This new and timely second edition, updated with an expanded discussion of arts-based processes and additional instructions and heartfelt client narratives, continues in the trajectory of the first, promising to shape and provide guidance to both current and next generation of art therapists in the studio-based approach to working with a challenging and often maligned population. It continues to offer much in the way of guidance, motivation, and practical advice around the use of art making as the central curative component when developing therapeutic relationships with hurt and troubled teens. The authorís initial focus is on understanding the developmental issues facing adolescents and how these affect the psychotherapeutic treatment. This includes an outline of the phases of therapy: Resistance Phase, Imaging Phase, Immersion Phase, and Letting Go Phase. The second primary focus is devoted to the art as therapy approach to art psychotherapy, with several chapters examining components of this model. The final focus presents the authorís therapeutic approach to working with adolescents through responsive art making. A positive by-product of the book is that the reader will find many practical suggestions regarding materials, artistic tasks, and therapeutic techniques. In addition, the text is greatly enhanced by the powerful illustrations that highlight the chaptersí case narratives. This new edition continues to share the authorís essential philosophical, technical, pragmatic, and ethical aspects of practicing art therapy that have made him a standard-bearer for those who believe in the therapeutic power of art. The Dynamics of Art as Therapy with Adolescents should be a cornerstone text for any Adolescent Art Therapy course.
Foreword to the First Edition by David Henley
Introduction by Rebecca Beers-Miller
Introduction to the First Edition by Sandra Schoenholtz
List of Illustrations
Chapter I. Art as Therapy with Adolescents
Chapter II. Adolescent Development and Art
Chapter III. The Adolescentís Metaphoric Perspective
Chapter IV. The Artist as Therapist with Adolescents
Chapter V. The Problem of Interpretation in Adolescent Art Therapy
Chapter VI. Relating to Adolescentsí Artworks
Chapter VII. More Than Words Can Say
Chapter VIII. The Four Phases of Adolescent Art Therapy
Chapter IX. The Structure of the Therapeutic Arts Studio
Chapter X. Six Recurrent Features of the Adolescent Art Therapy Journey
Chapter XI. Art as Therapy in Adolescent Groups
Chapter XII. Portraits of the Curative Aspects of Art as Therapy in Adolescent Groups
Chapter XIII. Art as Therapy with Adolescentsí Families
Chapter XIV. Last Things
About the Author:
Bruce L. Moon, Ph.D., ATR-BC, HLM, is a professor of art therapy, chair of the art therapy department, and director of the graduate art therapy program at Mount Mary College in Milwaukee, Wisconsin. He received the 2009 Honorary Life Member Award from the Buckeye Art Therapy Association and the 2007 Honorary Life Member Award from the American Art Therapy Association. Formerly the director of the graduate art therapy program at Marywood University in Scranton, Pennsylvania, and the Harding Graduate Clinical Art Therapy Program in Worthington, Ohio, he has extensive clinical, administrative, and teaching experience. He holds a doctorate in creative arts with specialization in art therapy from Union Institute in Cincinnati, Ohio. Moon's current clinical practice is focused on the treatment of emotionally disturbed adolescents. He has lectured and led workshops at many colleges, universities, conferences, and symposia in the United States and Canada.
Moon is author of Existential Art Therapy; Essentials of Art Therapy Training and Practice; Introduction to Art Therapy; Art and Soul; The Dynamics of Art as Therapy with Adolescents; Ethical Issues in Art Therapy; and The Role of Metaphor in Art Therapy. He is editor of Working with Images: The Art of Art Therapists
and coeditor of Word Pictures: The Poetry and Art of Art Therapists. Moon's many years of experience in clinical and educational settings, coupled with his interdisciplinary training in art education, art therapy, theology, and creative arts, inspire his provocative theoretical and practical approach to artbased group therapy.