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3639 "My Own World” Art-Based Curriculum, Fostering Resilience in Individuals with Autism
Saturday, July 12, 2008: 10:45 AM-12:00 PM
Miami 3 (Gaylord Palms Resort & Convention Center)
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‘My Own World’ is an innovative project, funded in part by the Rhode Island State Council on the Arts, that is aimed at nurturing resilience in individuals with autism in all range of capabilities. The art-based curriculum developed in this project explores the talents and special capabilities of individuals with autism, while strengthening their coping skills. The curriculum of “My Own World” project is suitable for replication in schools specializing in the education of individuals with autism.
‘My Own World’ is an innovative project, funded in part by the Rhode Island State Council on the Arts, that is aimed at nurturing resilience in individuals with autism in all range of capabilities. The art-based curriculum developed in this project explores the talents and special capabilities of individuals with autism, while strengthening their coping skills. The curriculum of “My Own World” project is suitable for replication in schools specializing in the education of individuals with autism.
Program content
Background
Resilience is “the process of, capacity for, or outcome of, successful adaptation despite challenging or threatening circumstances”(Masten & Reed, 2002). Studies in the area of positive psychology provided the theoretical background that led to the design of programs that support children who suffer from hardship, risks, and threats, during their development. These programs nurture their resiliency by strengthening the ‘human adaptation system’, which is an internal system that supports coping. This system consists of skills, capabilities, beliefs and emotions within the child, which can help him/her navigate successfully around the obstacles and painful experiences he/she faces, and to be less harmed by them (Masten, 2001). Learning to cope effectively with common threats such as academic failure, bullying, or social pressure, can protect their academic and emotional development. These programs are implemented worldwide and show effective results (Nettles, Nettles, Mucherah, & Jones, 2000).
Children and adults with autism are not as resilient as neurotypical peers, and tend to be more sensitive to adversity. Many perceive daily events (such as entering public spaces or riding the bus) as threat, and react to them with excess fear and anxiety (Grandin, 2006; Groden et al., 2001). Furthermore, many experience bullying, rejection, and often struggle with academic difficulties, which affect their self-esteem and sense of security even more (Bauminger, Shulman, & Agam, 2004; Bellini, 2004; Fisher, Pumpian, & Sax, 1998). Those who are aware of their disability and its limitations are agonized by it, and question their self-worth. Individuals with autism tend to suffer from higher rates of anxiety and depression, which can be at least partially explained by these life experiences. These negative experiences stress the importance of nurturing the coping skills of individuals with autism to foster their abilities to cope well and to promote their well-being (Muris, Steerneman, Merckelbach, Holdrinet, & Meesters, 1998).
Programs that nurture resilience were rarely applied to benefit individuals with autism. Since the guidelines for this kind of intervention are available, we could construct a program that can accommodate the principles of resilience to individuals with autism (Brooks, 1999; Lewis, 1999). The program we designed is based on the same philosophy that was found to be successful in neurotypical, at-risk children, while using strategies to fit the content and the teaching style to the needs of children and adults with autism.
Project description
The ‘My Own World’ project was launched in May 2006, as a pilot program. It applies a positive psychology approach through art-based curriculum to promote resilience in individuals with autism. About 70 students are currently participating in the program.
The activities in the curriculum provide the students with hands-on experiences, that can be internalized by them, and lead to the acquisition of concepts and skills that build resilience. Such skills include especially social competence, autonomy, problem-solving skills, and sense of self. Art is used to transform abstract ideas into concrete level experiences that can be understood by the students (i.e. ‘hopes and dreams’, ‘social support’, ‘decision-making’).
The curriculum is divided into five sections, tapping into all aspects of the students’ environment: (i) inanimate objects (“things that I like”), (ii) living nature (“celebrating nature”), (iii) peers (“friends”), (iv) family (“people that I love”), and (v) self (“me”). The artistic curriculum requires low level of fine motor and verbal abilities. Each section of the curriculum is started with a photography lesson. For individuals with autism who often struggle with communication, photography provides a new means of self-expression, i.e., to show how they view their world. The photographs students take are presented to them soon after the class, to allow them to link between their efforts to success, building their self-efficacy and self-esteem (Lewis, 1999).
With their cameras students capture light, color, shapes, textures, reflections, landscapes, objects and structures in the world around them. Analysis of their photographic content demonstrates no common idiosyncrasies, as also documented in children with various kinds of disabilities (Dyches, Cichella, Olsen, & Mandlesco, 2004). However, we found that some students hold specific interests. Those who are more artistically capable also share ideas, humor, and special interests through photography. Later on, students use the photographs to create other forms of art. Exhibitions of the photographs are used to increase community awareness of the talents of individuals with autism, and to increase the sense of community contribution by individuals with autism.
