Developmental Art Therapy – Flashcards
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how does the conflict of the oral stage impact personality?
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-oral aggression: biting, sarcastic -on the other hand, they can be very needy/clingy -eating disorders come from conflicts, also smoking
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anal stage
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-second year -anus is the erogenous zone -all about pooping -egocentric: very excited about it and they think it's a part of them, parent's reaction affects child as well -expulsion, release of tension, pleasure
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how does the conflict of the anal stage impact personality?
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-if it wasn't successful, you could be super neat and conscientious or messy and sloppy -could also be a person who withholds things or hoards things (anal retentive vs anal repulsive)
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phallic stage
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-3-5 years -genitals are erogenous zone -must identify with a parent -oedipus complex and electra complex -castration anxiety and penis envy
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latency stage
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-6-12 years -chillin out -impulses are subdued at this point
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genital stage
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-13-18 years -interest in the opposite sex (or the same sex)
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Erikson
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-psychosocial perspective -ego was more important than id -if we have healthy development, we can overcome both sides of conflict -more interested in impact of external world
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Erikson's 8 stages
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-trust vs mistrust -autonomy vs shame and doubt -initiative vs guilt -industry vs inferiority -identity vs role confusion -intimacy vs isolation -generativity vs stagnation -ego integrity vs despair
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trust vs mistrust
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-age 1 -external: who is caring for the infant and fulfilling immediate needs -if the child can tolerate some stress, the child will be successful and be able to trust that mom will return -inner circle and outer reality -unsuccessful = lack of trust
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what type of personalities come from the trust vs mistrust stage?
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-schizoid or depressive personalities
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autonomy vs shame and doubt
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-age 2 -child experiments with physical and mental holding on and letting go -parent needs to be firm and protective, but let go for success -unsuccessful if they feel a loss of self control (weren't able to explore) -can develop shame, self-consciousness, doubt (lack of free choice) -might develop compulsions to obtain self-control (OCD)
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initiative vs guilt
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-age 3-5 -beyond autonomy, attacks tasks with energy -attempts favorite position with parent - feels guilt if they fail -potential glory and potential destruction -success --> more independence -unsuccessful --> self-destructive
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industry vs inferiority
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-age 6-12 -develop deductive reasoning and school is important -may conform, be uncreative -need to be reinforced by creativity
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identity vs role confusion
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-puberty -forming ego identity -can merge with another role (hero or clique) -reflects image on others and sees it reflected back -put down behavior (protection against confusion) -successful navigation = identity -unsuccessful = not knowing who they are
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intimacy vs isolation
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-early adulthood -lose ego through self-abandon (sex, orgasm, friendship, inspirational teacher, etc) -can do these things and not worry about losing their identity
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generativity vs stagnation
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-mid-adulthood -need to be needed and guide others -reproduction and creativity -not going to be successful if there is no trust or too much narcissism
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ego integrity vs despair
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-look upon life with satisfaction, and there is no fear of death -despair if your reflection of your life is unsatisfying (can overcome despair though)
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Piaget
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-cognitive development (evolution of thinking in children) -child's feelings are determined by what they understand -adaptation
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adaptation
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-learning to adjust to the changes in the environment
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what two processes lead to adaptation?
