AI Kopytin Theory and practice of art therapy. Alexander Kopytin - Modern clinical art therapy. Tutorial Art Therapy Kopytin

Doctor medical sciences, Associate Professor, Department of Psychology, St. Petersburg Academy of Postgraduate Pedagogical Education and Department of Psychotherapy, North-Western State Medical University. I.I. Mechnikov.

Born February 4, 1959 in Voronezh. He graduated from the medical faculty of the Kemerovo State Medical Institute in 1982. Later he studied in clinical residency at the Department of Psychiatry of the same institute. Even during the period of study in clinical residency, he showed interest in the study and use of the artistic expression of the mentally ill in order to diagnose and improve the effectiveness of the treatment and rehabilitation process. In 1983, he developed an original projective color technique ("Mosaic"), which he began to actively use in his work with patients.

From 1984 to 1999 he worked as a psychiatrist for a district adult in St. Petersburg. In 1986 he entered the correspondence postgraduate course in clinical psychology at the Leningrad Research Psychoneurological Institute. V.M. Bekhterev. In 1990 he successfully defended his dissertation for the degree of Candidate of Medical Sciences in the specialties "Medical Psychology" and "Psychiatry" (dissertation topic: "Experimental Psychological Methods in the Differential Diagnosis of Depressive Conditions").

Since the late 1980s, he has been mastering the methods of art therapy and making attempts to introduce them into the activities of psychiatric institutions in Leningrad / St. Petersburg, including organizing and conducting the first interactive art therapy groups in Russia based on outpatient psychiatric institutions. Since the mid-1990s, he began to actively promote art therapy and conduct the first Russian Federation advanced training programs in art therapy (on the basis of the NOU Institute practical psychology"Imaton", St. Petersburg Academy of Postgraduate Pedagogical Education).

Together with a group of colleagues in 1997, he created the regional public organization "Art Therapeutic Association" and in the same year established the "International Journal of Art Therapy "Healing Art"". Since the mid-1990s, he has been developing cooperation with leading foreign centers and professional organizations in the field of art therapy and organizing numerous scientific and practical forums on the problems of studying psychopathological expression, using the creative potential of people with disabilities, and art therapy. Engaged in writing and preparing the first publications in Russian (monographs, collections scientific papers, methodological manuals) in this area; develops theoretical and methodological issues related to the use of art therapy in medicine, education and the social sphere, creates an original psychotherapeutic approach - systemic art therapy (SAT). Engaged in scientific research on its effects.

Since 2000 he has been a member of the art and psychiatry section of the World Psychiatric Association and in 2006 he was elected to the position of vice-chairman of the section. Since 2010 - member of the scientific and editorial board of the international journal "Body, Movement and Dance in Psychotherapy" - Body, Movement and Dance in Psychotherapy: International Journal for Theory, Research and Practice.

In 2010 at the St. Petersburg Research Psychoneurological Institute named after. V.M. Bekhtereva defends her dissertation for the degree of Doctor of Medical Sciences (specialty "Medical Psychology") on the topic "Systemic Art Therapy: Theoretical Substantiation, Methodology of Application, Treatment, Rehabilitation and Destigmatizing Effects".

List of major works

Monographs and collections of scientific papers:

Kopytin A.I. Fundamentals of art therapy / A.I. Kopytin. - St. Petersburg: Lan, 1999. - 254 p.
Workshop on art therapy (edited by A.I. Kopytin). - St. Petersburg: Peter, 2000. - 285 p.
Kopytin A.I. System art therapy / A.I. Kopytin. - St. Petersburg: Peter, 2001. - 216 p.
Kopytin A.I. Theory and practice of art therapy / A.I. Kopytin. - St. Petersburg: Peter, 2002. - 368 p.
Kopytin A.I. Guide to group art therapy / A.I. Kopytin. - St. Petersburg: Speech, 2003. - 320 p.
Kopytin A.I. Art therapy for children and adolescents / A.I. Kopytin, E.E. Svistovskaya. — M.: Kogito-Centre, 2006. — 197 p.
Art therapy - new horizons (edited by A.I. Kopytin). — M.: Kogito-Centre, 2006. — 336 p.
Kopytin A.I. Techniques of analytical art therapy./A.I. Kopytin, B. Kort. - St. Petersburg: Speech, 2007. - 186 p.
Practical art therapy: treatment, rehabilitation, training. — M.: Kogito-Centre, 2008. — 288 p.
Kopytin A.I. Guide to phototherapy / A.I. Kopytin, D. Platts. — M.: Kogito-Centre, 2009. — 184 p.
Kopytin A.I. Phototherapy techniques / A.I. Kopytin. - St. Petersburg: Speech, 2010. - 128 p.
Art therapy of women's problems (under the editorship of A.I. Kopytin). — M.: Kogito-Centre, 2010. — 270 p.
Kopytin A.I. Guidelines for children, adolescents and family art therapy / A.I. Kopytin, E.E. Svistovskaya. - St. Petersburg: Speech, 2010. - 250 p.
Kopytin A.I. Art therapy of mental disorders./A.I. Kopytin. - St. Petersburg: Speech, 2011. - 368 p.
Methods of art therapy assistance to children and adolescents: domestic and foreign experience (under the editorship of A.I. Kopytin). — M.: Kogito-Centre, 2012. — 285 p.

