Notes + Quotes: French Kids Eat Everything

I am a nanny. Or, well, I guess I was a nanny.  My last official day of work watching my little charge was yesterday and honestly, I cried myself to sleep last night. But that’s beside the point… Having been a nanny for a little over a year, I got a tiny glimpse into what it’s like to be a parent, and with that came a small glimpse into the American kid-parent food battle.  And while I absolutely adored my job, let me tell you, trying to feed a toddler nutritious, varied meals is not all sunshine and roses.  I wiped up many a swatted  spoonful and picked up more thrown morsels than I’d like to admit. But we tend to take this behavior as part of the baby/toddler phase.  The fact that they will only eat PB&J or chicken nuggets and push everything else to the floor is normal…right?  It’s hard to know to question the aspects of life we just assume to be The Way Things Are. We don’t know what we don’t know.  But the book by Karen Le Billon called French Kids Eat Everything (and Yours Can, Too) provided a fascinating insight into how the American culture tends to view food and how these attitudes are not the norm across the globe, particularly in France.  It helped me to be aware of the ways I have been programmed to think and talk about food and to see how this inevitably impacts the little ones around me.  There were many points I wanted to remember while reading so I started taking notes.  What follows are my notes + quotes (apologies for any errors), though I recommend reading the book yourself if you are interested!  It was a quick and easy read and while I don’t necessarily agree with everything written, nor do I think all the advice can or should be applied (we live in a very different culture and some things just aren’t feasible here), I always think that there are benefits to seeing the world from another perspective.  We tend to think that food is food and that it is relatively the same everywhere, but I had no idea how fundamentally different my views of food are (were) than people elsewhere. Let me know what you think!


French food rule #1:
Parents: you are in charge of your children’s food education.

Average of times children have to taste a new food before they willingly eat it: seven, though between ten and fifteen is recommended
(“So whereas I often assumed that my children didn’t like a particular type of food, my French friends would simply assume their children hadn’t tried it enough times.”)

“…I also learned that nutrition and healthy eating habits, while important, don’t need to be the main focus.  Rather, enjoying your food is the focus, and healthy eating habits are a happy by-product.”
(Food is fun!)

Chapter 2: Baby Steps and Beet Puree

The children were simply not allowed to play with their food. Little fingers that dipped into bowls were kindly but firmly removed.  Failure to cooperate (which was rare) was met with a gentle but firm response: plates would be removed.  The message was clear: if you can’t eat properly (which means eating tidily, even for toddler), you won’t eat at all.

“WE (the French) don’t play with our food.” > “Don’t play with your food”

Above all else, French children are never taught to view food as a reward.

French food rule #2:
Avoid emotional eating. Food is not a pacifier, a distraction, a toy, a bribe, a reward, or a substitute for discipline.

Rarely eat for “non-nutritive” reasons

A respectful attitude
They never, ever eat without putting a tablecloth on the table
Setting the table is a ritual that expresses the ceremonial and aesthetic aspects of French eating, at the core of which is the belief that eating is intensely social and that it rightfully happens around the table. (27)

Food is never eaten standing up, or in the car, or on the go. Food is not eaten anywhere in fact, but at the table. And food is only served when everyone is at the table.

Chapter 3: schooling the stomach

The French system is actually a highly perfected peer-pressure-driven food diversification program. … Teachers, too, played an active role in educating the children about food… They had three key goals:
1. Protect children’s health and support their academic performance by feeding them nutritious food
2. Educate children: to cultivate their palates, teach them basic rules of food hygiene and nutrition, and open their minds to food as culture​, art, and national heritage
3. Discipline their eating habits, setting f up healthy routines for when, where, how, what, and why kids ate what they did

Book example for new parents: The Birth of Taste: How to Give Children the Gift of Enjoying Food

“Tasting Week”
French Institute of Taste
Taste Training: Through exploring how food experiences are composed of taste, vision, smell, touch, and hearing , children learn to explore food through their five senses.

By making food education mandatory, the government ensured that healthy diets would not be restricted to the elite.

French food rule #3:
Parents schedule meals and menus. Kids eat what adults eat: no substitutes and no short-order cooking.

