Art Therapy: Journal of the American Art Therapy Association, 22(4) pp. 213-220 © AATA, Inc. 2005 Expressive Therapy with Severely Maltreated Children: Neuroscience Contributions P. Gussie Klorer, Clayton, MO Abstract In a special issue of Child Maltreatment (Haugaard, 2004), severely maltreated children are defined as those Recent developments in neuroscience provide important who display behaviors suggesting severe disturbance— information for therapists working with maltreated children. even if their reported maltreatment does not seem severe— Severe maltreatment and lack of significant attachment figures because the extent of what these children have experienced in the crucial early years lead to adverse brain development may be completely unknown. This definition also includes (De Bellis, 2001). It appears evident that traumatic memories those children who have experienced forms of maltreat- are stored in the right hemisphere, making verbal declarative ment that are likely to result in severe disturbance—even memory of the trauma more difficult (Schiffer, Teicher, & if that disturbance is not evident behaviorally—because Papanicolaou, 1995). This research lays the groundwork for research shows that consequences may emerge later. Severe understanding why nonverbal, expressive therapies can be maltreatment can be characterized as chronic and involving more effective than verbal therapies in work with severely mal- considerable pain; it is also physically invasive or causes the treated children exhibiting attachment difficulties. This arti- child to fear death or permanent injury (Haugaard, 2004; cle explores current research in neuroscience and provides a Saywitz, Mannarino, Berliner, & Cohen, 2000). rationale for expressive therapy as a treatment intervention for Identifying attachment problems is also difficult. Ac- this population. cording to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition Introduction: Definition of Terms (1994), the criteria for a diagnosis of reactive attachment disorder (RAD) include evidence of pathogenic care and Defining severe maltreatment is not an easy task. persistent disregard of the child’s basic physical or emotion- When a call to a child-abuse hotline is made, the suspicion al needs. Also included is evidence of disturbed and devel- that a child is being or has been abused is reported. To be opmentally inappropriate social relatedness beginning substantiated, there must be physical evidence, reliable wit- before 5 years of age. The inhibited type of RAD is de- nesses, or disclosure by the child. If the hotline call is sub- scribed as a failure to initiate or respond appropriately in stantiated and the child is referred for treatment, the treat- social interactions, and the disinhibited type is characterized ment focus may need to go much deeper than the initial by a failure or inability to discriminate in social interactions signs of abuse that brought the child to the attention of the (DSM-IV, 1994). As with defining severe maltreatment, evi- authorities. For example, Erin’s black eye, which initiated dence of pathogenic care prior to age 5 may be difficult to an investigation, will heal, but it is nothing compared to obtain because often the child’s history is unknown the emotional effects of Erin not being fed and being (Hanson, 2002; Hanson & Spratt, 2000). forced to sleep on the floor of a closet amid urine-soaked For the sake of this paper, attachment difficulties will clothes, waiting for someone to unlock the door of her include the entire range of attachment problems—not just imprisonment. Erin isn’t going to readily talk about this. the RAD diagnosis—because children are so often misdi- Children rarely talk about experiencing severe maltreat- agnosed; the diagnosis can and often does change through- ment, especially when inflicted by the person on whom out the course of treatment. Behavior patterns of poorly they must rely for their basic needs. Much more often, we attached children include demonstrations of indiscriminate see children protecting the abusive parent and longing to relationships and a lack of joy, humor, reciprocal enjoy- ment, eye contact, empathy, guilt, remorse, appropriate return home if placed in a foster home. Erin isn’t talking; communication, and appropriate physical boundaries she cries for her mother. When a child isn’t talking, ascer- (Hughes, 1998). taining that a child has been severely maltreated is difficult. Normal Brain Development Editor’s note: P. Gussie Klorer, PhD, ATR-BC, LCSW, Before looking at what happens to the brain in situa- LCPC, is the Director of the Graduate Art Therapy Counseling tions of long-term exposure to trauma, it is useful to see program at Southern Illinois University in Edwardsville. Her what happens in normal brain development. The human work in expressive therapy with severely abused and neglected brain during the early years of life is dependent upon both children has spanned over 20 years. Correspondence regard- ing this article may be sent to Dr. Klorer via e-mail at genetic