Anderson S Walch N Becker K 2003 The Power of Art

Writer(southward): Nuria Ciofalo

resumen:

Heroes and Martyrs Against Breach: Growing up as Puer and Puella in Postmodern Lodge

Nuria Ciofalo
Pacifica Graduate Institute

An innovative art intervention program named Art Works was offered to 47 Latino youths (ages 12-xviii) who were coping with chemical dependency and/or mental health illness. Fine art Works provided youth with a artistic outlet to utilise art every bit a means for self-expression, self-awareness, and community involvement. A Jungian arroyo to youth development was applied by which youth participants were empowered to become aware of their inner dialogue with and about youth and art was used every bit a vehicle for inclusion of the youths' voices. This intervention promoted movement flow into the deeper knowledge and understanding of the archetypes at play, those existing in the colonizer/oppressor (the developed, the Senex) and those existing in the colonized/oppressed (the youth, the puer and puella contemporaneous), too equally into their coaction and resolution. Outcomes were measured by applying multiple methods and instruments: a youth empowerment pre-postal service exam, progress/grouping notes, personal journals, art products, behavior observations, and the application of random drug tests. The participatory program evaluation engaged youth in connected critical self-reflection. The quantitative and qualitative findings suggest that participants manifested increased self-awareness, improved positive peer associations, and reduced drug abuse as a result of their participation in the programme. At the conclusion of the program 64% of the participants tested negative in random drug tests. The youth art products showed a dramatic change in their content, namely, from obsessive drug related representations to colorful, abstract, and futuristic images. The implications for art-based interventions and related youth development are discussed.

Keywords: fine art-based pedagogy, fine art therapy, youth development, community psychology, depth psychology, liberation psychology, substance abuse, participatory action inquiry

artículo:

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Introduction
The current worrisome alarm of youth violence and suffering is calling for imperative action. The recent school massacre in Newtown, Connecticut on December 14, 2012 in which a 20 year quondam, young white human being killed his own mother, 20 children, and six teachers and then committed suicide has intensively shaken our psyches in deep horror and sorrow. We demand to innovate transformative and comprehensive interventions to heal the pervasive impacts of our increasingly alienating lodge on our youth. Involving youth in art activities may be a promising strategy to promote inclusive dialogue well-nigh the factors and consequences of contemporary youth breach that separate the individual and the collective psyche in inner and outer worlds. Epidemic proportions of youths suffering from violence or substance corruption is wrongly conceived as an individual dysfunction without reference to what is happening in the outer world, in society, institutions, neighborhoods, and schools. Innovative interventions need to be informed by psychological theories and methodologies that allow the targeting of the deeply embedded roots of the problem thereby facilitating the healing of wounds caused by societal alienation.

Art-based interventions that are informed past depth psychology seek to unite the inner and the outer globe equally a means to regenerate and re-detect "a centeredness of internal rhythm of being . . .(by which) a tattered self comes together and mends" (Robbins & Sibley, 1976; p. 21). In the outer world are the people, the objects, the messages, policies, and actions that validate the self. For example, Jungian fine art therapists travel within these ii worlds establishing therapeutic dialogues, recognizing the manifestation of archetypes at play. Jung (1964) referred to the concept of the archetype equally the instinctual, a- priori images that have existed throughout time and space. Archetypes are transcendental images of our commonage unconscious that unite usa and that promote cocky-realization.

Jung (1964) coined the term puer aeternus to represent the archetype of the eternal child embracing diverse forms, for instance, the divine kid, the godchild, the demon child, and the evil child. The puella aeternus (eternal girl) archetype has been recently studied past postmodern Jungian scholars such as Clarissa Pinkola Estes, Linda Leonard, Marion Woodman, and Patricia Reis. Hillman (2005) considered that these archetypes correspond a syndrome that increasingly becomes an unconscious antidote to the lifeless and mechanistic world of the negative logos that is manifested in today's life philosophy of America. The logos is maintained by puer's opposite, the Senex, equally the classic of a wise and tyrannical old human being or the adult.
The puer/puella and Senex archetypal images seem amenable to promote in-depth dialogue with and well-nigh youth who get participants and co-researchers in the blueprint, implementation, and evaluation of youth programs. Art therapists and educators, who work with youth and who follow a depth psychological framework, acknowledge the presence of these archetypes in their collective unconscious thereby becoming aware of their ain Senex archetype as well as, of its projections that emerge from our own personal unconscious or our own shadows. Responsible art therapists and educators go enlightened of their Senex privilege to access disquisitional, reflexive knowledge of the factors causing homo and world suffering. Lastly, this cognition is translated into popular knowledge, disseminating and promoting equal access to it, allowing for liberating sensation that catalyzes holistic youth development and well-being.

