Therapeutische alliantie: de tpocs-anl

Liber, Juliëtte M.; Leeden, Adelinde J. M. van der; Sauter, Floor M.; Treffers, Philip D. A.

doi:10.1007/bf03061007

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…In order to monitor the therapeutic alliance, continued investigation of the elements in Part III of Table 3 is recommended. Also in the context there are influential aspects of the child such as treatment motivation, hope and expectations and the possibility to change or mitigate problems in the environment (Liber, Van der Leeden, Sauter, & Treffers, 2007;Van Yperen et al, 2010). In further studies attention must also be paid to general contextual factors, such as changes in the school (for example, a new teacher) or at home (for example, moving to a new house where the child has a room of his/her own).…”

Section: Discussionmentioning

confidence: 99%

Consensus-based typical elements of art therapy with children with autism spectrum disorders

Schweizer¹,

Knorth²,

Yperen³

et al. 2019

International Journal of Art Therapy

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Art therapy (AT) offers a specific treatment for developmental, social and behavioural problems of children with autism spectrum disorders (ASD). In this study typical elements of AT with ASD diagnosed children are specified and validated in a two-round Delphi study with 19 art therapists and 10 referrers. In the first round, relevance and applicability of the elements were rated. The degree of consensus per element was computed using the Gower coefficient. Results were subsequently, to the extent necessary, clarified by a focus group discussion involving seven professionals (five art therapists; one psychologist-ASD specialist; one social worker with an ASD diagnosis who is also a parent of an ASD diagnosed child). Consensus was achieved on 46 elements which relate to goals, means, and outcomes of AT, including therapists' appropriate attitude and behaviour. The findings are helpful to clarify the role of AT in treatments for children with ASD. Plain-language summaryChildren with autism are often referred to AT for a range of problems. Their self-image and selfesteem is often low. A lack of flexibility often appears in daily life and at school. Also these children often have difficulties in expressing themselves. These problems have consequences for their social behaviour.

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Section: Discussionmentioning

confidence: 99%

Consensus-based typical elements of art therapy with children with autism spectrum disorders

Schweizer¹,

Knorth²,

Yperen³

et al. 2019

International Journal of Art Therapy

View full text Add to dashboard Cite

show abstract

“…In order to monitor the therapeutic alliance, continued investigation of the elements in part III of table 3 is recommended. Also in the context there are influencial aspects of the child such as treatment motivation, hope and expectations and the possibility to change or mitigate problems in the environment (Liber et al, 2007;Van Yperen et al, 2010). In further studies attention must also be paid to general contextual factors, such as changes in the school (for example, a new teacher) or at home (for example, moving to a new house where the child has a room for his/her own).…”

Section: Focus Group Additionsmentioning

confidence: 99%

Art Therapy for Children Diagnosed with Autism Spectrum Disorders: Development and First Evaluation of a Treatment Programme

Schweizer¹

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12 the third circle. The outer circle frames the treatment Outcomes. The COAT-model and the descriptive results were used as building blocks in further studies. Research sub-question 2. Based on the literature, which typical elements in art therapy for children diagnosed with ASD can be identified that contribute to positive treatment outcomes? Children diagnosed with ASD are often referred to AT. The therapy seems promising for helping them with problems in the areas of social behavior, learning skills, and focusing attention (Schweizer, 2014; Teeuw, 2011). Also, there are some indications that improvements are generalized at home and in the classroom (Pioch, 2010). In this second study we systematically explored what evidence could be found in the research literature for 'working' elements of AT for children diagnosed with ASD. A search for intervention studies published between 1995-2012 was executed with relevant keywords (art, art therapy, Autism Spectrum Disorder, child, effect, outcome) using well-known databases: Cochrane, ERIC, MEDLINE, PubMED, psychINFO, ERIC, and Google. Assessment studies were excluded. The search did not find any intervention study that matched the criteria, also meaning that no systematic reviews, meta-analyses or RCTs could be identified. What we did find was a number of well-documented publications concerning art therapy for individual children diagnosed with ASD in the form of case descriptions that enabled a thorough content analysis. This analysis was structured according to the four categories of the COAT-model and resulted in a second description of promising elements of art therapy with children diagnosed with ASD. As a result of study 1 and 2 a substantial number of typical elements was identified. Our next aim was to compute the degree of consensus in a sample of art therapists and referrers regarding the relevance and applicability of these elements in daily practice. From the resulting list of consensus-based items two measuring instruments were developed for respectively observing the child's and the therapist's behavior during AT. This was because there was no instrument that could be used to monitor the behaviors of the main people involved in AT: the child and the therapist. Research sub-question 3. To what extent is there consensus among art therapists and referrers regarding the relevance and applicability in daily practice of typical elements of art therapy with children diagnosed ASD, identified in studies 1 and 2? 17 13 The scope of the third study was to determine the degree of consensus among experienced art therapists and referrers about the relevance and applicability of typical elements of art therapy with children diagnosed ASD. The input was the 'longlist' of elements (items) obtained from studies 1 and 2. For this third study the Delphi methodology was applied using a mixed-methods design. Additionally, a Focus group session was conducted to clarify some contradictory results from the Delphi study. The result was a 'shortlist' of elements with face valid...

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Complicaties bij behandeling van depressieve adolescenten met cognitieve gedragstherapie

Stikkelbroek¹,

Prinzie²

2008

KIAP

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Therapeutische alliantie: de tpocs-anl

Cited by 4 publications

References 31 publications

Consensus-based typical elements of art therapy with children with autism spectrum disorders

Consensus-based typical elements of art therapy with children with autism spectrum disorders

Art Therapy for Children Diagnosed with Autism Spectrum Disorders: Development and First Evaluation of a Treatment Programme

Complicaties bij behandeling van depressieve adolescenten met cognitieve gedragstherapie

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