Using Drawings in Play Therapy: A Jungian Approach

1 The Alabama counseling Association Journal, Volume 34, Number 2, Spring 2009 AbstractCounselors working with childrenemploy a variety of therapeutic techniquesand tools from various theoretical of these tools, drawing, is increas-ingly being implemented into play ther-apy. The purpose of this paper is tobriefly review Jungian theoretical ap-proaches as they pertain to drawing tech-niques within the counseling Drawings in Play TherapyPlay is how children explore the ex-ternal world and discover their ownskills and abilities. Play allows children tocommunicate complex ideas and mes-sages that would otherwise be impossibledue to their lack of verbal skills (Associ-ation for Play Therapy, 2000). Addition-ally, play enables children to make senseof their internal and external worlds andseek ways to connect the two world views(Reyes & Asbrand, 2005).

2 Counselors working with children usea multitude of play techniques in order toassess and meet specific counseling goalswith their clients. counseling techniquesare derived from theoretical approachesand certain beliefs regarding human inter-action and change. Axline (1989), anearly founder of child-centered play ther-apy, stated counselors must accept thechild and allow the child to lead the ses-sion, provide an atmosphere where thechild feels free to express feelings, reflectfeelings back to the child and respect thechild s ability to solve his or her to Gil (1991), a play andart therapist, efforts must be made to in-vite and promote self-expression whenworking with children ( ). Drawingcan be one such outlet that encouragesself-direction and self-evaluation (Lan-dreth, 1991). In the 1800s, Drawings be-came significant to psychoanalysis inorder to reveal the unconscious mind (Gil,1994).

3 In 1905, Freud reported on draw-ings of Little Hans as a means to surfaceunconscious material through im-ages (Malchiodi, 2003, p. 42). Naum-burg (1966) became popular for usingspontaneous Drawings within psycho-analysis. Since that time, the use of cre-ative techniques has seen an increase inthe use of art, visualization, andmetaphorical imagery in children s coun-seling (Allan, 1988). As art within childtherapy strengthened, the use of drawingsbecame popular to study the intelligencelevel and psychological state of the drawing tests emerged to studythe perceptions, attitudes, and personalityof children (Malchiodi, 2003).Today, art has become a recognizedmodality in play therapy and is integratedinto the play session. Art therapy uses theUsing Drawings in Play Therapy: A Jungian ApproachJennifer Birch, University of AlabamaKarla D.

4 Carmichael, University of AlabamaThe Alabama counseling Association Journal, Volume 34, Number 2, Spring 20093 Using Drawingscreative process of art to improve and en-hance the physical, mental, and emotionalwell-being of children. The creativeprocess involved in artistic self-expres-sion helps people to resolve conflicts andproblems, develop interpersonal skills,manage behavior, reduce stress, increaseself-esteem and self-awareness, andachieve insight (American Art TherapyAssociation, 2006).DrawingsTherapists use Drawings as a means ofcommunication when working with chil-dren. Drawings broaden the individual sexperience of expression by allowing thesafe expression of feelings and attitudesin ways that words cannot (Hagood, 2000;Landreth, 1991; Oster & Gould, 1987). Awhite sheet of paper becomes a safeplace for the child to express himself orherself in a non-threatening manner,(Allan, 1988).

5 Drawing can create inter-nal perceptions about self and theworld (Malchiodi, 2003, p. 155). Thesegraphic representations bring issues tothe surface, thus accelerating the helpingprofessional s ability to intervene and as-sist troubled children (Malchiodi, 2001,p. 21). Although child-centered play ther-apy is the most widely employed playtherapy technique , rooting itself in thehumanistic Approach , many play thera-pists prefer techniques derived fromJung s Analytical Psychology (Peery,2002, p. 408). The specific counselingstyles of play therapy influence the coun-selor s Approach to drawing child-centered play therapy is char-acterized as being nondirective, Jungiantherapists offer varying degrees of direc-tion in the counseling session. This de-bate concerning the degree of direction aplay therapist employs is also applicableto art therapy and Drawings .

