ANZJAT AUSTRALIAN AND NEW ZEALAND JOURNAL OF ART THERAPY EDITORIAL COMMITTEE Editor/Chair DrTarquam McKenna Victoria University, Melbourne Committee Members Claire Edwards University of Queensland Hannah Menaherni La Trobe University, Melbourne ‘Susan Joyce University of Queensland Catherine Keyzer Art Therapist, Sydney Caroline Miller Drama Therspist/ Clinical Psychologist, Auckland Jill Westwood ‘University of Western Sydney INTERNATIONAL ADVISERS UK Dr Andrea Gilroy Dr Susan Hogan Dianne Randall USA Tisha Adams Dr Frances Kaplan Dr Harriet Wadeson Dr Nancy Slater Dr Gayelyan Wolf Bordonaro REVIEW PANEL ‘Australia Now South Wales ‘Meena Blesing ‘Andrea Bloom Annette Coulter Fiona Fitzpatrick Sheridan Linnell Julic Meyerowite-Katz Eline Pollen Leonie Reisberg Pam Studd Northern Territory Andrea Van der Werf ‘Queensland Vivienne Beere South Australia Nancy Caldwell Tasmania Maggi Perkins Victoria John Bergman Cornelia Elbrecht Linda Loh Hannah Menahem Rena Urbach Juliette Walsh Western Australia, Janeen Cameron ‘Anna Petterson New Zealand Mary Brounlow Féjona Matthews ‘Maureen Woodcock PUBLISHED BY Australian and New Zealand Art ‘Therapy Association wwwanzata.org ‘COVER IMAGE Chen Ying Ying DESIGN ‘Jill Segedin, Dragonfly Design PRINTED BY PDQ Print Led, Auckland (© 2009 Australian and New Zealand Journal of Art Therapy All rights reserved. No patt of this publication may be reproduced or transmitted in any form or by any ‘means, electronic or mechanical, including photocopy, recording ‘or any other information storage and retrieval system without prior permission in writing ftom the publisher, Opinions of contributors are not necessarily those of the publisher. The publisher makes no representation or warranty that the information contained in articles is accurate, nor accepts liability or responsibility for any action arising ut of information contained in this journal ISSN: 1833-9948 page 1Positive Art Therapy: Envisioning the Intersection of Art Therapy and Positive Psychology Gioia Chilton and Rebecca A Wilkinson, The George Washington University ABSTRACT ‘Art therapists returning from the International Positive Psychology Association's (IPPA) World Congress identified the intersection between art therapy and positive psychology. The following viewpoint considers how positive psychology, the “science of happiness" can enhance the art therapy profession and suggests how art therapy contributes to human “flourishing” ~ a stat which individuals and communities function with high levels of emotional, psychological, and social ‘well-being. A new term “Positive Art Therapy” explores the interplay between art therapy, positive emotions, positive character, and positive communities. Suggestions are presented to integrate positive art therapy practice, research, and training. It is proposed that by combining the strengths of positive psychology and art therapy, “Positive Art Therapy” can be pivotal in increasing human flourishing. ‘Authors’ Note:The authors would like to acknowledge Rachel Schriebman, BA;Tarquam McKenna, PhD, AthR;; Poppy Scheibel, ATR-BC; and the students in the 2008 Positive Psychology and Art Therapy course held at the George Washington University Graduate Art Therapy Program, Washington, DC, Gerity, ATR-BC, whose online course,""The Artis’s Happiness Challenge” directed the authors to the field of Positive Psychology. Gioia Chilton, MA, ATR-BC can be contacted at giofo@zol.com for contributing to the development of this paper. We are especially gratefull to Lani and Rebecca A. Wilkinson, MA, ATR-B INTRODUCTION Recently, art therapists who attended the First ‘World Congress on Positive Psychology in Philadelphia, PA, USA in June of 2009 learned that art therapy has much to offer and much to gain from cross-fertilization with the emerging field of positive psychology. The following viewpoint explores this intersection. It asks how art therapists will contribute to ‘human flourishing’ —a state in which individuals and communities experience high levels of emotional, psychological, and social well-being (Keyes, 2002) and how positive psychology can positively influence and enhance the field of art therapy. an be contacted at raw1717@yahoo.com. WHAT IS POSITIVE PSYCHOLOGY? Positive psychology, the science of happiness, is the study of positive emotions, positive character, and the positive institutions and communities that facilitate their development. Seligman and Csikszentmihalyi (2000), in their seminal article Positive Psychology: An introduction, maintained that the prevailing model of psychology, with its focus on illness and symptoms, does not reflect a balanced view of human potential. They noted that, although the study of mental illness has