Cook creative arts therapy treatment protocol.pdf
Transforming Behavior
Transforming Behavior Training Parents
Introduction
Mary N. Cook, M.D.
Children’s Hospital Colorado
Aurora
Excerpted from Transforming Behavior:
Contents
Parent Workbook Handouts
- Sample Behavioral Contract for Home and/or School.
- _______’s Behavioral Contract (for the Homework-Negligent Child).
- _______’s Behavioral Contract.
Toolbox Materials
- Cooperation Busters: O.S.P.L.A.T.T.! Cards.
- Cooperation Builders, Part 1 Cards.
- Communication Styles Cards.
- Assertiveness Formula Cards.
- Sample and Blank Scenario Cards for Practicing Cooperation Builders.
Module 4: Mastery of Psychosocial Skills (MaPS) Treatment Protocol
Home and/or School
- Welcome to the MaPS Program.
- Child Checklist.
Creative Arts Therapy (CAT) Treatment Protocol
Introduction
Each CAT IOP session began with a review of the week’s themes and an introduction about the format and expectations for creative arts therapy. The CAT sessions were presented to families as a form of therapy that utilized materials and instruments to facilitate the expression of thoughts, feelings, and ideas; families were informed that they required no previous experience.
Goals of CAT Module 1: Introduction to Musical Relating
- To foster self-expression, promote listening skills, practice reflective listening or mirroring, and enhance appreciation of nonverbal aspects of effective communication.
Materials Needed
- Enough percussion instruments to allow each group member to choose their own instrument (e.g., floor toms with mallets, djembes, hand drums, tambourines, shakers, xylophones).
Directive 1: Mirroring
Once introductions and check-ins are complete, ask each group member to choose an instrument. Introduce the idea that communication involves an expresser and a listener. Facilitate a mirroring exercise where group members alternate roles.
Directive 2: Entrained Rhythmic Play
Begin this exercise by establishing a simple rhythm on your instrument. Cue members to join in rhythmically, encouraging creativity and expression.
Module 2: Resiliency Boxes
Goals
Recognize a child’s strengths, create a special container to hold them, practice listening, and rehearse giving and receiving compliments.
Materials Needed
- Small cardboard boxes in a variety of shapes, acrylic gloss medium, colored tissue paper, stickers, and sequins.
Directive 1: Coping Boxes
Children create their own special boxes while parents write specific compliments and strengths to place inside.
Module 3: Body Tracings for Emotion Identification
In this intervention, each child instructs a parent to illustrate emotions depicted in the child’s body drawing. This enables the recognition of internal experiences and emotions.
Directive 1: Body Tracings
Facilitate a session where each family collaboratively creates artwork depicting various emotions experienced in their bodies.
Module 4: Name That Mood
Goals
Build a feelings vocabulary and practice empathy formulas through a game.
Directive 1: Name That Mood Game
Facilitate a guessing game where participants express emotions through music, encouraging exploration of emotional cues.
Module 5: Family Building with Grab Bag
Goals
Foster collaboration and problem solving within families through a creative art project.
Materials Needed
- Small paper bags containing craft supplies (e.g., pipe cleaners, popsicle sticks, foam shapes).
Directive
Have families work collaboratively to produce an art piece, reinforcing positive communication strategies and teamwork.
Module 6: Musical Conflict Resolution
Goals
To represent recent family conflicts musically, exploring conflict resolution skills through guided musical interactions.
Directive
Families model a recent conflict musically, while observing groups provide feedback for improvement in interactions.
Module 7: Conversation with Paint
Goals
Review and foster awareness of communication styles, recognizing interpersonal relatedness patterns.
Directive
Children and family members create art together without verbal communication, focusing on their nonverbal interactions and reflections on the process.
About the Author
Mary N. Cook, M.D., is a Board Certified Child and Adolescent Psychiatrist and Clinical Director at Children’s Hospital Colorado. She specializes in working with families of children diagnosed with disruptive behavior disorders and training health professionals.