North America: autonomy and independence
“If the food is delicious, why do you need to have a choice?”
France: too much choice is (potentially) a symptom of lower quality

Chapter 4: L’art de la table
French food culture:
1. Eating is inherently social; the French make a point of having fun while eating; the table is a place of emotional warmth and connection; French children learn how the world works (by listening to their parents talk) and conversation skills (how to interact with adults, how to argue without offending someone, and how to listen well)
Not only expected to eat together, but to eat the same thing together (French “communal” vs. American “contractual”)
2. bon got: “good taste”
3. food rules/habits: shared social norms about when, where, how much, and how food is consumed

French food rule #4:
Food is social. Eat family meals together at the table with no distractions.

Chapter 5: Food Fights
aliment: cultural definitions of things we find nourishing and appetizing (example: frog’s legs)

Contrast in parenting styles between French and American; different assumptions of what is normal in a social situation (in France it is normal and expected to firmly discipline (your own or even other) children in public if misbehaving)

From the French point of view, the world is made by adults and for adults. (87)
Children are viewed and treated as mini adults, from clothes to furniture to behavioral expectations.

“…children’s primary job is to behave, and parents primary job is to help them behave.”

attachment parenting vs. indulgent parenting (90-91)
puériculture (the science of childrearing)
French researcher Claude Fischler

“One must eat a bit of everything.”
“Eating unhealthy foods once in a while is not a problem.”
Good understanding in French children of which foods are healthy/unhealthy and why.
“New is normal”

French food rule #5:
Eat vegetables of all colors of the rainbow. Don’t eat the same main dish more than once per week.

Jane Nelsen’s Positive Discipline
My mistake, I decided, was that I’d been to permissive in the past, but had now overcompensated by being too authoritarian (strict, controlling, punitive). What I needed instead was to be authoritative (firm, but kind, and gently supportive).

habits and customs, rather than regulations

Chapter 6: The Kohlrabi Experiment
neophobia: fear of novelty
– usually appears around age two (a phase, not a lifelong condition)
– may be protective behavior, may have an evolutionary basis, may be primarily psychological (developmental phase of opposition to parents), or may be from developing taste buds
– kids learn what to like or dislike

When I asked, most parents thought that their kids were testing limits rather than really expressing a true dislike of the food offered to them. And they insisted that it was important not to enter into a power struggle: if their kids refused food, their parents would simply take it away, with little fuss. But no substitute would be provided—and parents held firm to this rule.
“serene indifference”

My child will not continue refusing to eat if I simply refuse to react.

…babies’ innate curiosity about (and love of) trying new food. (110)

Rules are about positive discipline, combined with unquestioned routines that make it seem entirely natural for french children to try new foods.

French food rule #6a:
For picky eaters: you don’t have to like it, but you do have to taste it.

The trick is to get the kids to take the initiative rather than forcing the issue.

French food rule #6b:
For fussy eaters: you don’t have to like it, but you do have to eat it.

Focused on variety of taste, texture, and color (instead of micronutrients, like iron)

The French understand ‘appetite’ as a psychological state, which primes you to eat (and be satisfied) by certain foods.

Société Française de Pédiante – “food diversification” section

Very precise about ages and stages for introducing new foods

At four months, the first food for French babies is not necessarily cereal (as is usual in North America), but rather a thin vegetable puree or soup. Standard advice from pediatricians is to dilute this with milk, and serve it in a baby bottle. On day one, a dollop of soup (say, leek soup) in their milk introduces them to the taste.
On successive days , the amount of soup is increased (and the amount of milk is decreased). Within less than a week, baby is drinking vegetable soup rather than milk for the main meal of the day. The next step is to gradually thicken the soup, moving to a sippy cup, and then to a spoon. (118-119)

[The author doesn’t] agree with everything in the French model: despite all of the research demonstrating the advantages of breastfeeding, France has some of the lowest breastfeeding rates in the industrialized world. And if French mothers do breastfeed, they typically stop at two months.

Cookbook author: Cyril Lignac

The Birth of Taste by Natalie Rigal

To buy: the BabyCook

It’s all in the marketing – the presentation (including cutlery, serving dishes, tablecloth) AND the name

festive and fun
The table should be the happiest place in the house.

