More DBT-informed art therapy directives for groups
Back by popular demand, I am sharing more art therapy directives informed by DBT group work. Some of these directives were designed by me, others not. I have collaborated with some fabulous art therapists over the years who have brought wonderful ideas to DBT and other therapies. As in the earlier post (Art Therapy Group Directives: a DBT group in long-term residential treatment), I put an asterisk next to directives I created myself. Many of these can be used in individual treatment as well as group work.
I share these directives with art therapists: if you are not trained in art therapy, please only consider trying these directives with an art therapist co-facilitator or supervisor. I have organized the directives under introduction to DBT and the four areas of skills practice as they are taught in individual and group treatment.
Introduction to DBT:
a. The three minds mandala
This one is based on Linehan's DBT workbook diagram of the three minds, taken into art therapy as two overlapping mandalas. You draw two circles that overlap several inches, positioned side by side. You label one circle rational mind, the other emotion mind, and the place of overlap - called a mandorla - wise mind. You can draw this out ahead of time and make photocopies for the group to work with if you want to save time. Ask group members to depict their experience of each mind through color, line, words, images, etc. If they say they haven't experienced wise mind or one of the other minds, ask them to imagine what that mind may be like and draw from that.
Mindfulness:
a. *Color field
Provide participants with some paints and a sheet of paper or a canvas. Ask them to chose a single color and paint the paper/canvas with that one color. Tell participants: Focus fully on the process of painting: the mixing of the paint, the dipping of the brush in the paint, the brushstrokes on the surface, the movement of your arms, the color slowly filling the paper/canvas, your breathing, and anything else happening during this process. This is entirely about bringing awareness to the process, not the end result.
Distress Tolerance:
a. Distress tolerance skills comic strip
After a discussion of the various distress tolerance skills people use - and everyone uses these whether they know it or not - ask clients to pick one that they don't yet utilize but want to try. Then ask group members to imagine a scenario common to them that is somewhat distressing but not overwhelming or traumatic. Ask them to imagine using a new skill during said scenario. Provide a 3-4 panel comic strip format and ask members to draw themselves using the skill in the imagined scenario, including the before, during and after, with their hoped-for results. Tell participants: This "comic strip" can be detailed or it can be stick figures with captions: it will work any way it's done. If challenged, chose a skill that is not that different from others you use so that it is easy to imagine it being successful. Notice thoughts of hopelessness or frustration that may arise (e.g. "This will never work,") and continue working anyway. How do you want to feel afterwards, and how is that different from your usual reaction to this scenario?
Interpersonal Effectiveness:
a. *Saying NO!
Being able to say no in a firm, direct, but non-confrontational manner is a key interpersonal effectiveness skill. For some people their challenge is to learn to say no at all. For others, their challenge is to say no earlier and in a less aggressive or angry manner. Ask group members to make an image of the word NO using pen, pencil, paints, collage, clay, etc. The more visceral and solid the material the better, so if you have clay, acrylics (including sculpting mediums to use as a base), or other chunky media, this is good to offer. A more solid material helps those with a wavering NO experience the word in a more grounded and concrete way. Tell participants: "No" is a basic communication, relationship, and self-care tool. Track feelings and old beliefs that come up for you as you create a more solid NO for yourself. What is it like to imagine saying "No"effectively without a lot of emotion or anger? What is it like to imagine saying "No" and having that "No" respected and followed?
Emotion Regulation:
a. *This too shall pass
After discussing the transitory and temporary nature of emotions, ask group members to chose some light natural materials such as sand, leaves, feathers, pine needles, twigs, etc. You can provide these or, if possible, you can lead group members outside to find their own material. You can then facilitate the directive outside or bring the materials indoors. Ask members to create an art piece using the materials to depict an emotion they struggle with: you may offer a sheet of paper to work on as a base for the composition. Then ask group members to share their piece and the feeling associated with it. After the sharing is finished, ask group members to "let the feeling go," literally. If outside, ask them to blow the materials away or throw them into the air. If inside, ask them to do the same into a container or a trash can. Tell participants: Notice thoughts and feelings that arise during this process. These types of materials can be difficult to work with, to maintain control of: does that remind you of your emotions? What does it feel like to let your artwork (and your emotions) go so quickly and completely?