successfully led to the identification, classification, and treatment of many disorders, it has neglected to account for what has page 27become increasingly evident: the improvement or absence of psychiatric symptoms does not necessarily increase well-being, and that increased happiness is a treatment imperative in and of itself,""The relief of suffering does not lead to well-being, it only removes the barriers to well-being. Well-being is a process over and above absence of depression, anxiety, and anger” (Duckworth, Seligman, & Steen, 2005), Empirical research has revealed that positive emotions and positive experiences are worthy treatment outcomes ~ they serve to counteract and buifer against disorder (Frederickson, 1998). Positive emotions have both a “broaden and build effect” of increasing resilience against fueure stressors and an “undoing” effect on negative emotions and experiences, Positive emotions also have a beneficial impact on well- being ~ higher optimism, personal control, and a sense of meaning have been linked to reducing the risk of medical disease, better adaptation to and survival from physical illness, as well as to speeding recovery from illness (Cohen, 2006; Kivimaki et al, 2005; Pressman & Cohen, 2005; Taylor, Kemeny, Reed, Bower, & Grunewald, 2000; Sternberg & Gold, 1997), Positive psychology seeks to build upon the strengths and virtues that enable human thriving. It urges that we be “as concerned with strength as with weakness, be as interested in building upon the best things as in repairing the worst” (Seligman, 2009). Positive psychology tries not only to understand and ‘encourage those factors that allow individuals, communities, and societies to flourish (Seligman & Csikszentmihalyi, 2000) but to take this inquiry beyond theoretical discourse and into the measurable and teachable realm of scientific investigation and institutional support (Duckworth, Seligman, & Steen, 2005). WHAT IS HAPPINESS AND WHAT MAKES PEOPLE HAPPIER? ‘Happiness’ is an elusive concept to define and measure. Seligman (2002) suggested that happiness could be quantified asa life that maximizes positive experiences and minimizes pain. Diener (2000) proposed the term ‘Subjective Well-Being’, which could be determined by weighing the general presence of positive emotion in relation to negative ‘emotion, by a global judgment of one’ life and by satisfaction with important domains (eg., work, relationships). Diener ascertained that across most cultures, wealth beyond the subsistence level and status contribute much less to happiness than do social support and ‘engaging in meaningful endeavours. Seligman (2002) outlined three domains in which people experience happiness: the pleasant life, the engaged life, and the ‘meaningful life. The first domain, the pleasant life, involves increasing positive emotions about the past, the present, and the fature. Increasing positive emotions about the past includes access to pleasant memories, forgiveness, and gratitude. Increasing positive emotions about the present includes savoring positive experiences, mindfilness practice such as the principle ofthe here and the now”, and increasing enjoyment. Increasing positive emotions about the future includes accessing hope, optimism, and faith. The pleasant life ‘maximises these positive emotions and reduces, negative emotions. ‘The second domain, the engaged life, involves talents and strengths of character. Seeing 2 need to develop a taxonomy to categorize these positive human traits, Seligman and his colleague Peterson compiled Character Strengths and Virtues (2004), 2 comprehensive ANZJAT Oct 2009. Vol 4. No 1. i : } ij ;Positive Art Therapy Gioia Chifton and Rebecca A Wilkinson universal clasification of virtues and strengths, Peterson and Seligman suggested that Character Strengths and Virtues serve to counter the focus on pathology and transitory symptoms that characterize assessment in the Diagnostic Statistical Manual (American Psychiatric Association, 1994) and International Classification of Disease (World Health Organization, 1990), Peterson and Seligman ‘went as far as contending that psychopathology may be the absence of strengths rather than the convergence of negatives. They propose that identifying, developing, and exercising ‘signature strengths’ leads to more satisfied “engaged life’ ‘The third domain, the meaningful life, involves applying one’s strengths and practicing engagement for concerns larger than the self, Meaning occurs most through belonging to and serving positive institutions, Interestingly, at the IPPA World Congress, it was identified that this was one of the domains in which the growing field of positive psychology, itself, had been most challenged. Although