6 While somecounselors choose a directive role whenutilizing drawing techniques, others pre-fer to be non directive in their find both directive andnondirective methods reach into the indi-vidual s unconscious. Therefore, chil-dren s art expressions within therapy areviewed from diverse perspectives and in-terests depending on the therapist. Draw-ings are used not only as an assessment ordiagnostic tool, but counselors use draw-ings as a therapeutic intervention in coun-seling (Malchiodi, 2003). Jungian DrawingJung (1934) contended the goal ofcounseling is to make unconscious con-tent accessible and so to bring it closer tothe patient s understanding ( ). Ac-cording to Jung, in order for clients toachieve meaning and wholeness, theremust be a balance between the uncon-scious and conscious. Rather thanspecific techniques, the counselor sunderstanding of the nature of thepsyche, the meaning of play, and the goalof the therapy influence on the playtherapy process is important in thistheory (de Domenico, 1994, p.)

7 453). Jungian therapists encourage the individ-ual to embrace uniqueness within his is a primary means to self-realization (Jung, 1961). Lack of psycho-logical coping skills, family psy-chopathology, trauma, and ways ofeducation, raising, and socializing chil-dren promote ego disturbances. Thecounseling role is to observe, attempt tounderstand, integrate, and communicateThe Alabama counseling Association Journal, Volume 34, Number 2, Spring 2009 Using Drawings 4the meaning of play. The child worksthrough internal and unconscious conflictsas the therapist provides freedom in theplayroom, verbally affirms the child, pro-vides a deep level of empathic under-standing, and offers warmth and caring(Hagood, 2000). The counselor s goal forthe client is to value themselves and gaina sense of empowerment.

8 These charac-teristics provide a catalyst for to Freud s psychoanalytic ap-proach of free association, spontaneousart expression gains access to the innerrealm in order to promote healing. Pic-tures are direct communication from theunconscious (Furth, 2002, p. 4). Jungstudied archetypes within art and discov-ered that the symbols produced in draw-ings represent the psyche s attempt togrow and heal (Allan, 1988). When un-conscious content appears in drawingsand is deciphered, the unconscious con-tent provides valuable therapeutic insightinto the child s world (Furth, 2002). Spontaneous drawing, a Jungian semi-directive structured technique , providesclients with the opportunity to expresstheir thoughts and feelings in on-threaten-ing and safe ways (Allan, 1988). Theclient chooses the content of the drawing,exhibiting self-control and mastery (Allan& Bertoia, 1992).

9 A spontaneous drawingexternalizes the emotions that talking maynot accomplish (Green, 2004). Impromptudrawings are created by asking the clientto draw whatever he/she would like todraw. Many view this spontaneity as cen-tral to the art therapy process (Furth,2002; Malchiodi, 1998, 2001, 2003).Serial DrawingsSerial drawing is implemented over aperiod of time in order to provide a morecomplete view of the child s inner world (Green & Herbert, 2006, p. 22). Thesedrawings include little or no directionfrom the counselor. The client may drawanything each week. When a child drawsin the presence of the therapist on a regu-lar basis, then the healing potential is ac-tivated, conflicts expressed and resolved,and the therapist can gain a clearer andmore accurate view of the unconscious atwork (Allan, 1988, p. 21). Common questions from the coun-selor could include several questions.

10 Iwonder what it would feel like for you tobe in this drawing? Tell me a story thatgoes with the picture? Give me a moral togo with this picture and/or story? Give methree feeling words for this picture. Tellwhat happened before this picture(s). Tellwhat is going to happen after this pictureor this last the stages of therapy, serialsdrawings move from reflecting the child sinner world, to struggling emotions, to fi-nally a sense of mastery and worth. Thisdrawing intervention or assessment maybe presented in a directive, semi-directive,or non directive manner, depending on theneeds of the Rosebush DrawingThe Rosebush (Allan, 1988), guidedimagery activity, asks the child to picturea rose bush in their mind. Once the childsays that they have a clear picture of therose bush in their mind, then the counselorasks them to draw the rose bush as bestthey can as they remember seeing it intheir mind.