The Puer and Puella in Post-Modern Society
The puer and puella aeternus become contemporaneous in our post-modern society by ways of their struggle against alienation. Following Jung (1957/1958/2000), we alive in a society that has taken the place of God, causing individual atomization and submersion in mass consumerism, devoid of soul. Jung considered that this type of society powerfully deprives the individual of moral decisions on how to alive his/her own life and, as a result, the individual "…is ruled, fed, clothed and educated every bit a social unit, accommodated in the appropriate housing unit, and amused in accord to the standards that give pleasance and satisfaction to the masses" (p. 12). This creates a country of mass-mindedness in which the self cannot attain individuation (self-realization) but it is rather forced into manipulative individualism for the sake of mass-production, accumulation, and mass-consumerism. It may be said that we have entered a state of what Hillman (1975) called "de-personalization," a loss of soul, a condition in which " . . .the personal coefficient standing behind the ego and its relation with cocky and earth is suddenly absent" (p.44). Hillman considered that as a result, the gods get diseases in a suffering globe. They are manifested in chronic disorders, occulted in misshapen, inhuman forms, in all forms of chronic diseases in individuals and communities. Further, Hillman added,

Because the puer gives united states connection to the spirit, it is always concerned with the eternal aspects of ourselves and the world. When this concern becomes but-puer, sectional and negative, the world as world is in danger of dissolution into the otherworldly. This danger is particularly present in the psyche and history of this fraction of our era. Therefore, it is of immense importance that the puer exist recognized and valued for it carries our future—positive or negative. (p. 28)

Alarming chronic issues amid youth accept been reported as vandalism in the course of graffiti, substance abuse, relationship violence, eating disorders, and suicidal behavior. Two issues of The American Psychologists (2008, 2009) highlighted specially youth violence and suicidal behavior as gimmicky youth epidemics. Current events alert us to digest painful massacres conducted by youth against youth.

The current archetypal images of the puer and puella are depicted equally the evil and martyr child rather than the divine kid. This metamorphosis trembles our psyches. In our dearth, our panic, we repress the terrifying prototype of the evil kid, the demon that threatens our well-established bourgeoisie and heart-form value standards. In responding to our complex, we repress the fear that threatens to unveil our shadows, filled with uncontrolled rage and sanctioned desires, and decide to harshly domesticate and punish our youth. Our internal archetype Senex reacts with a bitter scapegoat complex, charging projections of tyranny and rage, punishing and controlling the transformed dark puer and puella over and over over again in our schools, our cities, and our homes. We lock them upward in youth correctional facilities, treatment centers, and segregated neighborhoods. The latter sites are especially designed to vanish the nigh worrisome, most threatening, darker-colored puer and puella.

The Heroes
When puer and puella revolt in evil rage against the savage colonization and depersonalization, against the de-blitheness in the globe and ourselves; against Senex'southward stigmatizations, scapegoat projections, and his everyday tyranny, our youths manifest their soul needs for liberation in diverse means. In ane of these means, they transform into heroes. One example of this manifestation is witnessed when they enhance their voices in the form of graffiti images all over our street-walls and individual property. In City and Soul Hillman (2006) wrote:

The soul wants its images, and when it doesn't, it finds them, information technology makes substitutes, billboards and graffiti, for example…The marks made in public spaces, called defacing of monuments, actually put a face on an impersonal wall of oversized statue. The human being hand seems to desire to affect and leave its impact, even if past only obscene smears and ugly scrawls." (p. 116)