“You don’t like it? That’s because you haven’t tasted it enough times yet. Maybe next time!”
“You’re hungry? That’s fine. You’ll really appreciate your [insert next meal]. We’re having something really yummy: [insert name of dish].

Assess the quality of a child’s food intake over a period of a week rather than demanding a completely balanced meal every time they sit down.

The point is to taste the new foods, not necessarily to eat a whole bunch.

Chapter 7: Four Square Meals a Day
Why French​ Kids Don’t Snack

French food rule #7:
Limit snacks, ideally in person day (two maximum) and not within an hour of meals.

In between meals it’s okay to feel hungry.
At meals, eat until you’re satisfied rather than full.

High satiety foods (usually protein- and fiber-rich): whole grains, beans, lentils, oats, lean meats, fish, leafy greens and high water/fiber content fruits and vegetables

Benefits of scheduling meals and limiting snacks:
– no more negotiating
– no emotional eating
– less mental stress
– time saved
– money saved
– better nutrition
– less temptation for parent to snack

Chapter 8: Slow Food Nation
It’s not only what you eat, it’s how you eat it

French food rule #8
Take your time, for both cooking and eating. Slow food is happy food.

In France, nutrition, fueling yourself, feeling dull, personal health nor weight loss aren’t the primary goals of eating. Enjoyment is the goal of eating.

The French take longer [than Americans] to eat less [than Americans], allowing the body’s signals of fullness to kick in before you’ve finished eating. (163)

I’m full vs. I’m not hungry anymore
Are you full? vs. Are you satisfied? / Have you had enough?

Chapter 9: The Best of Both Worlds

Anecdotal story of trying to live by the French food rules while back in Vancouver, with one kid in daycare and the other in school. Issues included not enough time for eating slowly, social pressures, and a culture of snacking.

French Food Rule #9:
Eat mostly real, homemade food, and save treats for special occasions.
(Hint: anything processed is not “real” food.)

terroir: a word referring to the close relationship between people, their land and climate, and their food

The 100-Mile Diet (book)

The essence of the French approach is this: find a balance between the foods available where you are living, your terroir and traditional cooking skills, and a schedule that lends itself to mindfulness cooking and eating.

Chapter 10: The Most Important Food Rule of All

idea: frozen homemade soups

French Food Rule #10:
Eating is joyful, not stressful. Treat the food rules as habits or routines rather than strict regulations; it’s fine to relax them once in a while.

Seek to avoid excess in eating: excess control of food and obsession with healthy eating are to be avoided, just as much as indulgent or unrestrained eating of poor-quality food.

Moderation + Balance


Additionally, the blog site The Conscientious Eater was recently recommended to me by a dear friend as a place of healthy food talk (not just talk of healthy food). I haven’t read too much yet but I am heading over there now to check it out!

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Notes + Quotes: French Kids Eat Everything

Notes + Quotes: Intro to Art Therapy

Introduction to Art Therapy:

Faith in the Product

By Bruce Moon


In summary, this book was incredible.  I loved every w
ord and even when it was a bit repetitive, it served to remind or rephrase some of the most important points.  This is the first work I have read related to Art Therapy and I am honestly a bit hesitant to read anything else; I feel nobody will have such a beautiful way of writing about art, love, humanity, and therapy.  Perhaps it was because I was expecting a more standard textbook format (with bolded words, asides, and footnotes), but the combination of anecdotes and summarization, of definitions and humility, and of personal works of art was more than I would have ever hoped for of a book generically entitled Introduction to Art Therapy.  Thank you Bruce Moon, for your compassion towards humanity, your love of the arts, and your belief in the life-changing potential of art therapy. What follows were the ‘notes’ that I took while reading (though honestly mostly excerpts and quotes).  If it sounds like an interesting book to you I recommending reading the entirety of it, as I didn’t include any of the anecdotal stories, which I found to be some of the most enlightening. 

(I apologize for any errors or typos.  I typed the majority of this on my phone and, well, we all know how that goes.)

Chapter I:
WHAT’S LOVE GOT TO DO WITH IT?