Kopytin A.I. The use of some clinical and psychological methods for the differential diagnosis of depressive states / A.I. Kopytin // Journal of Neurology and Psychiatry. S.S. Korsakov. - 1990. - No. 4. — S. 95-99.
Kopytin A.I. Drawing test R. Silver for assessing the cognitive and emotional spheres of personality / A.I. Kopytin//Psychological journal. - 2004. - No. 5. - S. 90-97.
Kopytin A.I. Some problems of using art therapy in psychiatry / A.I. Kopytin // Journal of Neurology and Psychiatry. S.S. Korsakov. - 2004. - No. 5. - P.77-82.
Kopytin A.I. Early analogues and modern methods of art therapy work with psychiatric patients / A.I. Kopytin//Social and clinical psychiatry. - 2005. - No. 2. - S. 90-102.
Kopytin A.I. "Dialogue" with the visual arts of mentally ill people as a tool for destigmatization / A.I. Kopytin // Journal of Neurology and Psychiatry. S.S. Korsakov. - 2007. - No. 12. - S. 71-77.
Kopytin A.I. Art therapy as an integral part of the system of psychiatric care / A.I. Kopytin//Mental health. - 2009. - No. 3. - S. 72-78.
Kopytin A.I. Changes in the mental and social status of drug addicts in remission during group art therapy / A.I. Kopytin, O.V. Bogachev//Psychological journal. - 2009. - No. 1. — S. 86-95.
Kopytin A.I. Art therapy in the clinic of borderline conditions / A.I. Kopytin//Mental health. - 2009. - No. 8. - P. 58-65.
Kopytin A.I. Art therapy in psychiatry and general medical practice / A.I. Kopytin // Bulletin of the St. Petersburg State medical academy them. I.I. Mechnikov. - 2009. - No. 3 (30). - S. 142-148.