The National Constitute of Health (2009) stated that: "violence, and youth violence in particular, is a national public health result in the U.S. Indeed, homicide is the second leading cause of death of males aged 15-24, and females aged fifteen-24" (Retrieved from: http://grants.nih.gov/grants/guide/pa-files-archive/PA-09-170.html#PartII). Dodge (2008) described the following, emerging metaphors in electric current times:

• The super-predator: Youths have been seen as severely morally impoverished, juvenile super-predators. The source and cause of the trouble is seen equally existing within the kid.
• The morally-ill youth: Youth law-breaking has been viewed as caused by a lack of organized religion and disadvantaged children at high risk were considered to exist both genetically and morally defective.
• Contagious youth violence: Criminal behavior is considered a "social contagion process." As a consequence, trigger-happy youth demand to be segregated to avoid further spread of the disease.
• Corrective surgery: The fierce child'southward defect can be corrected through surgical intervention.
• The vaccine for violent beliefs: A single environmental pathogen can be attacked past infusion of an agent (the vaccine) that will enable the organism to resist future threats for a period of fourth dimension.
• Chronic violence as chronic disease: Chronic affliction manifests itself at early stages in the child's life and it is a function of a combination of dispositional and environmental factors. (pp. 575-590).

Nearly of these metaphors fail to place the manifestations of the contemporary puer and puella embedded within a context where massive breach, poverty, unemployment, structural violence, lack of quality education, and quality foods are the norm.

The Martyrs
In 2004, The Substance Abuse and Mental Wellness Services Assistants (SAMHSA) reported that "combining data from the 2003-2004 SAMHSA'southward National Surveys on Drug Use and Health. . .1.5 one thousand thousand youths (6.1% youths anile 12 to 17) were classified equally needing alcohol treatment in the past year. . . and about one.4 one thousand thousand youths (five.four% aged 12 to 17) were classified as needing illicit drug utilize treatment in the past year" (Retrieved from: http://oas.samhsa.gov/2k6/youthTXneed/youthTXneed.cfm). Goldston et al., (2008) added that suicide is the 3rd leading cause of expiry among adolescents, bookkeeping for a greater number of deaths combined for xv-24 twelvemonth-olds, based on data published past the Center for Disease Command in 2006.

Remarkable gender and ethnic differences were institute in several studies targeting suicidal beliefs, suicide ideation and intent. For instance, the rate of suicide deaths is 20 times higher among American Indian/Alaskan Native males compared to African-American, Latino, Asian American/Pacific Islanders and White adolescents (ibid., 2008, pp. 14-31). The authors emphasized the fact that suicidal behavior and help seeking occur within a cultural context and that in that location is limited enquiry and publications on successful, culturally uniform interventions in this expanse. It seems adequate to presume that in our gimmicky, alienating, fierce, and overly consume-oriented globe created by Senex (the adult classic), our puer and puella seek to cocky-medicate and/or to escape through the utilize of alcohol and drugs or, if several intents accept been unsuccessful, the only remediation remaining is to take their own lives, including the lives of others.

The described archetypes of puer and puella contemporaneous draw narratives of structural (or systemic/institutionalized) violence in the form of violence towards the self, others, and the environment. Such experiences consequently bring continuous trauma to the self. Marc Pilisuk (2008) added that, "on a daily ground, we live in means that upshot in the trigger-happy deaths of vulnerable people, particularly children, as a consequence of how we exploit, consume, and dispose of the environment that sustains homo life" (cited in Hall, 2009). Hall (2009) recommended that:

If nosotros want to promote children'south rights and to protect children from violence, abuse, neglect, and trauma, we need to accept into account the ravages on children's well-being of structural violence–the unjust, harmful, institutionalized inequalities of wealth, social condition, and power that crusade disproportionate death, inability, despair, humiliation, and heartache amidst the disadvantaged. Structural violence is manifested in class and caste hierarchies, in the stigmatizing and oppression of minorities, and in the military machine, political, and economic exploitation of the poor. (Retrieved from: http://psysr.wordpress.com/2009/04/10/children-structural-violence-and-the-uncrc-reflections-for-childrens-advocates/).