Why do you do art?
Love is the will to attend, to the self and others.
The doing of art is an act of love.

The relationship between art, art therapy, and love is utterly tied to the presence of discipline, focus (concentration), patience, skillfulness (mastery), and faith. (Faith in the goodness of life, the arts, of others, and of ourselves. Fromm said “… only the person who has faith in himself is able to be faithful to others.” I would emphasize that only the art therapist who has faith in her, or his, own images is able to have faith in those of others, i.e. clients.)

Anything that we attempt to do, if we only do it when we are in the mood, or when we feel like it, may be amusing it may pass the time, but it will never be art.

Without self-discipline life is random and chaotic—what Viktor Frank describes as the, “existential vaccuum.”

Offering a safe, predictable, and comfortable environment

Speed is not of the essence when it comes to art and love. In fact, doing these things quickly may be the antithesis of doing them skillfully

Nothing that is valuable comes conveniently or easily.

Chapter II:
THERAPIST OR ARTIST?

Answer: YES

“I have always found it facinating​ that this system (stratified pyramid/caste system) works in such a way as to discourage contact with the patient.”

One must first be an artist, in order to become an art therapist. art is the anchor, the soul, the taproot of the profession. “ARTIST: the one who professes and practices and imaginative art.” (Webster’s New college dictionary) This does not imply hay one must exhibit his or her work, or enter competitive situations. Rather it leads to a definition of art therapist as one who practices an imaginative art and attends to others though the process and the products of artistic work. (28)

Chapter III:
WHAT IS METAVERBAL THERAPY?

“beyond words​”
The heart of the profession is experienced in moments that defy verbal description.
Every paint streak, each xhalk line, every slab of color harmonious and dissonant, declares to the artist themselves, to beholders of their work and to all humankind that I am, I am here and I have something to express.

It is a dangerous thing, TO BE. It is beyond words.

Chapter IV:
WHAT IS THE NATURE OF THE WORK?

The story of Jan.

The resistance phase
The working through phase
The termination phase

Patterns/metaphoric themes of termination:
1. I will get mad at you, you will be angry with me and I will feel no pain when I leave you.
2. I will withdraw from you early, so that when I leave I will not miss you.
3. Wasn’t this wonderful, I’m so glad I met you, you’ve really changed my life.
4. I will use this time to honor the work that we have done together.

Chapter V:
DRAMATIC ENACTMENT

Dramatic enactment is a preplanned , even scripted interaction; the fulfillment of a role; the identification of the comic and tragic in real life…. Each of us plays roles, directs others and is directed, word and recites dialogue. Each of us rehearses and each of us spends time to find our motivations and to get into character. (50)

Dramatic enactment, as an everyday, semi-invisible art form, serves a vital purpose to humanity. It provides a structure for understanding. Truth (reality) is stranger than fiction because it is less comprehensible. Humans need to interpret raw reality to make sense of it. Art forms of all kinds have this critical mission. Patterns and structures from the arts codify and simplify the stream of data called life. An artistic view is a “take” or perspective that suggests a meaning.

Any human art: make life more understandable and express values

Theraputic empathy means that you, the art therapist, understand the drama that is being enacted in your patient’s life and see his or her role in it. You then use your own dramatic skills to project yourself into that role. You understand the motivations for the actions your patient performs and the lines he or she speaks.
Empathy is usually spoken of as an important element in gaining the patient’s trust and acceptance, engendering hope. These things are all true. And the trust is rewarded, and hope justified, when the therapist takes the next step in empathy. The therapist remains in the patient’s character and then examines options and choices for changing the drama. Theraputic options obtained this way have such greater per because they represent the couches the patient might conceivably make.

Legitimate fear, for the therapist, of identity loss…
Remedy: Act. The empathic connection established by the therapist based on the mastery of dramatic (and artistic) techniques is not “just an act.” It is a sincere artistic gesture. Art joins humans together on the most fundamental level, the level of archetype and the collective unconscious.

