Positive Approaches Journal, Volume 13, Issue 2

Volume 13 ► Issue 2 ► September 2024

Utilization of Art Therapy in Processing Overwhelming Emotions for Individuals with Autism Spectrum Disorder

Caitlyn M. Hall & Jennifer Do

Art Therapy and Trauma

Within the realm of trauma, art therapy has been clinically proven to support the processing and healing of trauma. Expressive art therapy allows individuals to tell their stories of stressful and traumatic events through non-verbal communication by allowing the senses and body to be a part of treatment.¹ Often, talking about a traumatic event can be overwhelming for individuals, particularly children, who may also lack the language to describe what is happening to them. Art “provides emotional distance from the actual event and provides an alternative outlet to confront unresolved trauma memories through the use of symbols and media” (p. 8)². In other words, art acts as a buffer between the individual and the traumatic event experienced, creating a safe environment.² This is also true for individuals with Autism Spectrum Disorder (ASD) and/or neurodivergence. Art therapy allows for a mind-body connection and healing through movement and the senses.¹

A study was conducted to examine the impact that art therapy has in processing traumatic events for those diagnosed with post-traumatic stress disorder (PTSD), primarily those who have experienced combat.³ The study found that there was a trend in reduced depression and PTSD symptoms for these individuals after art therapy sessions.³ Other studies looked at the impact of art therapy on young school-aged children who have had experience with trauma in a variety of contexts, including bullying and domestic violence.⁴ They found that early intervention utilizing art therapy can help prevent or lessen the chances of suicide and addiction later in life and reduce trauma symptoms.⁴ These findings support the conclusion that art therapy is beneficial in processing traumatic events.

Case Example

This case study took place at the Watson Institute Social Center for Academic Achievement (WISCA) Program. The Watson Institute has long served students with disabilities and their families. The Watson Institute is a specialized school that provides support for a diverse population of individuals ranging from ASD, down syndrome, physical disabilities, and other related mental disabilities. Each student enrolled has an Individualized Education Program (IEP) that supports their individual needs, capabilities, and growth. The Watson Institute’s mission is to “help children with special needs achieve their fullest potential in all aspects of their lives.”⁵ While at the school, individuals partake in daily living skills, executive functioning development, social skill groups, and academics.

The Watson Institute Social Center for Academic Achievement (WISCA) is a specialized program within the Watson Institute that is tailored to support individuals with ASD. The goal of this program is to integrate individuals who are neurodivergent, specifically children, teens, and young adults diagnosed with ASD or a pervasive developmental disorder (PDD), back into the traditional school setting. Individuals within the program can have co-occurring mental disorders such as attention deficit hyperactivity disorder (ADHD), obsessive compulsive disorder (OCD), oppositional defiant disorder (ODD), receptive and expressive language disorders, and anxiety. Due to our students' unique needs and our program's therapeutic goals, we permit specialized therapeutic activities, including specific types of drawing and interactions, to be integral components of our program. Mental health services, including art therapy, were provided to these students within the programming and are supervised by Jennifer Do, MEd, MA, ATR-BC, LPC. Rachel Gagen, MA, AT, LPC, provided Caitlyn with on-site supervision.

The following is a case example of Clover.

“Clover,” pseudonym, is a 14-year-old cisgender male who was diagnosed with a primary disability of emotional disturbance and secondary disabilities of ASD and speech impairment. Clover struggled with emotional regulation and appropriate expression of emotions. When experiencing unpleasant emotions, such as anger or becoming emotionally heightened, he would engage in verbal and, at times, physical aggression. Clover struggled with expressing his internal world and processing situations verbally. Clover also had experience with bullying, which he expressed greatly affected him. He expressed that some were so severe that it has caused him trauma and to be untrusting of others.

Antecedent Event

During a group therapy session, Clover became emotionally overwhelmed after another student destroyed his most prized possession, a stuffed plushie, which had previously been a source of bullying for him. While participating in a group art therapy activity, the other student drew on Clover's plushie with a black permanent marker. This triggered Clover's fight or flight response, causing him to become highly distressed and leave the classroom.