Our dark-colored, minority puer and puella are trapped in the battle against acculturation under which their identities, created in their own cultures of origin, experience colonization of new forms of thought, feeling, relating, and acting. In the disintegration provoked by fragmented and/or imposed processes of identity formation, these "indigenous" puer and puella end equally martyrs in the hopelessness of ending the long historical forces of colonization, discrimination, and repression of diversity, or every bit heroes in club to protect the plurality of their selves.

The Praxis
The concept of praxis is meant here as reflection and imagination, as a means of soul-making and cognition generation from the bottom-up or the self, deepening into the manifestations of the collective unconscious, and as a means of giving vocalization to those who have been excluded from privileged dialogue. This concept concurrently implies action and intervention to care for the manifested symptom, the phenomena of disease, in order to heal the self and the community that we inhabit. Praxis ways to take the plurality of images and identities with equal permission and access to liberating awareness of the conflicting drives trapped in the personal unconscious. It ways to promote movement flow into the deeper knowledge and understanding of the archetypes at play, those existing in the colonizer/oppressor (in this example the developed, the Senex) and those existing in the colonized/oppressed (in this case the youth, the puer and puella contemporaneous) every bit well as into their interplay and resolution.

By the same token, nosotros need to involve policy-makers and determination-makers in this endeavor with the goal of transforming the atmospheric condition that perpetuate misery into opportunities for liberation. One way to achieve this is through well-funded educational interventions. For example, Jung proposed that education should spark the imagination with colorful finger-paints and rhythmic drums, with sensual and intuitive tasting not standardized and excluding testing (Malchiodi, 2006); an education that reinforces the plurality of voices and possibilities of expression that opens upwardly a multiplicity of fantasies; the strength of the imaginal dimension to allow the soul and spirit to abound and develop (Mayes, 2010). Further, education needs to raise sensation of the effects that poverty and oppression have on the self; it needs to exist liberating and apply popular knowledge instead of imposing hegemonic knowledge (Freire,1970/1989; Shulman &Watkins 2008). Under this kind of pedagogy, our youth tin be exposed to learning how to heed to their dreams and to find their ain archetypes. An of import task is to run into the collective unconscious that volition requite them a transcendental sense of belonging to this world and a deep sense of community. Youth need to continuously work on their dreams to aggrandize consciousness, to learn how to develop hopeful dreams, to learn how to make them true, and to achieve transformation through self-knowledge and cocky-realization. Adults need to transform their Senex archetype into the classic of a catalyzing mentor. In this fashion, we can get able to transform the previously mentioned Senex-driven youth metaphors, from disease, from defeated heroes and martyrs, into self-knowledge and liberation. Farther, we need to raise consciousness of our conflicting shadows in which the god Senex is trapped and release the destructive projections that we are imposing on our youth. Targeting the structural causes of violence is an imperative task. One way of doing this is through dissemination of critical noesis, transforming our privileges into attainable popular noesis. In this way, our youth tin can become peaceful, emancipative activists, productive contributors, and friendly companions in our collective journey to heal the world.

Goals and Design of the Art Works Program
Art Works was a new and innovative fine art therapy and educational program offered to youth (ages 12-18), who were coping with chemic dependency and/or mental wellness disease, at Tarzana Handling Center'southward (TTC) Youth Outpatient Program in Los Angeles, California. Art Works provided youth with a creative outlet that sought to enhance the therapeutic and educational environment to encourage healing through the arts. The program gave youth the opportunity to utilize fine art as an extension of cocky-expression and to heighten disquisitional awareness. Information technology integrated fine art, imagination, reverie, dream work, reflection, awareness raising, popular education, and psychodrama as a means to promote liberating alternatives for our puer and puella contemporaneous. Art Works' program goals were:(1) to engage at-risk youth in creative processes; (two) to teach youth fine fine art skills, and (3) to promote personal exploration of a new self concept facilitated by the enrichment of created piece of work. The expected outcomes aimed to attain a: (1) 60% increase in self-esteem, (2) 60% increment in positive peer associations, and (3) a 30% decrease in drug utilise (Tarzana Treatment Center, 2009). These outcomes were determined based on evaluative learning from achieved outcomes of previous TTC youth programs.