As art therapists​ it is your job to pay close attention to the drama your patient’s engage you in. You must be willing to regard all aspects of your work as art-form-in-process. You must attempt to understand the role the patient has cast you in, and you must improvise as you strive to help the patient understand that they can write a new script. It is not only the painting, the sculpture, the poem or dance that is the art form in the theraputic context. Every word you utter, every move you make and every facial expression you display ate pieces of character in the dramatic enactment of art therapy. (61)

Chapter VI:
TRUTH AND FICTIONS

metaphor, defined

I have often thought that what my patients have most wanted from me…is an assurance that the  truth about their  lives are acceptable.

For our purposes here let us define truth as: sincerity in character and action; the sum of real things and events.

…they have create fictional identities in order to ease the pain. These fictions are of course creative acts in and of themselves, and so are metaphoric portraits of the self, i.e., truths in their own right.

(The metaphors of art therapy) are figurative actions and objects in which one thing (the patient) is described in the terms of another (the image).
…the potential for multiple interpretations; their purpose being to illuminate or expose truth.

I listen to the whole of the communication and at every turn resist the seductive pull to analyze, dissect, and label.

Story of Estelle. (Gargoyle drawings)

Chapter VII:
FUNDAMENTAL PRINCIPLES OF ART THERAPY

1. Meta-verbal therapy
The work of art therapy takes place in the interaction between the patient/artist, the media, the image and the prices. In this sense the primary tall of the art therapist is to see the stage for the work to unfold.
This is not a devaluation of verbalization, it is rather an honoring of action and image.

2. Talk as validation
Offers a measure of security for both patient and therapist
For the patient: Shift from primary sensual and emotional position, toward an acceptable cognitive construct (opportunity to distance from the powerful feelings evoked by the work) – may be helpful or problematic
The essential role of verbalization in art therapy must be regarded as one of confirmation.

3. Art Therapy has no discriminatory borders

4. The dynamic energy generated through creative action is of consequential merit as a source of satisfaction and valuation of personal worth

5. Artistic expression as a healthy act
It feels good to do.

6. Treatment, whether psychological or rehabilitative, is simulated and enhanced through the use of imagination
– The story of Penny (bear and the cave)

7. The theraputic use of art provides an opportunity for the patient-artist to render emotional portraits of significant others in their lives
– The story of Helen and her dead husband

8. The creative arts provide opportunities to make concrete objects representing feelings and thoughts that are elusive, hidden, and mysterious
Discussing the characters in their images is often experienced as less threatening than discussing their psychological difficulties directly.
– The story of Rob and the burning coal

9. The primary feelings related to events in the patient’s life remain powerfully attached to artistic portrayals
cathexis: the investment of libidinal energy in a person, object, or idea

10. As at therapists we have two wanting tools, ART and OURSELVES
It is critical as an art therapist to know yourself well before attempting to deal with to the lives of others.
Physician, heal thyself.

Chapter VIII:
TO TALK OR NOT TO TALK

anecdotal stories

Chapter IX:
CONFLICT

It is a tenet of existentialism that the worth of an individual’s existence of determined by how he or she responds to conflict and anguish.  The individual’s ability to creatively contend with the skirmishes of his life marks the difference between a productive, authentic existence and a life marked with defeat and emptiness. This capacity may be described as a coping skill, defense mechanism, adaptability, or optimism. For our purposes here I will call it creative resolution. (94)

Doing art is a natural method of evoking and sharing feelings and ideas which are essentially conflictual. As art therapists we foster in our patients a belief that they are capable of creative resolution of the problems of art production. (97)

Chapter X:
ART THERAPISTS AND SOCIAL RESPONSIBILITY

One attribute of our culture is that we do not value pain… We like things to be easy.

The history of art is a saga of struggle, for the process of making at is like that of giving birth. An act of love, labor, and pain. From this tradition we art​ therapists must have an impact on life and society by taking every opportunity to remind people that it is ok to hurt. It is good to struggle, and that life is hard.

Chapter XI:
PROCESS AND PRODUCT

“…art therapists reclaim their tradition of artist and about the complications of becoming overly clinified.”