Kopytin A. The Silver Drawing Test of Cognition and Emotion: standartisation in Russia/А. Kopytin//American Journal of Art Therapy. - 2002. - Vol. 40, May. - P. 223-258.
Kopytin A. Photography and art therapy: an easy partnership/A. Kopytin//Inscape. The Journal of the British Art Therapy Association. - 2004. - No. 2. - P. 49-58.
Kopytin A. Using silver drawing test for assessing normal and traumatised children and adolescents living in the areas affected by Chernobyl nuclear accident/A. Kopytin//Trauma und Kreativitat. Therapie mit kunstlerischen medien (eds R. Hampe, Ph. Martius, A. Reiter, G. Schottenloher, F. Von Spreti). — Bremen: Verlag Universitat Bremen. - 2004. - P. 407-416.
Kopytin A. Fantasizing about violence: using the Draw-a-Story Test in assessing adult psychiatric patients who committed severe criminal acts and delinquent adolescents (Chapter 7)/А. Kopytin, V. Sventsitskaya, E. Svistovskaya//Aggression and Depression assessed through art (ed. R. Silver). — New York: Brunner and Routledge. - 2004. - P. 141-160.
Kopytino A. Meno terapija dirbant su priklausomybe turinciais paaugliais/A. Kopytino//Dailes terapia. Seminaru uzrasai (Rasa Kucinskiene). Vilnius: Kronta. - 2006. - P. 65-84.
Kopytin A. Promoting understanding and tolerance through art: antistigma experience by the means of interactive exhibitions/A. Kopytin//Collection of scientific papers. – Riga: Riga Stradins University. - 2008. - P. 124-128.
Kopytin A. Antistigma experience by a means of interactive exhibitions/A. Kopytin//The person in art (eds. Hans-Otto Thomashoff and E. Suhanova). — Hauppauge, New York: Nova Science Publishers. - 2008. - P. 123-139.
Kopytin A.I. Art therapy in the treatment and rehabilitation of patients with various mental disorders / A.I. Kopytin//Menu terapija reabilitacijoje: situacija ir perspektivos. Respublikines mokslines-praktines konferencijos. — Klaipeda: Klaipedos universitetas. - Klaideda, November 2-4, 2009. - P. 80-95.
Kopytin A. Photography and art therapy: possibilities for partnership/A. Kopytin//KunstReiz. Neurobiologische aspekte kunstlerischer therapien (eds. R. Hampe, P. Martius, D. Ritschl, F. von Spreti, P. Stalder). Berlin: Frank & Timme. - 2009. - P. 479-492.
Kopytins A. Terapeitiskie faktori makslas terapijas grupa/A. Kopytins/K. Marninsone//Makslas terapija: theory un prakse (ed. K. Martinsone). Riga: Drukatava. - 2009. - P. 422-431.
Kopytin A. How to overcome psychiatric stigma through art/H.O. Thomashoff, E. Sukhanova, A. Kopytin //Advances in psychiatry (eds. G. Christodoulou, M. Jorge, J. Mezzich). — Athens: Beta Medical Publishers. - 2009. - P. 223-236.

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Doctor of Medical Sciences, Associate Professor (Psychiatry and Medical Psychology).

Expert in the field:

Art therapy, art therapy, psychotherapy, medical psychology.

Membership in professional communities:

All-Russian Professional Psychotherapeutic League, Art Therapeutic Association.

Information about education and educational institutions:

Kemerovo State Medical Institute, specialty "Medicine", residency in psychiatry.

Leningradsky State University them. Zhdanov, specialty "Psychology".

Correspondence postgraduate study at the Leningrad Research Psychoneurological Institute named after V.I. V.M. Bekhterev.

The theme of the candidate's dissertation is "Methods of clinical and psychological diagnosis of depressive states."

The topic of the doctoral dissertation is "Systemic art therapy: theoretical justification, methodology of application, treatment, rehabilitation and destigmatizing effects."

Professional experience:

Experience of clinical work as a psychiatrist - 12 years.

The total work experience as a psychotherapist is 21 years.

Experience of scientific and pedagogical activity - 24 years.

Main publications, books:

Kopytin A.I. Modern Clinical Art Therapy (textbook). - M.: Kogito-Centre, 2015, 526 p.
Kopytin A.I. Methods of art therapy in overcoming the consequences of traumatic stress (textbook). St. Petersburg: Academy of Postgraduate Pedagogical Education, 2015, 120 p.
Kopytin A.I. Art therapy methods in inclusive education. - St. Petersburg: Academy of Postgraduate Pedagogical Education, 2016, 94 p.
Kopytin A.I. Environmental and Ecological Approaches in Art Therapy and Art Pedagogy (textbook). - St. Petersburg: Academy of Postgraduate Pedagogical Education, 2017, 82 p.
Kopytin A.I. Clinical systemic art therapy of endogenous and organic mental disorders (schizophrenia, schizotypal and delusional disorders, organic and affective psychoses) (textbook). - St. Petersburg: Publishing house of SZGMU im. I.I. Mechnikova, 2017, 56 p.
Kopytin A. and M. Rugh (eds.). Green Studio: nature and the arts in therapy. - New York: Nova Science Publishers, 2016.
Kopytin A. and M. Rugh (eds.). Environmental expressive therapies: nature-based theory and practice. – New York: Routledge/Taylor & Francis Group, 2017.
Kopytin A. and M. Rugh (eds.). Environmental expressive therapies: nature-based theory and practice. – New York: Rlinical art psychotherapy with war veterans. - New York: Nova Science Publishers, 2018.

Area of professional interests:

Art therapy, art therapy, visual anthropology, postmodern psychotherapy.

