Art Therapy and Neuroscience (Article)

19-‐11-‐01
Weaving the Right Hemisphere

into Prac8ce:
Soma8c Art Therapy
Sylvie Co@ell, BFA, MA, DVATI, RCC

BCACC Conference, Vancouver, BC
November, 2019

© 2019 Sylvie Co@ell
The synergy between the arts and science has

never been more evident as it is in current
discussions about how our minds heal, grow and
transform.
~ Frances Kaplan, “Art, Science and Art Therapy,” 2000.

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Out of Darkness comes a SPARK.

Brought into being by gesture,
An image unfolds with increasing clarity.
Oil pastel in hand,

Sweeping movements dance across the page.
The marks slow and we attend to sensations.
Tingling starts in the toes,
Welcoming her back into her body.
A new movement arrives.

A gentle rocking.
Sitting alongside each other,
Our companionship is the anchor and witness.
Rest arrives in this moment together.
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Integra8on of Prac8ce
Art Making Therapeu8c

& Imagery Rela8onship
Soma8c
A@unement
Phenomenology
A process of orien8ng to and exploring lived
experience in the moment while being curious
about emergent meanings and resis8ng the
draw to explicate experience or develop theory
(Van Manen, Higgins, & van der Riet, 2016)
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“In order for shape and form to gather together

in a par8cular ar8s8c container, experience
must begin in formlessness.”

~ Ellen Levine, “Tending the Fire: Studies in Art, Therapy and Crea8vity,” 2003
Ac8vity
Make sure you have at least two markers and one piece of paper
During this exercise, gently hold in awareness your sensory
experience
1.  First side: make marks while considering “peace” or “calm”
2.  Second side: make marks while considering “joy” or “beauty”
3.  Chose one side to discuss with the person beside you for 5 min
Ø  “What did you no8ce as you were crea8ng this
piece?” (note: focus on sensa8on/felt sense)
Ø  “What do see as you look at your image?” (note: describe
structural components like line, shapes, colour, textures -‐
rather than interpreta8on of imagery)
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Integra8on of Theory
Phenomenological Interpersonal
Art Therapy Neurobiology
Soma8c Transforma8on
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Interpersonal Neurobiology
Brain Lateraliza8on
Neurocep8on
Polyvagal Theory
Regula8on Theory
Brain Lateraliza8on (McGilchrist, 2009)

•  unique physical characteris8cs, func8ons and
contribu8ons that dis8nguish between the right and
lef hemispheres.
•  Lef Hemisphere: ability to hold selec8ve, highly
focused a@en8on; plays a role in the to the process of
crea8vity
•  Right Hemisphere: ability to hold a@en8on that is more

broad in focus and open to novel s8muli without
preconcep8ons; essen$al to the presence of crea8vity
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Hemisphericity (Schore, 2019)

“The ul8mate expression of the right brain is conscious
emo8on. The ul8mate expression of the lef brain is
conscious thought. Becoming aware of our bodily-‐
based emo8ons is more essen8al than becoming
aware of our thoughts.”
~ Schore, 2019, p. 264

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Art & Brain Lateraliza8on

•  The graphic representa8on of images is a complex
ac8vity that involves several areas of the brain
•  Both right and lef hemisphere are important
•  Rendering of detailed subject relies on lef hemisphere
for detail and right hemisphere for contour (Kaplan, 2000)
•  the right frontal area of the brain facilitates crea8vity,
while the lef tends to interfere with any original crea8ve
responses and processes (Mayseless, Eran & Shamay-‐Tsoory, 2015)
•  condi8ons that facilitate crea8vity must find ways to
circumvent the tendency of the lef hemisphere to limit
the crea8ve possibili8es offered by the right hemisphere.

My right hemisphere gets

this stuff in a way that my lef
does not. I pick up the pencil
crayon in my non-‐dominant
hand and invite it to take the
lead. I hear the internal
judgments and impa8ence as
my lef-‐brain waits for my
right to express it’s
understanding. I am
surprised when my lef hand
completely ignores my
conscious thoughts about
colour choices and mark
placement.