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-assimilation and accomodation
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assimilation
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-the process by which new ideas and experiences are absorbed and incorporated into existing mental structures and behaviors
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accomodation
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-adapting one's current understandings (schemas) to incorporate new information
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Piaget's stages
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-sensorimotor -pre-operational -concrete operations -formal operations
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sensorimotor stage
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-0-2 -unable to use words, thinking is based on physical action
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pre-operational stage
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-two parts: pre-conceptual stage and intuitive thought
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pre-conceptual stage
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-2-4 -classifies without individualizing, can't apply principles for diversity of phenomenon, no pre-conceptions and their art is all about scribbles
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intuitive thought
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-4-7 -draws what one thinks and not what one sees, numbers are being established, can't identify same water in different glasses
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concrete operations
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-7-11 -can understand conservation, deductive reasoning, confident in what they know, bound to concrete reality, some kids get sarcasm and others don't
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formal operations
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-11 and on -people can deal with abstract logic, sarcasm and humor, can devise hypotheses and theories, speculation (comes with athletics)
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conservation
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-the ability to recognize that objects can be transformed in some way, visually or physically, yet still be the same in number, weight, substance, or volume
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deductive reasoning
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-reasoning in which a conclusion is reached by stating a general principle and then applying that principle to a specific case
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play therapy
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-universal right of childhood -means of expression for the child's inner world -one of the most comfortable means of communications
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what did Piaget think of play therapy?
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-felt that it bridged the gap between concrete experience and abstract thought
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Hermeen Hug-Hellmuth
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-the first to introduce play into therapy
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Anna Freud
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-used games and toys to establish a relationship
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David Levy
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-used play as a form of release for children who have gone through stressful experiences -free play -introduce toys related to experience so they can re-enact -verbal and non-verbal feelings are reflected back
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non-directive play therapy
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-child's natural growth process in conjunction with therapy and therapeutic relationship
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child-centered play therapy
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-room filled with toys and the child is allowed free play as therapist witnesses
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therapist and play therapy
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-must be genuinely caring, interested, and active in the session -relationship is key to growth
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more about play
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-a place for children to be imaginative and creative -they can act out what is going on in the world -can see their inner thought process -practicing for life duties -learn how to share and get along with other children -a way for them to discharge their energy -also a way to learn things that no one can teach them -mastering difficult goals -develop more positive self-concept -become sensitive to process of coping -can become more trusting through play
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girls vs boys in play
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-girls are always hugging, holding hands, playing with hair -boys climb on each other, there aren't any physical restrictions -aggression is released in a safe way
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stages of graphic development
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-scribbling stage -preschematic stage -schematic stage -gang age art -pseudo-naturalistic -the period of decision
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scribbling stage
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-ages 2-4 Freud: anal - phallic Erikson: autonomy vs shame and doubt - initiative vs guilt Piaget: pre-operational stage -more stimulus --> more creativity -encourage problem solving, don't give answers -don't impose thoughts on child
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3 substages of scribbling
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-Rhoda Kellogg 1. disordered scribbling 2. controlled scribbling 3. naming the scribble
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disordered scribbling
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-Lowenfeld says it is kinesthetic and non-representational -all about the movement and motion of coloring -Kellogg says that it's not just about the motion and movement...aesthetic too
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controlled scribbling
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-discovers a connection between motion and marks -children start to imitate "adult grip" and they are able to trace a circle -more control over themselves and environment -still kinesthetic
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naming the scribble
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-draw scribble and name it -relationship of lines and shapes to the world
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art motivation for scribbling stage
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-follow child's lead -example: mommy and daddy
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materials for scribbling stage
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-in an area of much stimulation, the child might surpass development (rolling a ball of clay before age 3 or 4) -nothing they can eat -fingerpaints make them more regressive -be aware of possible frustration if the child doesn't have control
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preschematic stage
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-ages 4-7 Freud: oedipal - latency Erikson: initiative vs guilt - industry vs inferiority Piaget: pre-operational stage -first recognizable symbol is a person -perception of people -big head reflects their needs (senses) -egocentric reflection
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meaning of color in preschematic stage
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-personal, uninterpretable -can be introduced and/or influenced by other factors
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meaning of space in preschematic stage
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-revolves around the child -appears to be random
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reflection of growth in preschematic stage