The author of this newspaper was the designer, facilitator, and evaluator of this intervention. Based on TTC'southward program outcomes the post-obit learning objectives were added:

• Increased awareness of the deep self and agreement that behaviors are directed past internal and external meanings and messages;
• Cocky-awareness through imaginary cocky-expression and introspection;
• Sense of group belonging and cohesion through sharing stories of the deep self;
• Team-work and team identity that increment confidentiality and trust;
• Understanding that individual well-existence interacts with the social context;
• Understanding the etiology of substance abuse and habit; and
• Making healthy life decisions (Ciofalo, 2009).

Art Works overall expected event was youth empowerment. It was conceived nether the Search Establish's 40 Developmental Assets that include the assessment of: (1) social support (from family, schools, and organizations); (2) empowerment (youths experience safety and valued as resources and contributors); (three) boundaries and expectations (adult function models); (iv) constructive use of fourth dimension (creative activities, youth programs); (5) commitment to learning (engaged in learning); (half dozen) positive values (caring for peers); (vii) social competencies (i.e., interpersonal competencies); (eight) positive identity (self-esteem, purpose in life, and positive view of the time to come), and enabling environments that promote positive youth development (Retrieved from: http://www.search-institute.org/developmental-avails).

Research concerned with the concept of empowerment has concluded that information technology is a construct that encompasses several components (Zimmerman, 2000). Further, empowerment can be understood equally a cause, a process, and an outcome. Causes of empowerment may be located in the private's external or internal surroundings. Processes of empowerment are the activities in which individuals engage that allow them to exercise the empowerment components. The outcomes of empowerment reflect the internalized empowerment causes, and the exercised empowerment processes manifested as psychological competencies that can predict mastery of targeted behaviors. For example, the TTC constitutes an external cause of youth empowerment. The Art Works Plan facilitated a process to exercise youth empowerment and the empowerment outcomes were those behaviors caused equally a effect of participation.

The plan was designed under the Socio-Cultural Acceptance Model represented in Figure 1. Under this model, the holistic self is represented at the center. Interventions that reinforce socio-cultural acceptance promote the expression of needs, fantasies, and desires by means of catharsis (i.e., the release of energy without repression). If the self feels prophylactic and accepted, the individual will be able to appoint in deep processes of reflection of existing assets and stressors in his/her life thereby promoting change. Socio-cultural acceptance releases energy to create new alternatives, new fantasies, and desires that sally from the deep cocky. In this case, the self-experiences expansion as a result of a constant and fluid flow of energy betwixt the inner and the outer world. As a event, empowerment, self-determination, self-regulation, and creativity based on multicultural beliefs standards are manifested into the outer world. In contrast, if the intervention promotes regulation by ways of socio-cultural rejection, for case, punishing youths if they limited obsessive and addictive imaginary or bad language, the individual will hermetically close his/her inner circumvolve and release accumulated energy in the form of repression, aggression, frustration, and escapism. Every bit a outcome, substance abuse and hating behaviors will be manifested in the outer earth.

Figure i. The Socio-Cultural Acceptance Model (See PDF version to view the figures and tables.)

The plan design also included an adapted curriculum to promote youth empowerment and involvement in community development (Ciofalo, 1997). The new curriculum integrated arts such as painting and cartoon, journal writing, mask-making, storytelling, sharing dreams, future planning, and psychodrama activities to promote intrinsic self-growth and awareness of the deep self (Ciofalo, 2009). Nether psychodrama approaches, art therapy adds ego support functions. A protagonist, who becomes the main actor of his/her inner world, is supported past auxiliary egos in "society to ready the stage for neutralized energy" (Robins & Sibley, 1976, p. 31). Auxiliary egos help the protagonist to become aware of deep conflicts and desires. During sessions the facilitator emphasized the importance of nourishing authentic images and fantasies that emerge from the deep cocky, such as the awareness of talents represented in dreams of what they want to become in the future, instead of absorbing the externally imposed images. Farther, the Art Works programme integrated the work of David Fontana (2004) entitled Teach Yourself to Dream, that provides exercises and activities for a immature audience to acquire to empathise their dreams and to alter images past means of active imagination and intuition. In addition, various cooperative learning structures were applied during the sessions (Kagan, 1995). The terminal fine art products were displayed in an exhibit at the treatment center and shared with their families and youths who were attending other programs. Lastly, a concluding, celebratory event consisted in a fieldtrip to the Los Angeles Contemporary Museum of Arts.

