Media Process: Finger knitting
Population: Children
Disorder: Conduct/behavioral issues
The first time I used this process was in elementary school, I remember it vividly and can even see the classroom, where I was in the room, and that I used dark green yarn. I chose this process because I had limited supplies and it turned out to be more enlightening of a process than I originally anticipated. Although there were many thoughts and realizations I had, much of it came from the fact that I had a completely opposite experience than what I remembered as a child. While I wound the fabric through my fingers I felt anxious, constricted and it gave me a visceral reaction I did not expect. As a result, I didn't create as long of a piece as I wanted to but thought it would be best to relieve myself of the feelings and leave it short. I chose children with conduct and behavior issues because this can be a very simple, repetitive, and soothing process. Reflecting on what I remember as a child I thoroughly enjoyed the engagement and can still remember how calm everyone became as we worked on our pieces. This was one of the first experiences I had where there was more intention focused on what the process was like instead of what the product would be, which parallels so well with the concept that within the world of art therapy the process can be much more or as equally important as the final product (Leone, 2020). This kinesthetic and sensory experience can be paired well with any mindfulness-based art therapy techniques to bring bodily awareness and mental-state back to a baseline for students experiencing overwhelming internal or external mental health or mood overwhelm. School-based mindfulness practices have been found to be successful in improving therapeutic relationships, interpersonal relationships, peer to peer interactions, and even relationships between students and their teachers (Bokoch, 2020).
Leone, L. (Ed.). (2020). Craft in Art Therapy: Diverse Approaches to the Transformative Power of Craft Materials and Methods. Routledge.
Bokoch, R., Hass-Cohen, N. (2020). Effectiveness of a school-based mindfulness and art therapy group program.Art therapy: Journal of the American Art Therapy Association, 0(0), 1-10.https://doi.org/10.1080/07421656.2020.1807876.
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