‘My Own World’ project received two grants from the Rhode Island State council on the arts. The curriculum developed by this project is planned to be disseminated in schools and programs that provide services for individuals with autism.
Presentation learning Objectives:
1. The audience will become familiar with positive psychology and resilience theory and research, to understand the rationale behind and goals of the project.
2. The audience will be presented with the curriculum developed for the ‘My Own World’ project, including its five sections: “things that I like” (relationships with objects), “celebrating nature” (living nature), “friends” (peer relationships), “people that I love” (supportive relationships within the family), and “Me”(self-awareness, to explore the connection of each part of the curriculum to the development of resilience.
3. The audience will learn how the curriculum can be implemented in different environments (classrooms, after school programs, and home).
4. The audience will learn how photography and art are used to achieve speech and language goals, and to increase expression of the inner world of individuals with moderate to severe autism. Two areas will receive special focus: the process of transforming abstract ideas into concrete ideas, and using video modeling as a tool for teaching.
5. The audience will view video clips and examples of photographs done by students with autism participating in this project, to provide them with an understanding of the capabilities of individuals with autism, and to learn about the role of the art exhibitions in fostering resilience in students, and their effects on the perspective of the parents and community.
Program content
Background
Resilience is “the process of, capacity for, or outcome of, successful adaptation despite challenging or threatening circumstances”(Masten & Reed, 2002). Studies in the area of positive psychology provided the theoretical background that led to the design of programs that support children who suffer from hardship, risks, and threats, during their development. These programs nurture their resiliency by strengthening the ‘human adaptation system’, which is an internal system that supports coping. This system consists of skills, capabilities, beliefs and emotions within the child, which can help him/her navigate successfully around the obstacles and painful experiences he/she faces, and to be less harmed by them (Masten, 2001). Learning to cope effectively with common threats such as academic failure, bullying, or social pressure, can protect their academic and emotional development. These programs are implemented worldwide and show effective results (Nettles, Nettles, Mucherah, & Jones, 2000).
Children and adults with autism are not as resilient as neurotypical peers, and tend to be more sensitive to adversity. Many perceive daily events (such as entering public spaces or riding the bus) as threat, and react to them with excess fear and anxiety (Grandin, 2006; Groden et al., 2001). Furthermore, many experience bullying, rejection, and often struggle with academic difficulties, which affect their self-esteem and sense of security even more (Bauminger, Shulman, & Agam, 2004; Bellini, 2004; Fisher, Pumpian, & Sax, 1998). Those who are aware of their disability and its limitations are agonized by it, and question their self-worth. Individuals with autism tend to suffer from higher rates of anxiety and depression, which can be at least partially explained by these life experiences. These negative experiences stress the importance of nurturing the coping skills of individuals with autism to foster their abilities to cope well and to promote their well-being (Muris, Steerneman, Merckelbach, Holdrinet, & Meesters, 1998).
Programs that nurture resilience were rarely applied to benefit individuals with autism. Since the guidelines for this kind of intervention are available, we could construct a program that can accommodate the principles of resilience to individuals with autism (Brooks, 1999; Lewis, 1999). The program we designed is based on the same philosophy that was found to be successful in neurotypical, at-risk children, while using strategies to fit the content and the teaching style to the needs of children and adults with autism.
Project description
The ‘My Own World’ project was launched in May 2006, as a pilot program. It applies a positive psychology approach through art-based curriculum to promote resilience in individuals with autism. About 70 students are currently participating in the program.
The activities in the curriculum provide the students with hands-on experiences, that can be internalized by them, and lead to the acquisition of concepts and skills that build resilience. Such skills include especially social competence, autonomy, problem-solving skills, and sense of self. Art is used to transform abstract ideas into concrete level experiences that can be understood by the students (i.e. ‘hopes and dreams’, ‘social support’, ‘decision-making’).
The curriculum is divided into five sections, tapping into all aspects of the students’ environment: (i) inanimate objects (“things that I like”), (ii) living nature (“celebrating nature”), (iii) peers (“friends”), (iv) family (“people that I love”), and (v) self (“me”). The artistic curriculum requires low level of fine motor and verbal abilities. Each section of the curriculum is started with a photography lesson. For individuals with autism who often struggle with communication, photography provides a new means of self-expression, i.e., to show how they view their world. The photographs students take are presented to them soon after the class, to allow them to link between their efforts to success, building their self-efficacy and self-esteem (Lewis, 1999).