It was as if art therapists longed to be regarded as equivalent to the physician, psychologist, and family therapist. While it is easy to understand the motivations of those in the forefront of such efforts as the field of art therapy developed, it is also easy to see, in retrospect, that much of our unique identity as artist-therapist was abandoned along the way. The motives for being like psychiatry or psychology are apparent: increased earning potential, potential administrative influence, employability, and professional prestige. … What has emerged is a generation of art therapists fluent in statistical study, psychological jargon, and political savvy, but insecure regarding the integral place if the arts in the treatment of human suffering. (104)

The power and depth of artistic expression demands that we art therapists be sensitive to nuances of color and shade, the push and pull of emotional currents that course through line character, and the aesthetic sensibilities inherent in the balancing of weight and mass.

Chapter XII:
CURATIVE ASPECTS OF ART IN THERAPY

1. Art as Existentialism

“…the ultimate concerns of existence.  Prominent among them are; freedom, aloneness, guilt, each person’s responsibility for her own life the inevitability of suffering and death, and a deep longing for meaning.”

Existential art therapists focus their work in addressing the patient’s anxieties and defense mechanisms which form in response to an awareness of the unlimited concerns of life.

(1) doing with them [the patient], (2) being open to them, and (3) honoring their pain

A key notion in existential therapy is that people relate to these issues either by attempting to ignore them, or by living in … a state of mindfulness.

the arts -> expression -> mindfulness -> the ability to change

2. Art as Communication
3. Art as Soul

Shaun Mcniff – Depth Psychology of Art
“…a view if the arts as an unconscious religion.” He also brought to the for the interrelationship of psyche and soul and posited that images are the expressions of the soul.

Cathy Moon – Art as Prayer (unpublished)

When the theraputic arts…are regarded from a perspective of soul, the work is made sacred.  From this perspective patients’ images cannot be seen as pathological, but rather as heartfelt expressions of selfhood. … making art is making soul. (120)

4. Art as Mastery

“The sense of adequacy that comes from mastery of artistic techniques and media is linked to self-discipline and inevitability leads to positive self regard. From this comes a sacred passion for life.”

“The process of making art is a process of organizing chaotic emotional material into coherent, restructured product.”

mastery = care

5. Art as Personal Metaphor

– Metaphor as image and action
– Hold conscious and unconscious symbolic meanings
– to articulate, express, free and define their creator
– the proper response to a painting is not analyzing… but rather by painting another painting… We must not attempt to enslave it through our vocabulary. …images can, and should just be.

6. Art as Empowerment

“Our primary task is to inspire in the patient the desire to use his discomfort rather than be abused by it.”
“The empowering nature of art therapy does not seek cures, it accepts and ennobles.”

7. Art as Work
8. Art as Play
9. Art as Relationship

The act of making is an invitation to relate. By making, the artist take images from within, and spreads them in the world. It is an act of acknowledgement of the other beyond the boundaries of self. (128)

Personal meaning can be found only in the context of relationship. The self must be transcended for purpose to be present.

10. Art as Structure and Chaos
11. Art as Hope

Hope requires faith. The patient needs to have faith in the art therapist, the therapists must have faith in the art process, in himself, and in the essential goodness and value of all people.

12. Art as Benevolence

The making of art is an activity of self-transcendence. … The doing of art invariably absorbs the patient in a thing outside the self. In the studio this transcendent absorption is a public act. Patients respond to the artwork of other patients. There is a contagious benevolence that infects the air of the therapeutic arts studio.

Chapter XIII:
CURATIVE ASPECTS ILLUSTRATED

Artistic expression leads to mindfulness, mindfulness leads to creative anxiety which leads to change / action, which Foster’s expression which deepens mindfulness. The formula is circular.

If images are regarded as living metaphors, this promotes a reverent approach by those seeking to be in dialogue with them. The notion of dialogue,  precludes the injurious and unethical phenomenon of imagicide. (144)

The labors of artists and psychotherapy patients are marked by sore muscles, blistered hands and hearts. Art is work.
“…To be sure, all of this is done in order to create something for which reason we can call it work and not rage.” (Menninger, K. / Love Against Hate)

The sculptor feels the impact of chisel against stone. The dancer feels the weight of his body through his feet. The ceramicist feels the slippery ooze of wet clay spinning between her hands on the potter’s wheel. The painter smells the linseed oil and senses the roughness of the canvas as brush pushes pigment across the surface. The processes of making art demand that artists touch the world. (152)

Although many artists are professedly private, most artists aim their creative work toward other people. Making art is thus a process concerned with community, with deepening relationships.