My non-‐dominant hand
seems intent on making
s8ch-‐like marks. The direc8ve
thoughts finally give in and
no8ce the s8tch-‐like marks
without judgment. A
thought arrives from a
different source, “You are
finally listening.”
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Neurocep8on (Porges, 2011)

•  our nervous system unconsciously receives and
interprets sensory input from our environment
–  both inside and outside of the body
•  Takes place in evolu8onary old parts of the brain
•  Central to our evalua8on of safety, danger or life
threat
•  Faulty Neurocep$on can be characterized as “an
inability to detect accurately whether the
environment is safe or another person is trust
worthy” (p. 17)
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Polyvagal Theory
(Porges, 1995; 2011)
•  Proposes that the autonomic nervous system is
–  More complex than originally thought
–  Has developed in context of our evolu8onary history
•  Offers understanding of how we
–  perceive & respond to threat
–  develop social bonds
–  harness physiological resources for restora8on and
growth
•  Offers insights into previously misunderstood
reac8ons to trauma
Polyvagal Theory cont’

(Porges, 1995; 2011)
ANS is composed of 3 neural circuits that;

•  are hierarchical, based on evolu8onary development
•  Support unique defensive responses to perceived
safety or threat
•  Include;
•  Social engagement system
•  Mobiliza8on response (fight or flight) I
•  Immobiliza8on response (freeze)
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Vagal System
(Porges, 2011)
•  The vagas nerve has 2 key branches extend

from the brain stem to organs in the viscera
•  Ventral Vagus
•  recent evolu8onary development that plays central role in social
engagement system
•  heart, regulates breathing, striated muscles of the face and inner ear
•  Dorsal Vagus
•  Early in our evolu8onary history (rep8lian ancestors)
•  plays main role in immobiliza8on to support rest & rejuvena8on
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A@achment & Regula8on Theory

(Schore & Schore, 2008)
•  A@achment Theory è Regula8on Theory

•  Early a@achment experiences exert las8ng
impacts on right hemispheric development and
the regula8on of emo8ons
•  The presence of caregiver who can interact to
regulate the infant’s emo8onal state builds the
infant’s capacity to regulate emo8ons more
autonomously in later childhood/adulthood
•  Cri8cal period starts in 3rd trimester & extends
through 1st year
Co-‐Regula8on
•  Occurs through right-‐brain-‐to-‐right-‐brain
nonverbal emo8onally based communica8ons
•  Caregiver and infant become familiar with the
rhythm of the other’s nervous system
•  Includes both processes of:
–  “down-‐regula8on” (distress)
–  and “up-‐regula8on” (play/joy)
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Regula8on Theory & Therapy

•  Early a@achment experiences exert significant influence
on emo8onal regula8on throughout life span
•  Therapeu8c prac8ce can draw on neuroplas$city; the
capacity of our brains to grow and change (Doidge,
2007)
•  Therapeu8c techniques that replicate right hemispheric
a@achment are most important (Schore, 2014; 2019)
•  include nonverbal, implicit right-‐brain-‐to-‐right-‐brain
emo8onal tracking & co-‐regula8on in context of
therapist/client rela8onship
•  Insecure A@achment style è Earned Secure A@achment
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Right Hemisphere in Therapy
Phenomenological Art Therapy
Integra8on

“The growth-‐ facilita8ng rela8onal environment
of a deeper therapeu8c explora8on of the
rela8onal–emo8onal unconscious mind can
induce plas8city in both the cor8cal and
subcor8cal systems of the pa8ent’s right brain.”

~ Schore, The Right Brain is Dominant in Psychotherapy, 2014
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(Stanley, 2016)

•  Soma8c transforma8on is “a body-‐centered,
rela8onal methodology based in interpersonal
neural psychology, ancient wisdom, and the
soma8c-‐emo8onal lived experience”
•  ST is informed by scien8fic research and
phenomenological ways of knowing
•  Embodiment is of central importance to the
work of therapist & client

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Key ST Concepts

•  Embodiment
•  Soma8c Awareness
•  Soma8c Empathy
–  Inter-‐subjec8ve field
•  Soma8c inquiry
•  Soma8c interven8ons
•  Contribute to regula8on of ANS
•  Examples: orien8ng to present moment, use of facial
expression, eye connec8on, touch, explora8on of gestures
•  Soma8c reflec8on
•  Regula8on of pre-‐reflec8ve processing of visceral data
(sensa8ons, emo8ons, movements) can lead to integra8on
with higher cor8cal symbolic representa8ons (i.e. imagery)
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“…a large body of research implicates the right

brain in crea8ve processes, especially in the
earliest stages where informa8on is processed
rapidly beneath conscious awareness” (Schore,
2017, p.141).
“Imagery exists at the intersec8on of mind and body.”