information and proper external stimulation after [email protected]. birth. During the first 2 years, the basic circuits of the brain 213 214 EXPRESSIVE THERAPY WITH SEVERELY MALTREATED CHILDREN: NEUROSCIENCE CONTRIBUTIONS are being established (Balbernie, 2001; De Bellis, 2001; synchrony, the pair is in affective resonance and is like a bio- Schore, 2002). Neuroplasticity is the brain’s ability to logical unit. After moments of stress for the child, the moth- change its structure in response to environmental stimuli. er invokes a reattunment, which helps to regulate the child’s When a baby is born, about 100 billion neurons are pres- negative state. When the child is living in a secure environ- ent in the brain, although they are not all functioning. ment, the maternal interactions act as an external organizer Those that aren’t used become disabled, and those that be- of the child’s biobehavioral regulation (Schore, 2002). This come part of neuropathways thrive. A synapse is the junc- maternal or caretaker’s stimulation helps the developing tion across which an electrical impulse passes between neu- brain reach its potential. rons creating neuropathways. When a neuropathway is Research shows that the right brain is dominant in hu- stimulated, all the synapses become engaged and store a man infants until the age of 3. This is confirmed by pos- chemical pattern, which if repeated, becomes strong itron emission tomography (PET) scans showing changes in enough that it forms a permanent circuit (Balbernie, cerebral blood flow measured at rest. The developmental 2001). The child’s brain develops in a “use-dependent” changes appear to follow the emergence of functions local- fashion, meaning that the more any neural system is acti- ized initially on the right hemisphere (visuospatial) and later vated, the more likely it is to become permanent (Perry, on the left hemisphere (language abilities) (Chiron et al., Pollard, Blakley, Baker, & Vigilante, 1995). 1997). This research supports Schore’s (2001) notion that There are crucial windows of opportunity for develop- the right hemisphere stores an internal working model of ment of certain parts of the brain; if they are not activated, the initial attachment relationship that assists the child in they wither. Other areas may be amenable to rewiring later, developing strategies of affect regulation for coping and sur- after the crucial period has passed. Balbernie (2001) writes: vival. Mahler (1979) talked about the child in rapproche- ment learning to tolerate the stress of the mother’s absence The regions of the cortex that play an operational part in through experimenting with leaving. The securely attached hearing and sight can be permanently compromised if some child learns to self-regulate the stress associated with separa- biological, or even social, condition has deprived them of tions that previously required the mother’s physical presence normal input early on in life. The neural circuits for lan- and external regulation. This happens as a result of practic- guage and emotion retain…plasticity for most of childhood. ing, as Mahler noted; however, new research shows that it is (p. 241) also a result of neurophysiological development. The early relationship helps to stimulate the connections in the brain For example, when an infant is spoken to, the neural that form the neuropathways for growth. system responsible for speech and language is activated, which helps the child to develop the capacity for language. Brain Development in Poorly Attached By contrast, when a child is in an environment where he or or Traumatized Children she is not spoken to, language will develop more slowly, and there will be communication delays because the appro- Neuropsychiatrists today are providing solid scientific priate parts of the brain were not stimulated at a crucial evidence of theories developed 30 years ago by Bowlby developmental stage (Perry, 2001). (1969) and Mahler (Mahler, Pine, & Bergman, 1975) re- As a result of animal and human studies, the relation- garding attachment theory and object relations. According ship between external stimulation and the development of to Schore (2002), traumatic attachment histories affect the the brain is increasingly recognized as being reciprocal. development of frontolimbic regions of the brain, especial- Studies have shown that when a kitten’s eye is artificially ly the right cortical areas that are prospectively involved in closed at birth, the kitten does not develop sight in that affect-regulating functions. Evidence shows that early rela- eye. When researchers subsequently looked at the kitten’s tional trauma is expressed in right-brain deficits in the pro- brain to study the area that governs sight, it was found to cessing of social, emotional, and bodily information. If the be underdeveloped (Baer & Rittenhouse, 1999; Wiesel & optimal conditions for brain development include a secure Hubel, 1963, 1965). attachment figure who provides external stimulation and Schore (2001) postulates that the emotional communi- emotional