Chapter XIV:
PATHOS OR PATHOLOGY
(Sane or Sick)

Viewing artistic imagery by psychiatric patients as pathological (altered or brought about by disease) or as an expression of pathos (an element in experience or in artistic representation evoking compassion)

Four basic styles of relating to imagery:

1. Imaginal material as overt expressions of unconscious conflictual material; particular meanings can be advised to symbolic images; roots in Freudian analysis; representations of sexual and aggressive drives; images as concrete representations of the pathological

2. Focus on a pathological understanding of art products; suggests that patients with certain types of psychiatric disorders create art that is similar enough as to allow classification

3. Image as messenger

4. Image as intermediary

– Living images and the living artists who made them
– Not formulaic
– “Images should not be seen as cadavers to be measured and pathologized. The world of the imagination is mist and shadows.”

Chapter XV:
WHO, WHAT, WHERE, WHEN, WHY, HOW?

Dialogue with the image, don’t interrogate it.
Cross examination and interrogation are tactics of intrusion and manipulation.
Honor and respect the image and the patient

Chapter XVI:
THE THERAPUTIC SELF

Pastor – care for, support, console, + guide
Priest – leader of sacred rituals that, trough symbolic action language, tell the essential story of the community
Prophet – reminds the community of the way their lives are; only through facing fears can meaning be found; confronting denial

-See beyond conventional thought and trends of the present
-Understand the unspoken language of dream and myth: the metaphoric images that contain and express deep truths about the individual’s life, and the inner life of a surrounding culture

Images, whether dreamed or mythic, do not come to harm, they come to enlighten

Chapter XVII:
A PSYCHIATRIST’S VIEW OF THE ARTS IN THERAPY

The need for team players, viewing all the disciplines as equally important.
The need for enough security in identity to bring, share, and educate the other team members when the actual artistic productions of the patient and speak up when necessary.

Three phases of treatment:
1. Resistance – main question is the quality of the relationship
2. Working through – intensely interested in the image content of the patient’s productions (do the themes seen confirm and reinforce the other info?)
3. Termination – look to the arts to provide the patient with a mechanism to express the sense of loss (often too difficult to verbalize) as the relationship ends; also, artistic production serves as ideal transitional objects

Patient art hung in the inpatient living areas

Motivations for giving pieces of art to the unit:
1. Affirmation (positive regard for staff/treatment process)
2. The Closet Effect (symbolic connection maintained to the safe, nurturing, and predictable enviro)
3. Giving Back
4. Concretization of introject exchange

Chapter XVIII:
THINGS TO WORRY ABOUT

– It Costs Too Much To Care
– Perils of Promotion
– It’s Just a Picture
– Security, Sanctity, and Severance
Institutionalizing of art therapy; rise of rigorous standards for education, strict and arduous credentialing, the creation of associations, etc.
A disturbing aspect of the formalizing of the discipline is a growing trend toward forced uniformity of theory, philosophy and approach. (191)

Chapter XIX:
NOWHERE TO HIDE

If Nietzsche was correct, that only artists dare to show us the human being as he is, then it is a primary task of art therapists to engage with people without the aid of disguises or makeup. We must allow ourselves to be who we are without guile or manipulative intent.

 

Notes + Quotes: Intro to Art Therapy

Reviewing Recent Reads

(…because all adore alliteration…right?)

I love reading.  I can never remember a time in my life when that wasn’t true.  I love words and stories and definitions.  One time in elementary school I tried to convince my teacher to let me read the dictionary for a book report.  (Unsurprisingly, my powers of persuasion were not quite strong enough win that argument.)   I think the ability to convey thoughts and ideas through symbols on a page (or screen) is amazing.  And I will definitely always choose to read a physical book over a digital one (but absolutely no judgement on all you eBook fans out there.  I will admit that choice does seem more environmentally conscious.  However, it doesn’t change my love of holding a bound stack of paper, flipping pages, seeing and feeling my progress through a novel.)  That being said, you can find a list of some of the books I have read here.  I am always open to new book recommendations!  Feel free to comment below or shoot me an email if you have any!