~ Noah Hass-‐Cohen & Joanna Findlay, 2015
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“Neuroscience is the clay, offering an inherent

structured medium that art therapists can then
sculpt and develop into form as we forage the
liminal space on the way to imago of growth” (p. 9).

Juliet King, (2015). Art therapy, Trauma and Neuroscience:
Theore$cal and Prac$cal Perspec$ves.
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(Betensky, 1977; 1995)
•  Experience of seeing is of central importance
•  Focus is on the process of looking, seeing and
suppor8ng the emergence & integra8on of new
personal meaning into consciousness
•  Authen8c experience of client is a@uned to
through;
•  the produc8on of art expression
•  witnessing of the completed art crea8on(s)
•  To truly SEE client’s inner experience & the
expression of this experience symbolically
through the art
Process of
– Intui$ng
•  Seeing with inten8onality
•  Art therapist acts as a guide to client’s
expanding ability to see with inten8on
•  Central validity of client’s experiences &
perspec8ves
•  4 dis8nct sequences;
1.  Pre-‐Art Play with Art Materials
2.  The Process of Art Work
3.  Phenomenological Intui8ng
4.  The “What Do You See?” Procedure
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Betensky (1995) notes that “when our eyes see

and our ears hear, it is not a func8on of the eyes
or ears alone; it is the whole body that is
conscious of what the eye discerns in the visible
world and what the ear hears in the sonorous
world.” (p.7)
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Aesthe8cs & the Body

Hyland Moon (2002) talks about the inherent
integra8on of sensa8on and aesthe8cs,
clarifying that, “the term “aesthe8c” relates to
sensory percep8ons” (p.133)

Knill, Levin & Levin (2005) discuss the Aesthe$c
Response as a body-‐based response to a work of
art and/or ar8s8c act

Art Therapy & Containment
“…emo8on-‐laden images can intensify

unpleasant feelings through the tendency of our
bodies to respond to all percep8ons as if they
originated from something real.”

~ Frances Kaplan, Art, Science and Art Therapy, 2000
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Integra8on
•  Right Brain Therapeu8c Context
•  Co-‐regula8on with a@uned clinician throughout process
•  Dialogue between sensa8on and imagery through
soma8cally oriented art making/processing
•  Enhancement of embodiment & ability to “see” with
inten8on
•  Renewed access to life energy/vitality
•  Ability to respond to problems with crea8vity
•  Ability to channel vitality into crea8ve expression/living
•  FLEXIBILITY & POSSIBILITY in rela8onships with self
& other
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“The use of the arts in therapy, then, has the
poten8al to unite the a@en8on to the primary
aliveness of the self in the form of the work of the
art. The work of art becomes the embodiment of
the alive self because its form has been generated
from crea8ve, alive ac8vity. The work of art also
stands on its own and can enliven and s8mulate
others as they witness the work and get drawn
into it, provoked or moved by it.”