connections, what happens when the child is cations of the attachment between primary caregiver and raised in an environment where this is lacking? Unfor- infant directly impact the experience-dependent maturation tunately, there have been opportunities to examine this of the infant’s developing brain. Those neuropathways that through studies of Romanian orphans. are reinforced in the baby’s brain are selected by the quality In the 1980s, a number of Romanian orphans who and content of the emotional surroundings within the were adopted in this country and the United Kingdom attachment relationship (Balbernie, 2001). The mother- began exhibiting serious behavior, cognitive, and attach- child bond is crucial to both psychological and physiologi- ment problems. One report stated that over 100,000 chil- cal development. To enter into the bond, the mother must dren throughout Romania were warehoused in orphanages be psychobiologically attuned to the infant. During play with minimal food, heat, or clothing and with few care- episodes, mother and child show sympathetic cardiac accel- givers (Kaler & Freeman, 1994). The staff at these orphan- eration and then parasympathetic deceleration in response ages did not provide appropriate stimulation and personal to the smile of the other. Each partner in this dyad learns attention, even during activities that would normally the rhythmic structure of the other. In moments of affect involve contact such as feeding. Instead of being held, chil- KLORER 215 dren were propped up in their beds with their bottles underdevelopment of the cortex. The cortical and subcorti- (Beckett et al., 2002). Loving adoptive families who cal areas of the brain are smaller in individuals who have believed that a change in the child’s environment would be suffered “global environmental neglect” or who were rarely all that was needed were frequently surprised to find that touched, spoken to, or allowed to play with toys as children. the behaviors and the remedies were much more complex. Perry did brain imaging studies and found “cortical atro- Behaviors associated with institutional experience and phy” in 7 out of 12 of these children. He discovered that duration were noted in a study of 144 of these children and these areas of the cortex were underused, resulting in pro- fell into three basic categories: inattention-overactivity, found underdevelopment of those areas of the brain that attachment difficulties, and quasi-autistic behavior. Spe- assist in inhibiting, modulating, and regulating the func- cific behaviors included rocking patterns, difficulties with tioning of the lower parts of the central nervous system. chewing and swallowing, self-injury, and unusual sensory Others who have found that the overwhelming stress interests (Beckett et al.). of child maltreatment is associated with adverse brain A longitudinal study of Romanian orphans, adopted at development support Perry’s work. Using Magnetic ages ranging from infancy to 31⁄ years and then followed up Resonance Imaging (MRI) technology, brain development 2 at 4 and 6 years, revealed a close association between dura- in medically healthy, clinically referred children with tion of deprivation and severity of attachment-disorder chronic posttraumatic stress disorder (PTSD) was com- behaviors, which were correlated with attention and con- pared with brain development in nontraumatized healthy duct problems and cognitive level. There was no evidence of controls who were case matched for age, handedness, gen- a decrease in attachment-disorder behavior over a 2-year der, height, weight, and race (De Bellis, 2001; De Bellis et period (O’Connor, Rutter, & English and Romanian Adop- al., 1999). This group of maltreated children had smaller tees Study Team, 2000). The researchers found that these intracranial volumes than did the nonabused controls. problems were not related to nutritional deprivation. Half PTSD cluster symptoms of intrusive thoughts, avoidance, of the total group of Romanian adoptees weighed below the hyperarousal, or dissociation correlated negatively with 3rd percentile for children of their age at the time of adop- intracranial volume. This study suggests that there are neu- tion, but most attained near-normal or normal weight by robiological consequences of trauma. The earlier during the age of 6. Head circumference was a different matter childhood the abuse occurs, the more severe the effects on (Rutter & O’Connor, 2004). Even for those without severe intracranial volumes. Additionally, a negative correlation of malnutrition at the time of adoption, head circumference at intracranial volumes with abuse duration suggests that age 6 was still about 11⁄ standard deviations below the gen- childhood maltreatment may have a cumulative effect on 2 eral population mean. With respect to cognitive impair- adverse aspects of brain development. ments, this study found that associations with subnutrition Bremner’s (2001) work focuses on how changes in and a small head circumference point to the likelihood of brain structures