Methods
Participants and Procedures
The youths who attend the handling heart are referred by the juvenile justice or the mental health systems and are mandated to receive mental health treatment for specific periods of fourth dimension. A total of 47 youths of ages 14 to 18 were integrated in this programme, Almost all youths (95%) were Latinos (n=44) from impoverished neighborhoods and nigh 21% (n=10) were girls. The remaining 5% (north=iii) of the youths were Caucasian and Asian. Three groups were formed. Two groups were composed of an average of 19 youths. A third grouping was equanimous of seven to nine youths attending the TTC's loftier schoolhouse.

Each group participated in i-hr weekly sessions for a full of four months in the facilities of the TTC's Outpatient Youth Services. Participatory self-evaluation applied psychodrama techniques to engage the youths into constant cocky-reflective activities at the end of each session (the closure). In addition, specific activities encouraged them to evaluate the course of the program (what was working and non working and suggested recommendations) by means of mid-term and final tests and reflective entries in their journals. Some of the sessions were videotaped and watched with the youth to promote critical reflection of constructive or destructive behaviors that were furthering or impeding the programme procedure. This technique was used as a tool of both programme intervention and self-evaluation.

Data Collection and Analysis
Outcomes were measured past applying multiple quantitative and qualitative methods and instruments. The quantitative instruments were a pre-mail exam that measured youth empowerment and a random drug test. The qualitative methods were assay of progress/group notes, personal journals, art products, and beliefs observations during the interventions. Lastly, participatory evaluation of the plan was applied with youth involvement.

The Pre-Postal service Empowerment Exam
A pre-postal service test measuring youth empowerment was practical to the youths before and after the program. The examination is an adaptation of an empowerment questionnaire adult and applied to measure out youth empowerment in diverse cultural contexts (Ciofalo, 1996). This instrument builds on the empowerment test developed by Schwerin (1995) that combines scales of various instruments with adequate validity and reliability. The adapted version practical in this report consists of 28 items that mensurate the following components/factors of empowerment: General Cocky Efficacy; Self-Esteem; Group Cooperation/Participation; Perceived Competence; Internal Locus of Control, and utilise of Booze, Tobacco, and Other Drugs (ATOD). Examples of some of the items are: "I am responsible of whether or not I accomplish my goals;" "I enjoy having control over my life, and "I find it very like shooting fish in a barrel to stay away from using drugs" (see Appendix I, in the PDF version of this article).

The Journals
All youths completed confidential journals. Many of the grouping activities consisted of personal reflections that the youth could conduct in written or in cartoon from. A total of 47 journals were analyzed past the program facilitator based on the themes, motifs, contents, and meanings of the writings and drawings compared to the expected program outcomes.

The Progress/Group Notes and Observations
Afterwards each session, the programme facilitator recorded detailed descriptions of the process and outcomes and analyzed them based on the expected programme outcomes.

The Art Products
The drawings, paintings, collages, masks, and whatsoever other fine art product such every bit psychodrama sessions were analyzed under depth psychological perspectives and methodologies. The assay and interpretation of images and processes were based on the expected program outcomes.

Participatory Self-Evaluation
The youths were integrated into constant self-reflective activities at the stop of each session (the closure). In addition, specific activities encouraged them to evaluate the class of the program (what was working and not working and suggested recommendations) by means of mid-term and final tests and cogitating entries in their journals. Further, some of the sessions were videotaped and watched with the youth after some of the sessions to promote reflection of effective or destructive behaviors that were furthering or impeding the process of the program.

Results
Results of the empowerment test are provided in Table 1. Although all of the 47 youths participated in at least 70% of all sessions, participation was non constant because new participants were oftentimes integrated into the groups. As a result, only data obtained from 12 participants who attended all sessions at the beginning and at the end of the plan are reported in this table. At that place was no significant change between the pre and post measures among all the empowerment components. However, results are in the i to 3 score range as measured by a Likert scale from one to 5, where i and 2 indicated manifestation of empowerment. Opposite scoring was used to control for answers that were randomly given by participants.