With their cameras students capture light, color, shapes, textures, reflections, landscapes, objects and structures in the world around them. Analysis of their photographic content demonstrates no common idiosyncrasies, as also documented in children with various kinds of disabilities (Dyches, Cichella, Olsen, & Mandlesco, 2004). However, we found that some students hold specific interests. Those who are more artistically capable also share ideas, humor, and special interests through photography. Later on, students use the photographs to create other forms of art. Exhibitions of the photographs are used to increase community awareness of the talents of individuals with autism, and to increase the sense of community contribution by individuals with autism.
‘My Own World’ project received two grants from the Rhode Island State council on the arts. The curriculum developed by this project is planned to be disseminated in schools and programs that provide services for individuals with autism.
Presentation learning Objectives:
1. The audience will become familiar with positive psychology and resilience theory and research, to understand the rationale behind and goals of the project.
2. The audience will be presented with the curriculum developed for the ‘My Own World’ project, including its five sections: “things that I like” (relationships with objects), “celebrating nature” (living nature), “friends” (peer relationships), “people that I love” (supportive relationships within the family), and “Me”(self-awareness, to explore the connection of each part of the curriculum to the development of resilience.
3. The audience will learn how the curriculum can be implemented in different environments (classrooms, after school programs, and home).
4. The audience will learn how photography and art are used to achieve speech and language goals, and to increase expression of the inner world of individuals with moderate to severe autism. Two areas will receive special focus: the process of transforming abstract ideas into concrete ideas, and using video modeling as a tool for teaching.
5. The audience will view video clips and examples of photographs done by students with autism participating in this project, to provide them with an understanding of the capabilities of individuals with autism, and to learn about the role of the art exhibitions in fostering resilience in students, and their effects on the perspective of the parents and community.
Learning Objectives:
- 1. The audience will become familiar with positive psychology and resilience theory and research, to understand the rationale behind and goals of the project.
- 2. The audience will be presented with the curriculum developed for the ‘My Own World’ project, including its five sections: “things that I like” (relationships with objects), “celebrating nature” (living nature), “friends” (peer relationships), “people that I love” (supportive relationships within the family), and “Me”(self-awareness, to explore the connection of each part of the curriculum to the development of resilience.
- 3. The audience will learn how the curriculum can be implemented in different environments (classrooms, after school programs, and home).
- 4. The audience will learn how photography and art are used to achieve speech and language goals, and to increase expression of the inner world of individuals with moderate to severe autism. Two areas will receive special focus: the process of transforming abstract ideas into concrete ideas, and using video modeling as a tool for teaching.
- 5. The audience will view video clips and examples of photographs done by students with autism participating in this project, to provide them with an understanding of the capabilities of individuals with autism, and to learn about the role of the art exhibitions in fostering resilience in students, and their effects on the perspective of the parents and community.
Content Area: Education
Presenters:
Ayelet Kantor, Ph.D.
Research Associate
The Groden Center
Dr. Ayelet Kantor, Research Associate at the Groden Center, holds a B.Sc. in Nutrition Science, and a Ph.D. in biochemistry. Her main focus is in developing, educating, monitoring and publishing programs that foster aspects of positive psychology in individuals with autism and their families.
Nicole Deary, CCC-SLP
Speech and Language pathologist
The Groden Center
Nicole Deary, MS, CCC-SLP received her Masters of Science, Speech-language and Pathology from Worcester State College in Massachusetts. She holds certification by the American Speech Language and Hearing Association in Speech Pathology and is licensed as a Speech Pathologist in the states of Massachusetts and Rhode Island.
Lisa Samperil-Davis, M.F.A.
Creative Writing Instructor
The Groden Center
Lisa Samperil-Davis holds an M,F.A. in Creative Writing from Brown University, Providence, RI. Ms. Davis developed a curriculum in poetry to students with developmental disabilities. She serves as a teacher, consultant, and a Board Member for The Groden Network, Inc., and as a Conservator for the Providence Public Library.
Lorna Grace Swanson, B.A.
Art Coordinator
The Groden Center
Lorna G. Swanson has a B.A. in Art education and a B.A. in Studio Art and Psychology. As an art teacher and art coordinator at the Groden Network, Ms. Swanson engages clients with autism in various skills and abilities through drawing, painting, ceramics, digital photography, and art appreciation.
Debra J. Romano
Photography Instructor
The Groden Center
Debra Romano is an artist and an instructor working with individuals with autism for over 35 years. Her teaching experience includes different art media such as photography, jewelry design, clay, textile and floral design. Ms. Romano received numerous grants for the artwork she does with individuals with autism.
June Groden, Ph.D.
Founder, Director of Research and Program Development, Psychologist
The Groden Network
Dr. June Groden is co-founder of the Groden Center in Providence, Rhode Island, an educational and treatment facility that serves children and adults with ASD and other developmental disabilities. She has been actively involved in numerous programs for people with ASD, developmental disabilities and other behavioral problems.