and systems mediating memory may offer abnormal brain development because brain growth largely reasons for delayed recall of child abuse in patients with determines head size. abuse-related PTSD. Through his study of both Vietnam Rutter and O’Connor (2004) provided several veterans and abuse victims, he found that patients with hypotheses, among them that an institutional environment PTSD show changes in structure and function in brain such as a Romanian orphanage falls outside the range of regions mediating memory, including the hippocampus what is necessary for normal brain development with and medial prefrontal cortex as well as brain chemical sys- respect to the neural systems underlying social relation- tems involved in the stress response and retrieval of mem- ships. They further point out that when numerous care- ories. To test the hypothesis that traumatic stress results in givers come and go and cannot be relied upon for relation- hippocampal damage in abuse victims, he used MRI scans ship and interaction, it may be adaptive for children to seek to quantify hippocampal volume in survivors of child interactions in a nonselective way. abuse diagnosed with PTSD as compared to healthy con- Chugani et al. (2002) applied functional neuroimag- trols. There was a 12% reduction in left hippocampal vol- ing with PET scans to a group of adopted Romanian chil- ume in patients with abuse-related PTSD in comparison to dren. The 10 children, all over the age of 6, had been the control group. Bremner and his colleagues hypothe- placed in orphanages at approximately 4 to 6 weeks of age sized that atrophy and dysfunction of the hippocampus fol- and resided there for a mean of 38 months before being lowing exposure to child abuse leads to distortion and frag- adopted by U.S. families. The neuropsychological assess- mentation of memories. Hence, the difficulty for these ment showed the adoptees had mild neurocognitive patients to talk about the abuse may be at least partially a impairment, impulsivity, and attention and social deficits. function of changes in brain structures. Distinct abnormalities were found in various areas of the Early trauma affects the developing child throughout brain connected with emotion (Davies, 2002), and deficits life. Studies of Vietnam veterans with PTSD support the in language processing, memory, and executive functioning notion that child abuse may predispose veterans to combat- were also found, suggesting that the stress of early global related PTSD (Bremner, Southwick, Johnson, Yehuda, & deprivation is involved in long-term cognitive and behav- Charney, 1993). A later study found that insecure attach- ioral deficits (Chugani et al.). ment style was an even stronger predictor of PTSD in pris- Perry (1997) discovered that a lack of sensory-motor oners of war than was trauma severity (Dieperink, Leskela, and cognitive experiences in a child’s early years leads to Thuras, & Engdahl, 2001). A question arises as to whether 216 EXPRESSIVE THERAPY WITH SEVERELY MALTREATED CHILDREN: NEUROSCIENCE CONTRIBUTIONS smaller hippocampal volume in individuals with PTSD reexperience emotions as physical states rather than as represents a preexisting condition that makes the brain declarative verbal memories has a neurobiological explana- more vulnerable to stress or whether early childhood trau- tion (Glaser, 2000; Rauch et al.). ma causes smaller hippocampal volume. A study of twin According to Munns (2000), the right hemisphere pairs explored this issue with inconclusive results. controls sensorimotor perception and integration, process- Differences in hippocampal volume were compared es social-emotional input, and is dominant in the first 3 between combat-exposed Vietnam veterans (some with years of life. Memories of the trauma and poor attachment and some without PTSD) and their twins with no combat experiences in the early years are processed in the right side exposure. Smaller hippocampal volume was found in both of the brain. Munns stated: trauma-exposed veterans with severe PTSD and their twin brothers. What was impossible to decipher was whether This suggests that since these experiences are processed and this represented heredity or shared environment. Although stored in a part of the brain that is preverbal or nonverbal, it makes sense to pay more attention to nonverbal methods a preexisting, familial vulnerability seemed likely, there was of treatment (Schore, 1998) such as Theraplay, sandplay a nonsignificant trend for this group to share higher rates therapy, dance and movement therapy, touch therapy, eye of childhood abuse (Gilbertson et al., 2002). It appears movement therapy, nondirective play therapy, and others. that most studies do not infer a causal relationship between (p. 13) posttraumatic stress and hippocampal volume (Marko & Merckelbach, 2004). More studies in this area are needed. Clinical Implications Hemispheric Aspects of How Trauma Is Stored in the Brain Unfortunately, one doesn’t have to go to a Romanian orphanage or find Vietnam veterans to study the effects