Course Instructor:

A. I. Kopytin

Modern Clinical Art Therapy

Tutorial

* * *

Reviewers:

S. M. Babin, Doctor of Medical Sciences, Professor, Head of the Department of Psychotherapy, North-Western State Medical University. I. I. Mechnikova

M. E. Burno, Doctor of Medical Sciences, Professor of the Department of Psychotherapy, Medical Psychology, Sexology, RMAPO

Introduction

The development of art therapy as a scientific and practical discipline in our country and abroad is marked by the strengthening of its position as a necessary component of the activities of various medical, social and educational institutions. The scientific and methodological base of art therapy is being improved. Its procedures and programs of treatment, prevention and rehabilitation are regulated, intended for different categories of patients and healthy people. There are increasing requirements for the evidence base and the effectiveness of art therapy, the training of specialists capable of providing professional art therapy services.

Formed historically as a kind of helping activity that combines artistic and psychological (therapeutic) practice, art therapy has given rise to a variety of forms and methods. Some of them are characterized by the predominance of the artistic component, give more space to visual activity and are often referred to as "healing fine art" ( therapeutic art, art therapy). Others attach importance not only to the process of visual activity, but also to the perception and discussion of the created products, work with the holistic personality of the client / patient on the basis of one or another model of psychological counseling, psychotherapy. To designate them in last years the word “art psychotherapy” is being used more and more often.

Therapeutic visual arts and art psychotherapy complement each other, create significant opportunities for working with different people and solving various problems of treatment, rehabilitation, harmonization and development of a person. They can make up a repertoire of forms and methods of work that are selected and implemented by the same specialist, taking into account the individual characteristics of the client or group. To do this, a specialist must go through a relatively long path of additional professional training (master's or post-master's) in art therapy, as is typical for some countries. At the same time, healing fine arts and art psychotherapy can be practiced by different specialists - an artist who has mastered the basics of psychology, in the first case, and a psychologist / psychotherapist who has mastered at least the basics of artistic activity, in the second. At the same time, their professional functions, opportunities and remuneration can be regulated accordingly. It is along this path that art therapy is developing in our country today.

This publication is devoted to art therapy as one of the actively emerging approaches to the treatment and prevention of the use of visual activity. Its history, theory and methodology, tools are presented practical work in medicine and the social sphere, planning and implementation of interventions, studied effects. Many years of experience in teaching, practical work and research of art therapy allowed the author of the book to draw a holistic picture of its development and state of the art and provide numerous practical examples. The publication actually performs the function of a textbook that allows you to master this subject area, starting with the basics and ending with the fundamental issues of the formation and positioning of art therapy in the system of scientific knowledge, as well as its use in various fields. practical application.

The publication reflects the specifics of domestic art therapy, the features of its development in the post-Soviet period. Having comprehensively studied and mastered the achievements of foreign art therapy schools, the author nonetheless reveals strengths and the advantages of domestic art therapy, offering a holistic and comprehensively substantiated concept of art therapy intervention, successfully implemented by him and his students.

Chapter 1. Art therapy in the past and present

1.1. Art Therapy: Definition, History and Current State

1.1.1. What is art therapy?

According to the generally accepted international definition, art therapy is one of the areas of creative art therapy ( creative arts therapies), along with areas such as music therapy, dance movement therapy and drama therapy. All of them use the creative activity of clients/patients as a factor in the treatment and preventive impact, but with a predominant reliance on one of the modalities through which clients creatively express themselves - visual arts, music, movement and dance or the art of theater. Accordingly, there are specialists who carry out their work using these modalities - art therapists, music therapists, dance and movement therapists and drama therapists.

In recent years, other highly specialized areas of creative therapy with art have also been developing (for example, therapy with poetic creativity) or integrative forms that combine all possible types of creative expression (therapy with expressive arts - Expressive Arts Therapies). Since the monomodal approach prevails in the foreign practice of creative art therapy and in the training of specialists, the combination of different modalities in order to increase the effectiveness of therapeutic and preventive measures is usually achieved by implementing a team approach, when a client, for example, undergoing a rehabilitation course, attends classes not only with art therapist, but also other narrow specialists.

In a number of countries (USA, Great Britain and some others), various forms of creative art therapy are considered as independent paramedical specialties that require appropriate long-term professional (master's or post-master's) training for at least two or three years. The passage of such programs allows people with different basic education (not lower than the bachelor's level) in the field of art, pedagogy, psychology, medicine (as a rule, nursing care specialists - nursing) or social work to acquire a sufficient amount of knowledge and form a set of skills necessary to provide psychological, psychosocial assistance to different groups of the population based on the use of art.

