Art Therapy
Daily, Olivia, 8 years old, felt fear going to school. She worried about all the possibilities of what might happen at school, but also about what may be happening to her family at home while she was away. Over time, she continued to ask her parents to stay home and by the time she began art therapy she was attending only partial weeks at school. Olivia found that through art she could describe her fears, drawing the “worst case scenarios” and then problem solving through drawing a story of how to approach the situations. Empowered by her ability to handle situations, she created costumes of protection and made dolls for security representing tangible places to put her fears as she began to step out into the world more actively. Olivia knew treatment was successful after she did not miss a day of school for five months.”
Music Therapy
When Pete began receiving music therapy, he was newly diagnosed six months earlier with Autism Spectrum Disorder. Extremely bright, he was curious about all things and soaked up information like a sponge; however, he struggled with social skills, expressing his emotions, and communicating with others. Having heard music therapy was beneficial for kids with Autism, Pete’s parents came to ITA hoping he would learn to play an instrument, but soon learned music therapy was so much more. Music Therapist, Jeffrey Wolfe, used call-and-response rhythms to address social skills, composed playful songs to help Pete learn to identify and express emotions, and created an environment of music and play where he could extend his vocabulary. Jeffrey also worked with Pete’s parents to generalize these new skills to the home and school environment. Eventually, his parents and school reported he was using his emotional vocabulary in context, describing his own feelings and the feelings of others, and was playing with other children at school. Today Pete is able to use the skills he learned in music therapy to make friends and express and advocate for his needs in an effective manner.”
Drama Therapy
Adam found it incredibly difficult to leave his home and go to school. If he made it to school he felt overwhelmed by the number of kids and noise there. Often all he could do was sit and look down, saying nothing, nearly paralyzed. Because of this, Adam usually did not make it to school, or go anywhere outside of his house. However, Adam’s imagination is vivid. By engaging with his drama therapist to create maps, stories, and characters he was able to observe details about people and places and thus feel more secure and in control of himself and his environment, both imagined and real. He was able to feel strong and powerful by overcoming fearsome monsters, finding and working with allies, and gaining new knowledge and abilities. Adam now regularly attends school and has identified kids he likes there. He goes shopping with his mother, and attends family gatherings without hiding away. Adam is steadily growing more confident and more able to express himself to others. Like many children, Adam was able to work with a drama therapist to discover his strength and solve his problems in stories, and that opened the way for him to improve his life.”
Dance/Movement Therapy
Terri was living in a home for troubled youth at age 13 after being removed from her family due to her severe behaviors. She was referred to dance/movement therapy by her primary therapist at the facility after she had stopped participating in talk therapy. Terri was defensive, argumentative, secretive and non-communicative with staff. She denied being depressed but continued to hold in her feelings and declined help from others. Terri initially presented as guarded in both her verbalizations and in her body. Terri frequently stated that she “hides her feelings” and will “smile on the outside even though she is hurting on the inside.” Terri’s initial dance and movement was very controlled and choreographed. This therapist introduced the element of free dancing, allowing Terri to move with her eyes closed however she wanted. Terri also utilized props, particularly scarves, which allowed her to become more expressive in her movements. Terri began to verbally share family problems, disappointments and breakthroughs. Terri expressed her feelings about these events through movement and music. The more she danced and moved the more she verbally shared and began to break down the barriers to hiding her feelings. Terri often talked about how dance/movement therapy helped her open up not only in her body but in her feelings and ability to share. Terri successfully transitioned back home at the end of the school year.”