of Studies of the brain help us to understand how trau- long-term trauma. The trauma histories of some children matic memories are stored. Schiffer et al. (1995) measured in the foster care system in the United States are akin to hemispheric activity of the brain in subjects with a history torture. Unlike the Romanian orphans who were aban- of trauma while they thought about a neutral, work-related doned and neglected, these are children who have been memory and then an unpleasant early memory. The maltreated by those who are supposed to be their signifi- responses were compared with a control group (no known cant attachment figures—parents, grandparents, and trauma) in which participants recalled a neutral work- guardians. Not only is there a lack of attunement with the related situation. The trauma group showed significant attachment figure, the very person whom the child must left-dominant asymmetry during the neutral memory that rely upon for safety is the person the child fears most. shifted markedly to the right during the unpleasant mem- Although some children with trauma histories have a com- ory. The implications of this research are that traumatic pulsion to tell their story, many more do not. Those for memories may be stored in the right cerebral hemisphere, whom the abuse has gone on for a long time often cannot. which would make verbal declarative memory of the trau- How can we understand and treat these clients more ma more difficult. effectively in light of these new developments in neuropsy- Further work by Schiffer (2000) suggested that the chiatry? What does this research tell us clinically? After 25 two hemispheres of the brain can have distinct personali- years working with severely maltreated children, I have ties, memories, and perspectives. His review of the split- come to believe that nonverbal, expressive therapy ap- brain studies and his own experiments with lateral visual proaches are highly effective interventions for this popula- stimulation in patients with trauma histories have indicat- tion because they do not rely on the client’s use of the left ed that the “immature side maintains a perspective very brain and language for processing. Now, neuroscientists are similar and consistent with that which a child in troubled helping therapists like myself understand why this is so. circumstances might be expected to experience” (p. 98). In This understanding comes after many years of dutifully a sense, Schiffer was proposing that the traumatized child writing treatment goals that included talking about the maintains those feelings and perspectives in one half of the abuse only to discover that this goal was rarely met with brain while the other half matures. Finding access to that children who have had long-term exposure to severe mal- troubled side may be instrumental in healing. treatment. According to Schiffer et al. (1995): Other studies have shown that exposure to violence or trauma alters the developing brain by altering neurodevel- Previous reports have suggested that early abuse may be asso- opmental processes. Rauch et al. (1996) used PET scans to ciated with enduring neurobiological effects…. Early trau- study patients suffering from PTSD. When presented with ma may lead to a lack of integration of left-right hemisphere function, and we further speculate that traumatic memories vivid accounts of their traumatic experiences, these indi- may be preferentially stored in the right hemisphere. This viduals showed autonomic arousal; there was a concomi- hypothesis of deficient hemispheric integration and prefer- tant heightened activity in their right amygdala and associ- ential right-sided storage of traumatic memories provides an ated areas of the temporal and frontal cortex as well as in interesting theoretical explanation for the fact that memory the right visual cortex. At the same time, the area con- recollection following trauma can be both deficient (con- cerned with language in the left hemisphere was “turned stricted or amnestic and intrusive. (p. 174) off.” This suggests that the tendency of PTSD patients to KLORER 217 In children with histories of severe maltreatment and her mother’s care due to severe abuse and neglect. During attachment difficulties, one has to wonder whether the the subsequent 3 years of therapy with her, Tammy was child ever has full access to the memories of trauma. Safety placed in three different foster homes, one residential treat- of the child is paramount, so pressing for disclosure to help ment center, and four daycare centers; she had a succession substantiate an abuse allegation and provide a safety plan of three social workers. I was the only consistent person in may be crucially important in the early stages. Once the her life in the role of her therapist. Complaints from her child is protected from further abuse, pressing the child to various foster mothers included that she sexually acted out, talk may be counterproductive and countertherapeutic. was physically aggressive with other children, and could This does not mean