positive psychology has made significant strides in its first two missions ~ to bring focus to positive emotions and experiences and to help identify and foster character strengths ~ it has effected the least change in the ‘third pillar’ of positive psychology, positive institutions. With this in mind, Seligman (2009) challenged that by the year 2051, 51 percent of humankind should be flourishing by clear criteria and suggested three immediate endeavors to jump start this call to action: 1, Positive’ education; 2, Preventive healthcare; and 3, Funding of research into ‘positive’ neuroscience. GENERAL CLINICAL APPLICATIONS Positive psychology suggests that the role of the therapist must now shift more from the paradigm of relieving suffering to a more proactive role of helping clients experience ‘more pleasant, meaningful and engaged lives. ‘Therapists can focus more on helping clients determine how they approach and experience happiness, Assessment can shift to balancing diagnosis of pathology with more systematic. assessment of strengths and aptitudes. This is particularly important because a significant source of happiness derives ftom exercising ‘one's strengths and applying them toward ‘meaningful endeavors (Duckworth, Steen, & Seligman, 2005) A broad range of positive psychology interventions have empicically proven to be effective (Lyubomirsky & Sin, 2009), among them activities which focus on gratitude, mindfulness, cognitive optimistic skill and positive writing, However, at the IPPA World Congress, Vella Brodrick (2009), observed that much of the research on interventions had focused primarily on verbal and/or ‘writing activities, and she suggested that other interventions might be more appropriate for populations such as children or those with limited writing skills It-was noteworthy for art therapists that many of the presenters at the IPPA World Congress alluded to or described expressive techniques they were employing in their practice (Frederickson, Lyubomirksy, & Pawelski, 2009; Henderson, Rosen, Sotirova-Kohli, & Stephenson, 2009; Ronen, & Rosenbaum, 2009; White, 2009). Art therapy was actively acknowledged at the World Congress when Poppy Scheibel, ATR-BC, was invited to host an art therapy focus group. There art page 29therapists met with a range of other clinicians, business coaches, and educators interested in the convergence of art therapy and positive psychology. FLOW Also highlighted at the IPPA World Congress ‘was the importance of promoting experiences of flow, a well-documented strategy for inducing and enhancing ‘optimal experience’ and ‘deep enjoyment’ (Csikszentmihalyi, 1990). Csikszentmihalyi interviewed athletes and artists, among others, to examine “peak” human experiences and determined that these individuals frequently entered a state which he coined as ‘flow’. Flow involves the focused and yet scemingly effortless application of one’s signature strengths into mastering challenges. CCaikszentmihalyi observed that flow emerges most frequently when there is a balance between skill and level of difficulty, so that the participant does not become bored with the activity and obstacles are challenging but can be surmounted, Flow both requires and induces engagement and absorption which have more enduring positive effects than momentary satisfaction and pleasure. Seligman (2002) suggests even further that flow states, like the experience of positive emotions, build emotional capital for the future. Others have continued to explore the connection between art-making and flow states (Kaplan, 2000; Gerity, 2007; Malchiodi, 2007, 2009; Perry, 2008; Voytill, 2006). In 2006,Voytilla incorporated Csikszentmihalyi’s flow theory into art therapy research in order to better articulate what happens during art making, Voytilla discovered that a significant number of participants in an art therapy open- studio setting measurably experienced flow during the art making process CAN ART MAKING PROMOTES HAPPINESS? WHAT DOES ART THERAPY BRING TO POSITIVE PSYCHOLOGY? Fordyce (1977) found that positive behaviors such as engaging in enjoyable activities can boost happiness (as cited in Lyubomirsky & Sin, 2009), “Feelings of self-esteem in particular, and happiness in general, develop as side effects of mastering challenges” wrote Seligman in his book, The Optimistic Child (1995, p.33), Hallowell states that “repeated experiences of mastery helps build an attitude of optimism.” (2002, p.138). In providing opportunities for mastery and flow, art-making promotes happiness and optimism. More curtent research confirms other benefits of art therapy in enhancing human ‘experience. For example, Manheim’s study of the relationship between the artistic process and