Table 1. Results of the Empowerment Questionnaire (See PDF version to view figures and tables.)

The lower responses given nether perceived competence (3 and 3.i) may exist due to the fact that many youths experienced feet that they may fail the juvenile court requirements such as the random drug tests. This may be considered a response to the experience of trauma (i.e., being arrested or incarcerated). In add-on, 95% of the participating youths were from Latino origin, and they came from impoverished and oppressive environments that practice not provide them opportunities for growth and evolution and thus practise not give them hope for change. Especially, it was impressive that 15% of the youths selected the 1 and ii score (strongly hold or concord) to answer question #22: "I often question whether life is worthwhile." Answers to this test item were farther analyzed in session discussions as well as individual conversations with the participants. This worrisome response calls attention to the need to preserve quality youth programs such as those provided by the TTC but also to implement ecology interventions that at least reduce (if not eliminate) the pervasive causes of poverty and social, economic, psychological, and political oppression.

The drug tests revealed that of 47 participants, 28% (n=13) went from positive to negative drug results, meaning that they were consuming drugs earlier they started the plan and that they stopped consuming drugs at the finish of the program; 36% (northward=17) started the program testing negative and were able to remain negative by the stop of the program, and a total of 64% (due north=30) ended the plan testing negative.

Analyses of the journals, group observations, and drawings nether content analysis techniques followed categorization of the youths' narratives, observed behaviors, and images under the empowerment components addressed in the empowerment examination such as, self-esteem, self-efficacy, locus of control, and group cooperation and participation, and the learning objectives outlined on page thirteen. Results suggested that the youths developed increased cocky-esteem. Several activities required that they described themselves or that they detailed their qualities. Seventy-five percent of the journals contained positive descriptions almost themselves likewise equally positive qualities. In add-on, the drawings contained in the journals of 80% of the participants (north=39) revealed progress towards the development of new imaginary that was not related to the utilize of drugs, tobacco, and booze (come across Appendix, Figures ii-16). In add-on, the detailed clarification of the sessions suggested the gradual emergence of increased cocky-esteem among the youths who participated regularly in the program. Every bit stated previously, 95% of the youths were Latinos and several sessions evidenced the emergence of cultural pride equally an asset for positive youth development and empowerment. For example, youths requested more Mexican mythology books when the facilitator brought books of different cultures to instigate discussions nigh archetypes.

Further, their latest art products were colorful and dynamic paintings representing an open and promising view of their future (see Appendix, Figures, 15 and 16). An example of increased sensation of the interaction between the individual and the social self was evident when youths completed their collages selecting images from popular youth magazines and common media literature (see Appendix, Figure10). The participants were able to discern how media-produced images such equally, alcohol, sexual scenes, guns, and a drastic bombardment of objects to exist consumed, and how these images appeared in their own fantasies, expressed as "dreams" and "nightmares" (see Appendix, Figure, xi—notation the reference to Dionysus as the classic of excessive drinking).

Further, participants developed positive relationships with each other during the group sessions and were supportive, cooperative, and respectful of each other's stories of the deep self as evaluated past the number of times that youth cooperated in developing art products as well as the empathetic responses they gave during sessions that required sharing of personal stories. Lastly, the videotaped sessions demonstrated that participants were engaging in supportive behaviors and aware of how their behaviors influenced the grade of the activities. For example, several youths engaged in collaborative paintings using i canvas as a group product; participants pointed at the behavior of others, who were being disruptive during sessions, and offered recommendations for procedure comeback.

Give-and-take
The quantitative results, based on the pocket-sized number of participants (n=12) who completed the empowerment test, did not study that the program had a significant impact on manifestations of empowerment. However, the results of the random drug test suggested that the expected plan outcome of 30 percent reduced drug abuse was surpassed (64%). Further, the involved youth successfully created new images and fantasies away from the substance abuse topic (meet Appendix, Figures two-16). These qualitative results seem to suggest that this intervention promoted the emergence of disquisitional thinking and sensation of the oppressive environmental stressors that youths are facing and how these influenced their fantasies, dreams or nightmares, and behaviors.