that the child should not be given an not bond. Her diagnoses at age 4 were adjustment disorder opportunity to approach and work through the traumatic with depressed mood and reactive attachment disorder issues. It makes sense to help the child make use of right- (DSM-IV, 1994). brain functions where the trauma memories are stored to Throughout her 3 years of therapy, Tammy was never express and work through issues of severe maltreatment in a able to talk about the abuse she endured while in her moth- way that supports the child’s cognitive, developmental, and er’s care. In fact, like many children in foster care, she cried emotional levels. Two case vignettes illustrate this point. often because she longed for her mother. Talking about the bad things her mother did would have been a betrayal that Peter she simply could not do. Tammy had been abused over a long period during which much of the abuse likely oc- Seven-year-old Peter was removed from his mother’s curred at the preverbal stage of development. Hence, many home because of inappropriate discipline that included of her memories could not have had words associated with spraying her children with pepper mace and locking them them but rather were stored in nonverbal parts of the brain in dog cages for many hours at a time. The children were as physical and emotional sensations. also witnesses and participants in multiple types of incestu- Tammy’s therapy went through many stages over the ous behavior. Peter vehemently denied any abuse through- course of 3 years. (For a more detailed account of Tammy’s out several years of therapy. His art, however, revealed a dif- story, refer to Expressive Therapy with Troubled Children, ferent perception of the world and his home life. At his first Klorer, 2000.) After about 2 years of therapy, her mother’s art therapy session, he was told that he could draw any- rights were terminated due to lack of follow through on thing he wanted. “Anything?” he asked incredulously. After court orders, frequent incarcerations, drug use, and appar- repeated assurances, he said, “Can I draw the vampire that ent lack of interest in even visiting her daughter. Tammy kills my mom?” was then moved into a preadoptive foster home. Her am- Peter’s medium of choice was sculpture; he responded bivalence about attaching was played out with this family, as to the tactile nature of found objects and materials and it played out in all her relationships. When her foster par- manipulated them into structures that defined a world ents disappointed her or set a limit for her, she cried incon- much different from the one he projected consciously. One solably for her mother. The word “no” when said to her day he created a holiday living room scene, a diorama made meant dissolution of all love in her eyes, and she would from a cardboard box. He carefully added a braided rug, become distraught, tearful, and withdrawn. She wanted a which he made from yarn, drew little pictures to hang on family yet struggled with attaching to this family because the walls, and created a festively decorated Christmas tree she still longed for her mother. She was adamant that she in the corner of the room. He then added a chain to the did not want to get adopted because she was sure her moth- tree and attached it to the walls of the room “so nobody can er was going to stop using drugs and come get her. just come in and steal the tree.” To the outside of the Two pieces of art stand out as being representative of house, he added scores of toothpicks protruding out of the the intensity of the work Tammy was doing surrounding exterior walls in a way that appeared both aggressive and her attachment issues. She could not possibly articulate the defensive. This, too, appeared to be a way to protect the meaning of these pieces. One day she announced that she tree inside the house. For a child such as Peter, articulating wanted to make a sculpture of “a sister” in art therapy. the pain of living in his own home was impossible. Many Tammy had no sister in either her biological or in her Christmases had been “stolen” from him, so using these preadoptive family. The idea came up several times, and visual metaphors appeared to be a way that he could satis- each time she would gather materials to reserve for this fy the memories in the brain—both the part he was willing project. However, she did not actually begin assembling it to talk about and the part that he couldn’t. until about 4 months after the idea emerged. When she was finally ready to begin the project, she pulled out the Tammy Styrofoam, cardboard boxes, doll hair, and other items she had reserved, and over the course of several weeks she con- The second case involves a child able to work through structed a life-sized doll. I had no idea of the importance of an incredibly complex array of maltreatment and attach- this doll until her foster mother called to tell me what tran- ment issues without ever having to talk about them. spired once Tammy brought the doll home. She named her Unfortunately, Tammy’s social history