Behavior

When Clover became emotionally overwhelmed, he attempted both verbal and physical aggression toward the targeted student. While students gave Clover space, he was still visibly distressed and continued to pace, make threats, and destroy property, displaying trauma responses like hypervigilance, emotional explosiveness, and difficulty concentrating. He expressed feelings of being trapped in a recurring pattern, likening the situation to past experiences of bullying. Despite attempts by the therapist to communicate verbally, Clover was unreceptive due to his heightened emotional state. After time and space were given, the therapist introduced art materials with kinesthetic and somatic properties to help him process his emotions non-verbally, as art therapy can offer a safe way for individuals with trauma to express themselves without words.²

Use of Art Therapy

Art therapy allowed Clover to express and work through his emotions in a non-verbal, kinesthetic way, which aided in his processing of what he was experiencing. Art therapy allows the unconscious to surface while creating and discussing what came up for them through art. To begin, the therapist presented Clover with a kinesthetic outlet by presenting him with paper and number two pencils to rip and break. This allowed Clover to physically release some of the energy he was experiencing, a catharsis. However, Clover was becoming increasingly angrier with each tear and break. Utilizing the artistic properties of fixed art materials, such as colored pencils and markers, which allow the individual to have more control over what they are creating and manage anxiety, the therapist presented paper and markers.⁶

Clover drew four images using black and red markers. Each image Clover drew showcased a different way of him seemingly inflicting harm on the other student. Though the images may appear violent, it was essential to allow Clover to express himself authentically and fully process what was occurring for him, past and present. Once the images were drawn, Clover processed them with the therapist. However, before beginning, Clover found a box and placed his plushies inside it. He then repeatedly wrapped the box with tape to seal it from further harm. This tied to the connection between mind and body as the repetitive wrapping of the tape gave him a sense of control and safety through kinesthetic movement.

The first image showcases Clover cutting the student in half, with himself protecting his LightBulb plush. The second image showcases himself ripping the heart out of the other student to allow them to feel what he felt: heartbroken. When discussing this, he expressed that he could defend LightBulb but, at the same time, blame them for what happened. The therapist and Clover discussed who was responsible for what happened, a way to channel and focus those feelings on what occurred, and aid in the ability to process the trauma and feelings.

Overall, Clover has made noticeable progress in managing his emotions and processing traumatic experiences through art therapy. While discussing the images he created, Clover shared that drawing his feelings allowed him to process them more effectively than using words, likely influenced by his ASD diagnosis. He found that expressing his frustrations through art provided an alternative outlet that words could not, and he appreciated the sense of control and pressure the markers gave him, especially when he felt internally out of control. Seeing his emotions visually represented on paper helped him reflect on his experiences, enabling him to distance himself from the event while discussing it and developing coping strategies for future intense emotions.

Clover's ability to return to an emotional baseline while drawing, along with his self-reported improvement after creating the four images, demonstrates the effectiveness of art therapy in his case. This approach has not only supported the processing of his current intense feelings and trauma responses but has also begun to challenge his perspectives on similar situations. Through art therapy, Clover has learned to express himself in ways that words alone could not achieve, fostering a mind-body connection that has been crucial in his emotional regulation. The sense of control he gained through the use of markers has empowered him to manage his emotions better and respond more constructively in the future. In many ways, this therapeutic process has helped him begin to address and heal from the current incident and past traumas, marking a significant step forward in his emotional development and resilience.

Conclusion

Art Therapy can impact the processing of intense, overwhelming emotions and past traumas. Specifically, how impactful it can be for individuals who are neurodivergent. The way a neurodivergent brain processes emotional stimuli is structurally and functionally different, takes longer to process, and requires different modes of communication and skills to support them in processing experiences.⁷ Art therapy allows clients to access unconscious material, which can aid in the processing and resolving of past and present experiences, as well as intense emotions. The case of Clover highlighted how art can help support understanding and working through these experiences in a non-verbal, non-threatening way, a way that words alone would be unable to do.