The key factors that seemed to have a positive upshot on youth engagement in this program's activities were the application of art therapy under the framework and methodologies of depth psychology also as the use of popular education approaches. The latter immune to adapting complex depth psychological linguistic communication to make it easy and understandable for the youth. Art-based interventions informed by depth psychology seem to promote the understanding of conflicts and resistances, and in sum, the dynamics of the deep cocky. They are culturally compatible and historic period appropriate interventions given that adolescents tend to limited their inner world by means of symbols and metaphors. This programme offered adolescents at take a chance opportunities for identity exploration every bit well as for the promotion of critical thinking in regards to the environmental factors that alienate them causing drug abuse and antisocial behavior.

The youths were able to raise awareness of the oppressive roles that they may take—as heroes or martyrs— in response to an alienating, capitalistic, and consumerist civilisation. The supportive socio-cultural surroundings created during sessions (see Effigy 1) promoted trust and encouraged the youths to express themselves freely, allowing for catharsis of internal conflicts, sensation raising of behavioral consequences, and representation of alternative future scenarios. The findings suggest that this fine art-based, educational intervention promoted mainly an increment in cocky-esteem, positive peer interactions, and creative envisioning of a hopeful future. These outcomes have been abundantly reported in outcome studies of art-based interventions (see Rapp-Paglicci, Stewart, & Rowe, 2012; Kang Song & Gammel, 2011; Stevenson, 2011; Rostan, 2010;Anderson, Walch, & Becker, 2009; Stinson, 2009; Bianchi, 2008; Wright, Alaggia, & Sheel, 2006; Adams & Luke, 2001; ArtUSA, 2000; Brice, 2000, and Randall, Dian, & Miller, 1998). However, the achieved outcomes could be the upshot of the contribution of other services participants were receiving from the outpatient programme or the consequence of other factors in their lives. These limitations are also considered in light that there was not a standard instance comparison group. Furthermore, the cistron that the qualitative information was analyzed and interpreted past the creator of this fine art-based intervention poses a potential take a chance of introducing a biased perspective on the achieved outcomes.

One challenge encountered with the implementation of this program was the constant integration of new participants into the groups and the consequence that the newcomers had in those participants who were already attention the groups. For example, if more oft participating youths were already developing new images and fantasies, other than those that expressed drug abuse motifs, the newcomers would start the intervention with obsessive drug employ cravings, reflected in their drawings and group discussions (run into Appendix, Figure 4). For the most part, the youths, who were already integrated into the group and who had manifested behavioral change, would first again expressing drug utilise fantasies and imaginaries. In such cases, the facilitator raised their awareness and "mirrored back" the progress made by other participants, comparing the fine art products of the newcomers with those of the more established participants. Another challenge was grouping size. When groups had only iv to 6 participants, the sessions were very intimate and thus, effective. Also, the school-based group progressed quickly and the quality of the responses, dialogues, and introspective work that the youth was able to attain did not occur in the other groups.

Ane recommendation to increase the touch on of this program is maintaining stable groups with the same participants throughout the program. This is a difficult task given the conditions nether which TTC has to operate. Many youths are required to exercise a specific number of hours ordered by the juvenile court or past authorities institutions and when these hours are completed, they go out treatment while new youths are sent to start treatment. This "moving grouping" situation is one with which TTC staff has to deal with every day. The terminal recommendation is that government and funders need to provide more resources to institutionalize art-based interventions as ongoing healing, educational, and liberating strategies to promote holistic youth development in schools, treatment centers, and communities.

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autores

Nuria Ciofalo

This paper is based on a Project Evaluation Written report submitted to Dr. Stewart Sokol, PhD, Managing director of Youth Services, Tarzana Treatment Center, Los Angeles, California on Baronial 30, 2009.

A first version of this paper was presented at the 118th Annual Convention of the American Psychological Clan, San Diego, California, August 2010.

Correspondence should be sent to Nuria Ciofalo, Pacifica Graduate Establish, 249 Lambert Road, Carpinteria, CA. email: nciofalo@pacifica.edu

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