is not unlike that of doll “Tina,” and had this “sister” take on the roles that she many children in state custody. She entered the foster care could not for fear of betraying her mother. Tina asked to system and therapy at age 4 when she was removed from sleep with the foster parents. Tina watched the foster 218 EXPRESSIVE THERAPY WITH SEVERELY MALTREATED CHILDREN: NEUROSCIENCE CONTRIBUTIONS mother work on the computer and cook dinner. Tina told imagery has the most potential for therapy when it comes the foster mother that she loved her. from the child and is not imposed by the therapist. Tammy could not betray her own mother by showing Directives aimed at certain issues are not nearly as effective love to her foster parents even though she loved them. She as the metaphors brought by the client. The therapist can- was able to work toward some resolution of this dilemma not choreograph the work or be very directive in this kind through her artmaking. She had created a “self” who could of approach. Rather, the therapist provides the resources be affectionate without betraying, a self who could express and creative environment so that the child can find his or feelings that were too difficult for her to consciously ac- her own curative path. knowledge, a self who could say and do the things that she Today a number of art therapy clinicians are turning could not. Tammy was able to practice with Tina, try on a to neuroscience for answers in their trauma work different role, and see what it felt like to be a full member (Chapman, 2002; Gantt, Tinnin, & Tabone, 2002; Klorer of a family. & Chapman, 2004; Klorer & Malchiodi, 2003; As Tammy became more comfortable with the possi- Malchiodi, Kaplan, & Riley, 2002). Recent trends in bility of adoption, she needed art again to help her resolve American Art Therapy Association conference presenta- the dilemma of what to do with her feelings for her biolog- tions suggest that practitioners of both eye movement ical mother. One day she came into therapy and asked for desensitization reprocessing (EMDR) and art therapy are a coffee can. She assembled other materials—a pair of scis- finding parallels in their processes (Chapman, 2003; sors, glue, and white, pink, and blue paper. Tammy began Gruber, 2003; McNamee, 2003). Others are finding that cutting tiny pieces of white paper, about a 16th of an inch the bridge between neuroscience and art therapy is becom- square, and dropping them into the can with much con- ing more pronounced (Henley, Kaplan, & Shore, 2003; centration and purpose. When asked what she was making, Kaplan, 2000, 2004; Lusebrink, 2004; McNamee, 2004; she announced, “Ashes!” as if that were the most natural Stewart, 2004). Two groundbreaking studies combined art thing in the world. “You know how when people die, they therapy and neuroscience by using EEG recordings to have something with ashes? That’s what I want to make; understand what happens in the brain during and after I’m making my mom’s ashes.” She then instructed the ther- artmaking (Belkofer & Konopka, 2003; Kruk, 2004). apist to continue the job of cutting tiny pieces of paper to More such studies are needed. They represent a marriage fill the can while she took on the more important job of that will further advance therapeutic work with severely decorating the can with pink and blue hearts and stars. maltreated children. Tammy’s mother had not died, of course, but this was References her way of conceptualizing the letting go process that was necessary for her to move on with her own life. Through American Psychiatric Association. (1994). Diagnostic and statisti- this art piece, she symbolically mourned the loss of her cal manual of mental disorders (4th ed.). Washington, DC: mother. Several months later, Tammy was adopted, termi- Author. nated therapy, and at last report, continued to be doing very well. Baer, M. F., & Rittenhouse, M. (1999). Molecular basis for in- duction of ocular dominance plasticity. Journal of Neurobiology, Discussion 41, 83-91. How does this work? How is it that Tammy and Peter Balbernie, R. (2001). Circuits and circumstances: The neurobio- were able to approach their feelings in art but could not logical consequences of early relationship experiences and how articulate them? Could this relate back to the brain and they shape later behavior. Journal of Child Psychotherapy, 27(3), where and how trauma memories are stored? Could it be 237-255. that Tammy and Peter had access to feelings in the emo- Beckett, C., Bredenkamp, D., Castle, J., Groothues, C., tional centers of the right brain and, therefore, could O’Connor, T., Rutter, M., et al. (2002). Behavior patterns express feelings through art that were impossible to put associated with institutional deprivation: A study of children into words? Tammy was able to do the work necessary to adopted from Romania. Journal of Developmental and move on in her emotional life without ever having to con- Behavioral Pediatrics, 23(5), 297-303. front the issues directly. 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