagnostic tool, but counselors use draw- dren. Drawings broaden the individual’s ings as a therapeutic intervention in coun- experience of expression by allowing the seling (Malchiodi, 2003). safe expression of feelings and attitudes in ways that words cannot (Hagood, 2000; Jungian Drawing Landreth, 1991; Oster & Gould, 1987). A Jung (1934) contended the goal of white sheet of paper becomes a “safe counseling is “to make unconscious con- place” for the child to express himself or tent accessible and so to bring it closer to herself in a non-threatening manner, the patient’s understanding” (p.182). Ac- (Allan, 1988). Drawing can “create inter- cording to Jung, in order for clients to nal perceptions about self and the achieve meaning and wholeness, there world”(Malchiodi, 2003, p. 155). These must be a balance between the uncon- graphic representations “bring issues to scious and conscious. Rather than the surface, thus accelerating the helping specific techniques, the counselor’s professional’s ability to intervene and as- understanding of the “nature of the sist troubled children” (Malchiodi, 2001, psyche, the meaning of play, and the goal p. 21). of the therapy influence on the play therapy process” is important in this “Although child-centered play ther- theory (de Domenico, 1994, p. 453). apy is the most widely employed play Jungian therapists encourage the individ- therapy technique,” rooting itself in the ual to embrace uniqueness within his or humanistic approach, many play thera- herself. pists prefer techniques derived from Jung’s Analytical Psychology (Peery, Play is a primary means to self- 2002, p. 408). The specific counseling realization (Jung, 1961). Lack of psycho- styles of play therapy influence the coun- logical coping skills, family psy- selor’s approach to drawing assessments. chopathology, trauma, and ways of While child-centered play therapy is char- education, raising, and socializing chil- acterized as being nondirective, Jungian dren promote ego disturbances. The therapists offer varying degrees of direc- counseling role is to observe, attempt to tion in the counseling session. This de- understand, integrate, and communicate The Alabama Counseling Association Journal, Volume 34, Number 2, Spring 2009 Using Drawings 4 the meaning of play. The child works Serial Drawings through internal and unconscious conflicts Serial drawing is implemented over a as the therapist provides freedom in the period of time in order to provide “a more playroom, verbally affirms the child, pro- complete view of the child’s inner world” vides a deep level of empathic under- (Green & Herbert, 2006, p. 22). These standing, and offers warmth and caring drawings include little or no direction (Hagood, 2000). The counselor’s goal for from the counselor. The client may draw the client is to value themselves and gain anything each week. “When a child draws a sense of empowerment. These charac- in the presence of the therapist on a regu- teristics provide a catalyst for therapeutic lar basis, then the healing potential is ac- change. tivated, conflicts expressed and resolved, and the therapist can gain a clearer and Similar to Freud’s psychoanalytic ap- more accurate view of the unconscious at proach of free association, spontaneous work” (Allan, 1988, p. 21). art expression gains access to the inner realm in order to promote healing. “Pic- Common questions from the coun- tures are direct communication from the selor could include several questions. I unconscious”(Furth, 2002, p. 4). Jung wonder what it would feel like for you to studied archetypes within art and discov- be in this drawing? Tell me a story that ered that the symbols produced in draw- goes with the picture? Give me a moral to ings represent the psyche’s attempt to go with this picture and/or story? Give me grow and heal (Allan, 1988). When un- three feeling words for this picture. Tell conscious content appears in drawings what happened before this picture(s). Tell and is deciphered, the unconscious con- what is going to happen after this picture tent provides valuable therapeutic insight or this last picture. into the child’s world (Furth, 2002). Through the stages of therapy, serials Spontaneous drawing, a Jungian semi- drawings move from reflecting the child’s directive structured technique, provides inner world, to struggling emotions, to fi- clients with the opportunity to express nally a sense of mastery and worth. This their thoughts and feelings in on-threaten- drawing intervention or assessment may ing and safe ways (Allan, 1988). The be presented in a directive, semi-directive, client chooses the content of the drawing, or non directive manner, depending on the exhibiting self-control and mastery (Allan needs of the child. & Bertoia, 1992). A spontaneous drawing externalizes the emotions that talking may The Rosebush Drawing not accomplish (Green, 2004). Impromptu The Rosebush (Allan, 1988), guided drawings are created by asking the client imagery activity, asks the child to picture to draw whatever he/she would like to a rose bush in their mind. Once the child draw. Many view this spontaneity as cen- says that they have a clear picture of the tral to the art therapy process (Furth, rose bush in their mind, then the counselor 2002; Malchiodi, 1998, 2001, 2003). asks them to draw the rose bush as best they can as they remember seeing it in their mind. The counselor looks for The Alabama Counseling Association Journal, Volume 34, Number 2, Spring 2009 5 Using Drawings specific details in the drawing. A child bush had no protection of any kind from that needs defenses may draw a fence sur- the coming storm. When asked about the rounding the rosebush. A child that needs rosebush, Jamie replied. “The tornado more security and stability in their life will blow it away. It doesn’t have any may emphasize the roots and root struc- roots to hold it. It is too young. It was just ture of the bush. A child who can both planted last year.” draw the thorns and the full blooming roses may have a better concept of reality Jamie had moved to a new school after and have a more mature understanding of the death of her father.
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