~ Ellen Levin, “Tending the Fire: Studies in Art, Therapy & Crea8vity,”
2003

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References
Betensky, M. (1977). The phenomenological approach to art expression and art therapy.
Art Psychotherapy, 4, 173-‐179.
Betensky, M. (1995). What do you see?: Phenomenology of therapeu$c art expression.
London, England: Jessica Kingsley Publisher
Gan@, L. & Tripp, T. (2016). The image comes first: Trea8ng preverbal trauma with art
therapy. In Juliet L. King (Ed), Art therapy, trauma and neuroscience: Theore$cal
and prac$cal perspec$ves (67-‐99). New York, NY: Routledge.
Hass-‐Cohen, N. & Findlay, J. C. (2015). Art therapy & the neuroscience of rela$onships,
crea$vity, & resiliency: Skills and prac$ces. New York, NY: Norton & Company.
Hyland Moon, C. (2002). Studio art therapy: Cul8va8ng the ar8st iden8ty in the art
therapist. London, UK: Jessica Kingsley Publishers.
Kaplan, F. F. (2000). Art, science and art therapy: Repain8ng the picture. London, UK:
Jessica Kingsley Publishers.
King, J. L. (2016). Introduc8on. In Juliet L. King (Ed), Art therapy, trauma and neuroscience:
Theore8cal and prac8cal perspec8ves (pp.1-‐10). New York, NY: Routledge.
Knill, P.J., Levin, E.G. & Levin, S.K. (2005). Principles and prac8ce of expressive arts therapy.
London, UK: Jessica Kingsley Publishers.
Levine, E. (2003). Tending the fire: Studies in art, therapy and crea8vity (2nd Ed). Toronto,
ON: E.G.S. Press.
McGilchrist, I. (2009). The master and his emissary. New Haven, CT: Yale University Press.
Porges, S.W. (1995). Orien8ng in a defensive world: Mammalian modifica8ons of our
evolu8onary heritage. A polyvagal theory. Psychophysiology, 32, 301-‐318.
References
Porges, S. W. (2004). Neurocep8on: A subconscious system for detec8ng threats and safety. Zero to
Three, 24(5),19-‐24.
Porges, S. W. (2011). The polyvagal theory: Neurophysiological founda$ons of emo$ons, aLachment,
communica$on, and self-‐regula$on. New York, NY: Norton & Company Inc.
Roots of Empathy (2016, October 27). Dr. Allan N. Schore -‐ Modern aLachment theory; the enduring
impact of early right-‐brain development [Video file]. Retrieved from h@ps://
www.youtube.com/watch?v=c0sKY86Qmzo
Schore, A. (2019). Right brain psychotherapy. New York, NY: Norton & Company Inc.
Schore, A. (2017). Playing on the right side of the brain: An Interview with Allan N. Schore. American
Journal of Play, Winter 2017.
Schore, A. (2014). The right brain is dominant in psychotherapy. Psychotherapy 51,3. 388–397.
Schore, J. R., & Schore, A. N. (2008). Modern a@achment theory: The central role of affect regula8on in
development and treatment. Clinical Social Work Journal, 36, 9–20.
Schore, A. (2001a). The effects of a secure a@achment rela8onship on right brain development, affect
regula8on and infant mental health. Infant Mental Health Journal, 22(1–2), 7–66.
Schore, A. (2001b). The effects of early rela8onal trauma on right brain development, affect regula8on,
and infant mental health. Infant Mental Health Journal, 22(1–2), 201–269.
Stanley, S. (2018). Soma8c transforma8on. Retrieved June 25th, 2018 from h@p://
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phenomenology in its original sense. Nursing and Health Sciences, 18, 4-‐7.

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19-­‐11-­‐01

Weaving the Right Hemisphere

Sylvie Co@ell, BFA, MA, DVATI, RCC

The synergy between the arts and science has

~ Frances Kaplan, “Art, Science and Art Therapy,” 2000.

Out of Darkness comes a SPARK.

Oil pastel in hand,

A new movement arrives.

Rest arrives in this moment together.

Integra8on of Prac8ce

Art Making Therapeu8c

“In order for shape and form to gather together

Integra8on of Theory

Brain Lateraliza8on (McGilchrist, 2009)

• Right Hemisphere: ability to hold a@en8on that is more

Hemisphericity (Schore, 2019)

Art & Brain Lateraliza8on

My right hemisphere gets

Neurocep8on (Porges, 2011)

Polyvagal Theory cont’

ANS is composed of 3 neural circuits that;

• The vagas nerve has 2 key branches extend

A@achment & Regula8on Theory

• A@achment Theory è Regula8on Theory

Regula8on Theory & Therapy

Right Hemisphere in Therapy

Key ST Concepts

“…a large body of research implicates the right

“Imagery exists at the intersec8on of mind and body.”

“Neuroscience is the clay, oﬀering an inherent

Phenomenological Art Therapy

Betensky (1995) notes that “when our eyes see

Aesthe8cs & the Body

Art Therapy & Containment

“…emo8on-­‐laden images can intensify

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19-‐11-‐01

•  Right Hemisphere: ability to hold a@en8on that is more

•  The vagas nerve has 2 key branches extend

•  A@achment Theory è Regula8on Theory

“…emo8on-‐laden images can intensify