I share these directives with art therapists: if you are not trained in art therapy, please only consider trying these directives with an art therapist co-facilitator or supervisor. I have organized the directives under introduction to DBT and the four areas of skills practice as they are taught in individual and group treatment.
a. The three minds mandala
This one is based on Linehan's DBT workbook diagram of the three minds, taken into art therapy as two overlapping mandalas. You draw two circles that overlap several inches, positioned side by side. You label one circle rational mind, the other emotion mind, and the place of overlap - called a mandorla - wise mind. You can draw this out ahead of time and make photocopies for the group to work with if you want to save time. Ask group members to depict their experience of each mind through color, line, words, images, etc. If they say they haven't experienced wise mind or one of the other minds, ask them to imagine what that mind may be like and draw from that.
Mindfulness:
a. *Color field
Provide participants with some paints and a sheet of paper or a canvas. Ask them to chose a single color and paint the paper/canvas with that one color. Tell participants: Focus fully on the process of painting: the mixing of the paint, the dipping of the brush in the paint, the brushstrokes on the surface, the movement of your arms, the color slowly filling the paper/canvas, your breathing, and anything else happening during this process. This is entirely about bringing awareness to the process, not the end result.
Distress Tolerance:
a. Distress tolerance skills comic strip
After a discussion of the various distress tolerance skills people use - and everyone uses these whether they know it or not - ask clients to pick one that they don't yet utilize but want to try. Then ask group members to imagine a scenario common to them that is somewhat distressing but not overwhelming or traumatic. Ask them to imagine using a new skill during said scenario. Provide a 3-4 panel comic strip format and ask members to draw themselves using the skill in the imagined scenario, including the before, during and after, with their hoped-for results. Tell participants: This "comic strip" can be detailed or it can be stick figures with captions: it will work any way it's done. If challenged, chose a skill that is not that different from others you use so that it is easy to imagine it being successful. Notice thoughts of hopelessness or frustration that may arise (e.g. "This will never work,") and continue working anyway. How do you want to feel afterwards, and how is that different from your usual reaction to this scenario?
Interpersonal Effectiveness:
a. *Saying NO!
Being able to say no in a firm, direct, but non-confrontational manner is a key interpersonal effectiveness skill. For some people their challenge is to learn to say no at all. For others, their challenge is to say no earlier and in a less aggressive or angry manner. Ask group members to make an image of the word NO using pen, pencil, paints, collage, clay, etc. The more visceral and solid the material the better, so if you have clay, acrylics (including sculpting mediums to use as a base), or other chunky media, this is good to offer. A more solid material helps those with a wavering NO experience the word in a more grounded and concrete way. Tell participants: "No" is a basic communication, relationship, and self-care tool. Track feelings and old beliefs that come up for you as you create a more solid NO for yourself. What is it like to imagine saying "No"effectively without a lot of emotion or anger? What is it like to imagine saying "No" and having that "No" respected and followed?
Emotion Regulation:
a. *This too shall pass
After discussing the transitory and temporary nature of emotions, ask group members to chose some light natural materials such as sand, leaves, feathers, pine needles, twigs, etc. You can provide these or, if possible, you can lead group members outside to find their own material. You can then facilitate the directive outside or bring the materials indoors. Ask members to create an art piece using the materials to depict an emotion they struggle with: you may offer a sheet of paper to work on as a base for the composition. Then ask group members to share their piece and the feeling associated with it. After the sharing is finished, ask group members to "let the feeling go," literally. If outside, ask them to blow the materials away or throw them into the air. If inside, ask them to do the same into a container or a trash can. Tell participants: Notice thoughts and feelings that arise during this process. These types of materials can be difficult to work with, to maintain control of: does that remind you of your emotions? What does it feel like to let your artwork (and your emotions) go so quickly and completely?
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