self-actualization (1998) revealed that art students experienced an increase in openness and self-acceptance after engaging in the art process. Henderson, Rosen, Sotirova-Kohli, and Stephenson (2009), in their study on creating mandalas, determined that those who drew a mandala with the instruction to focus on ‘love and joy’ experienced more positive affect. Perry (2008), in his research of brain activity, identified that the arts, play, and imagination positively regulate the core functions of the brain which affect heart rate, blood pressure, and body temperature. He farther suggested that ‘non-traditional’ arts modalities are so enriching because they activate healing in parts of the brain that are not as responsive to traditional therapeutic interventions. ANZJAT Oct 2009. Vol 4, No 1Positive Art Therapy Givia Chilton and Rebecca A Wilkinson ENVISIONING ‘POSITIVE ART THERAPY’: ‘THE INTERSECTION OF ART THERAPY AND POSITIVE PSYCHOLOGY ‘The empowering nature of the creative process is almost inherent to portrayal of the art therapy profession, National and international art therapy associations promote this aspect of art therapy. For example, the American Art ‘Therapy Association suggests that art making. is “healing and life enhancing." The Australian New Zealand Art Therapy Association proposes that art can be used therapeutically toward “the improvement of human welfare.” ‘The British Art Therapy Association states that art therapy effects “growth on a personal level.” ‘The International Art Therapy Organization suggests that through art"“we find a path to health and wellness, emotional reparation, recovery, and ultimately, transformation.” Even Peterson and Seligman (2004) observed that “creativity is often seen as a sign of mental health and emotional well-being. In fact, various art and music therapies have emerged that promote psychological adjustment and growth through creative expression” (p.96) “Positive Art Therapy’ seeks to bring focus to those aspirations by exploring the interplay among att therapy, positive emotions, positive character, and positive communities. In this vision of Positive Art Therapy, we see three immediate areas of focus: 1, Practice; 2. Research; and 3. Training. We present suggestions in these areas and invite others to contribute to this discourse. Although it is established that art making and the creative process helps clients experience more pleasant, meaningful and engaged lives, ‘we challenge art therapists to focus even more on promoting these therapeutic goals by developing and researching art-based directives, that include the elements of effective positive psychology interventions. These positive art therapy interventions may provide a broader repertoire of strategies for promoting positive emotions and inducing engagement and flow. Figure 1 provides alist of some possible positive art therapy interventions. Furthermore, art therapists can reaffirm their commitment to identifying clients’ strengths through art making. One way of doing this ‘would be to develop evaluation tools or modify existing art therapy assessments to correspond to Peterson and Seligman’s (2004) classification of strengths and virtues, Using clear criteria to fiame the strengths we observe, ‘we may be able to advocate for our clients more effectively In positive art therapy, research opportunities abound. Art therapists can partner with positive psychology researchers to explore the efficacy of positive art therapy interventions and positive art therapy assessments. Art therapists can mine other fields for and build upon. existing research that establishes the efficacy of creativity and art-making. Art therapists can, as MeNiiff (1998) and Kapitan (1998) encouraged, create new art-based research methods that play to their strengths. In positive art therapy, research can be approached with a sense of curiosity, not fea. Art therapists can explore the unique strengths that bring them to the practice of art therapy. Riddle and riddle (sic 2007) already began this inquiry when they researched strengths among male art therapists using theVIA Signature Strengths Survey (available at: www. authentichappiness.com), an online tool that derives from Peterson and Seligian’s Character Strengths and Virtues (2004). The results revealed that male art therapists have the highest scores in curiosity interest in the world, page 31and appreciation of beauty and excellence. “We urge other art therapists to take this {questionnaire to forther identify the strengths they share, In a positive art therapy educational paradigm, art therapy educators can also use the VIA Signature Strengths Survey to identify the strengths that bring them to education and art therapy and assist their