Since graduating in May I have had more time to read for enjoyment and I am LOVING it.  When the kiddos go down for a nap or get returned to their parents, I almost immediately will have my nose in a book (or trying to learn languages on Rosetta Stone before I lose my college-based subscription… learning Chinese and brushing up on Spanish.  Gotta keep my mind active with something other than my ABC’s and colors!)  In this post I wanted to give brief reviews of the books I have read this summer:

the glass castle

 

The Glass Castle

by Jeannette Walls

Highly recommended to everyone.  This is an accessible true story primarily about the childhood of Jeannette Walls.  She grew up in a situation that most would label quite unique.  Often on the run and living in extreme poverty, the Walls family is characterized by their loyalty to one another, their creativity in desperate situations, and their atypical view of conventional society.  Life is viewed as one grand adventure…and whether this is a survival mechanism, hopelessly optimistic, incredibly brave, or remarkably ignorant is open for discussion. This book provided insight that caused me to rethink and reexamine many of my previous assumptions about poverty, homelessness, childhood acquaintances, and family.

sign with your baby

Sign with your Baby
How to communicate with infants before they can speak

by Joseph Garcia

Recommended to parents or soon-to-be parents who are interested in increased communication with their child.  This book not only teaches basic sign language to be used with babies (and toddlers!!), but also contains a lot of helpful information about how to go about introducing sign language into your child’s life, when the best times for new words or phrases are, what to expect in terms of their understanding and reciprocation, and the reasoning behind the increasing use of sign language as a means to communication.  Frequently asked questions (such as, does sign language caused for a delay in speech? how can this help avoid the phase typically coined the terrible twos?) are also addressed.   At the back of the book is a compilation of numerous signs and their meanings.

As a nanny/babysitter/caregiver this book was interesting to me in numerous respects.  Not only am I getting to put the signs into practice with a few of my little ones whose parents are on board, I have learned more about the importance of eye contact in learning, the need to be attentive to both verbal and nonverbal communication, and some of the supposed causes of tantrums.  This book suggests that frustration with an inability to effectively communicate needs/wants/desires is a primary cause of the tantrums…which makes plenty of sense to me! How often as an adult to I feel like kicking and screaming when someone isn’t comprehending what I am trying to get across! Next up, I am looking for a book that can teach me more about how to teach respect for authority and some effective and loving ways to go about disciplining children.  As much as I always just want to be the fun babysitter, there is a very real side effects to a lack of authority and discipline.

borderliners

 

 

Borderliners

by Peter Hoeg

Highly recommended book to readers willing to step outside of their comfort zone.  This book doesn’t necessarily fit into any familiar genre.  It is plot-based to a degree, with character development, but also involving wider ideas about time, education (particularly the Danish education system), childhood, and psychology.  Told from the perspective of an inquisitive child, with the insight of an adult… this book was quite enchanting.  Examining social and political issues related to Danish boarding schools, the question of discipline as it relates to childhood, friendships/family/personal history, and a child’s interaction with time, Borderliners touched on so many topics I personally find interesting and did so in a way that was both exploratory and speculative.  My only negative comment would be that the ending felt rather abrupt.

 

wool

 

Silo (series)

Wool, Shift, and Dust

by Hugh Howey

Recommended if you’re looking for a dystopian trilogy. Living beneath the surface of the earth is a silo full of people, going about life – living, dying, fertilizing plants, having babies.  The view of the earth’s surface above is a bleak one: desolate and dust-filled.  Though as far back as can be remembered, this is how life has been.  However, in some circles there remains an unspoken feeling that something is not right.  Who is really in control?  And how can one search for truth in an world where simply speaking of a single thing can get you killed?

The first book starts rather slowly and it took a bit for me to get into the plot, but once I did I found the ideas interesting. The tale that was being weaved became more complex, more interesting, and (in some ways) more terrifyingly plausible.

 

Well… that’s my first attempt at reviewing books I have read (at least, first attempt since like fifth grade). Hopefully I get better with time!

Pictures of my travels to come. :)

Reviewing Recent Reads