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-flexible and changing -influenced by their experiences -inner visualization is their reality -perception (visual, sensory, kinesthetic, auditory)
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art motivation in preschematic stage
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-stimulate the greatest variety of responses
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subject matter in preschematic stage
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-can indicate intelligence
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schematic stage
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-ages 7-9 Piaget: concrete operations Erikson: industry vs inferiority Freud: latency -kids establish a schema
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schema
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-draw everything the same way everytime
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pure schema
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-only changes when child wants to communicate something
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human schema
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-an established way to draw a person (head, neck, eyes, nose, mouth, hair, ears, arms, hands, feet, legs, body)
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space schema
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-typically see groundline and skyline -things are drawn perpendicular to the baseline (influenced by how they experience things, not the way they see them) -paper folding -plane and elevation (takes artistic license) -image placed on edge to show significance -more than one baseline
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space and time in the schematic stage
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-urge to tell a story -more than one action or time in a drawing -effort to show action/motion -sequence of action in one drawing -child's own laws (not naturalistic) - xray art
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autoplastic experience
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-change in schema from a body experience/emotional experience
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motivation in schematic stage
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-appeal to sense of belonging and environment -group projects -avoid directional activities
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meaning of color in schematic stage
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-they like mixing colors
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more about schematic stage
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-art is becoming less egocentric, understands rules of behavior -play and relate with other children -art as emotional release -very important to be flexible and look at variations in schema
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gang age art
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-age 9-12 Piaget: concrete operation Erikson: industry vs inferiority Freud: latency -same sex peer groups -slow move from egocentrism
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characteristics of drawings in gang art
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-wants to show sexual characteristics -close to nature, but limited (skirts w/o wrinkles) -feeling for detail, but often loss of feeling for action -human figure size is less exaggerated
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meaning of color in gang art
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-can now characterize color -aqua vs navy blue
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meaning of space in gang art
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-move from baseline to more naturalistic -overlapping, aware of hidden objects -objects placed in relation to one another, not all in a line
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meaning of design in gang art
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-look at sincerity and truth in design
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development in gang art
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-questions about nature and self (critical of self and others) -concern about sexual differences (outward disdain, inward curiosity)
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art motivation in gang art
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-group projects, feelings projects -animal to represent themselves, put animal in an environment -paper strip collage -fingerpaints are fine -don't need to give too much directive
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psychological changes from elementary to secondary
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-around 12-14 yo -kids are thinking individuals -critical of art work -have no power really -art serves as an outlet of self-expression
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2 types of expression
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1. visual expression 2. haptic expression -Kellogg thinks these types can't be separated, that everyone is both
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visual expression
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-rely on how they see -create in terms of what they see, light, shadow, color, perspective
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haptic expression
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-imagination, mood, feelings, use all senses, influenced by kinesthetic experiences
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pseudo-naturalistic stage
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-ages 12-14 Piaget: formal operations Erikson: identity vs role confusion Freud: genital stage
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human figure in the pseudo-naturalistic stage
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-girls have more interest -exaggerated sexual characteristics (more detail in body characteristics)
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space in pseudo-naturalistic stage
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-visually minded: sense of perspective -haptic: perspective is frustrating, more emotionally based
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color and design in pseudo-naturalistic stage
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-different with each person -lots of doodles in notebooks -attention to design in nature, found objects, etc -should encourage free expression without influencing personal taste
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growth in pseudo-naturalistic stage
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-fears and insecurities, idol worship, peer approval -boys hide interest in girls, involved in sports, stats, cars -drugs and other anti-social behavior may occur
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motivation in pseudo-naturalistic stage
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-small spaces -muraling -challenging, relevant, and engrossing projects -self-expression is important -projects designed for both haptic and visual, don't coax
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subject matter in pseudo-naturalistic stage
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-computer art, things that are relevant
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art materials in pseudo-naturalistic stage
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-no crayons
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the period of decision
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-age 14-18 Piaget: formal operations Erikson: identity vs role confusion Freud: genital -independence, decisions, love, sex, taking risks in different ways, art no longer a part of their lives
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art activities in the period of decision
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-painting -combine music, dance, and art -photography, murals
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materials in the period of decision
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-unlimited
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