students in doing the same, New models of clinical supervision that focus on strengths (Fialkov & Haddad, 2009) can also enrich the training of art therapists, Positive art therapy training would broadly expand areas of practice to create more ‘opportunity for art therapy students to gain experience and employment. For example, this could include increasing attention to the development of community-based models, to exploration of innovative funding sources, to coaching models, and to use of the world wide web. In theory and practice, art therapists operating predominantly from reactive archetypes, such as the ‘wounded healer’ (Jung, 1954), whereby the therapist's psychic wounds are activated in response to the suffering, can shift to more ‘proactive archetypes. Perhaps the ‘hero’ who undertakes a personal journey of initiation to awaken an inner knowing or spiritual power and then returns to the world with something of value to contribute to all (Campbell, 2008). Or the ‘visionary’ who imagine possibilities in the scope of individual life and that benefit all of society (http://metz-religion.com/index. htm) ‘Those interested in learning more about positive psychology might begin by reading Positive psychology in clinical practice (Duckworth, Steen, & Seligman, 2005) and The role of postive emotions in postive paychology (Frederickson, 2001), They might also visit the Authentic Happiness website at wwwauthentichappiness. com, a robust online resource which provides surveys, questionnaires, and research tools focusing on positive psychology. Those interested in dialoguing with others about the intersection between positive psychology and art therapy can join a Yahoo group devoted to the topic at http://health.groups.yahoo.com/ group /arttherapyandpositivepsychology. “Positive Art Therapy’ provides a paradigm to integrate the strengths of two complementary fields: art therapy and positive psychology. Positive art therapy can and should be pivotal to significantly increasing individual and social well-being. This is our response to Seligman’s (2009) challenge that by the middle of this century over half of humankind will be flourishing. Join us in accepting this challenge and applying positive art therapy to our clients, cour work, our lives, and our communities ANZJAT Oct 2009. Vol 4. No 1,Positive Art Therapy Gioia Chilton and Rebecca A Wilkinson REFERENCES American Art Therapy Association, (nd) History & background, Retrieved July 26,2009, from hup://wwwamericanarttherapyassociation, ‘org/aata-history-background.html American Psychiatric Association, (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR. Washington, DC: Author Australian and New Zealand Art Therapy Association. (nd) About ANZATA, Retrieved July 26, 2009, from http://wwwanzata.org/ mambo/index php?option= =viewdkid=138ltemi -om_content&task Authentic Happiness. 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Interventions _for enhancing well-being: The role of person-activity Fit, Workshop presented at the First World ‘Congress on Positive Psychology, Philadelphia, PA. Voytilla,A. (2006). Flow states during art making. ‘Unpublished master’s thesis, The School of the ‘Art Institute of Chicago, Chicago. ‘White, M. (2009, June). From chalk, to talk, to ‘walk-positive education in the classroom: A new ‘paradigm in teaching, Workshop presented at the First World Congress on Positive Psychology, Philadelphia, PA. page 35POSSIBLE POSITIVE ART THERAPY INTERVENTIONS Strengths: «identify signature strengths though artwork ~ what strengths have helped you survive and thrive? + lustrate using your greatest strength in a new way; «+ imagine and illustrate using your artistic strengths to serve something bigger than you are; + do art work employing one of your signature strengths; + create a family tree of strengths. Practicing Gratitude: + make artwork about blessings/ good things; + keep a visual gratitude journal; «+ visually draw letting go of grudges. Practicing Kindness: + create artwork for someone else; + make a poster appreciating another person, place, or thing; + create a gift for someone in need. ‘Savoring and Reminiscence: + savor a pleasant visual sensory experience; + fold a page into fifths, draw a favorite sight, smell, sound, taste and touch; + draw your vision of a beautifil day; + create artwork about 'you at your best’; + use art to replay your happiest life events. Mindfulness and Acceptance: + practice acceptance of the physics of the art materials using watercolors; «+ experience flow by non-directed art making in positive stadio settings; + create a mandala that illustrates love and joy Figure 1: Chart showing possible postive art therapy interventions. ANZJAT Oct 2009. Vol 4, No 1.