There are also countries, including Russia, where creative art therapies do not have the status of independent specialties. They are considered as highly specialized methods of psychological assistance, for the mastery of which and for the subsequent application of which in one of the areas of helping activities (therapeutic, rehabilitation, counseling, etc.) it is necessary to have the appropriate professional qualifications of a psychologist or psychotherapist and pass the appropriate program of additional education.

In both countries, it is possible to use the supporting or developing potential of art not by professional art therapists, psychologists or psychotherapists, but, for example, by teachers, artists or representatives of other creative professions who have not undergone special master's or post-master's training. However, their activity cannot be considered as a form of psychological or medical assistance, but belongs to the field of art or education (for example, art education, special or correctional pedagogy or art pedagogy).

Referring to the existing definitions of art therapy and other areas of creative art therapy allows us to better understand their main content and purpose. According to the Resolution of the Russian Art Therapeutic Association, art therapy is characterized as “a system of psychological and psychophysical therapeutic and corrective influences based on the involvement of clients / patients in visual activities, the construction and development of therapeutic relationships. It can be used for the treatment and prevention of various diseases, the correction of disturbed behavior and psychosocial maladaptation, the rehabilitation of persons with mental and physical illnesses and psychosocial disabilities, the achievement of a higher quality of life and the development of human potential.

According to the definition of the American Art Therapeutic Association, art therapy is considered as a type of “therapeutic application of visual activity in the context of professional relations art therapist with people who have certain diseases, injuries or difficulties in mental adaptation, or those who seek personal development. Through the creation of visual products and discussion of images and the process of their creation, they can come to a better understanding of themselves and others, cope with the symptoms of illness and stress or the consequences of trauma, develop cognitive skills and come to a positive, life-affirming attitude” (AATA, 2003, p. 3).

The book includes the work of domestic and foreign experts in the field of art therapy. She covers wide range psychological problems most commonly encountered by women different ages and social status, and a number of forms of art therapy work.

The materials presented in the book show that women now have the opportunity to receive counseling and psychotherapeutic services that take into account gender differences and are free from reductive, dogmatic interpretations of their experience and behavior. They also confirm that art therapy has significant potential for working with a variety of women's issues, often acting as a "social therapy" tool.

The work belongs to the genre Psychology. It was published in 2010 by the Kogito-Center publishing house. On our website you can download the book "Art Therapy of Women's Problems" in fb2, rtf, epub, pdf, txt format or read online. The rating of the book is 3.75 out of 5. Here, before reading, you can also refer to the reviews of readers who are already familiar with the book and find out their opinion. In the online store of our partner you can buy and read the book in paper form.

Kopytin Alexander Ivanovich

Kopytin Aleksandr Ivanovich — psychiatrist, psychotherapist, MD, associate professor of the department. psychology of the St. Petersburg Academy of Postgraduate Pedagogical Education and the Department of Psychotherapy of the St. Petersburg State Medical Academy. I.I. Mechnikova, Vice-Chairman of the Art and Psychiatry Section of the World Psychiatric Association.

Professional achievements of A.I. Kopytin

Having shown interest in the study and application of the artistic expression of the mentally ill in diagnosis, treatment and rehabilitation, even during his studies in clinical residency, Kopytin A.I. continued to work in this direction and became the creator of a unique system of art therapy education in Russia, as well as the founder and chairman of the Art Therapeutic Association NGO. Largely thanks to Alexander Ivanovich Kopytin art therapy has gained its distribution in the territory of the former USSR.

Participation in an art therapy club

Portal of Psychological Services LLC has been cooperating with Alexander Ivanovich and the Russian Art Therapy Association for many years in organizing and holding the Moscow International Art Therapy Conference: “Art Therapy in modern world: in education, medicine, business and the social sphere”, in the organization of seminars, trainings in art therapy, advanced training programs, in the sale of books and publications.

Under the auspices of the RPO Russian Art Therapeutic Association, the International Art Therapeutic Club (IAC) was established in Moscow in 2011.

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PLENARY REPORTS

Art therapy in the context of culture and technology

Kopytin Alexander

Kopytin Alexander- psychiatrist, psychotherapist, Ph.D. honey. Sciences, Associate Professor psychology of the St. Petersburg Academy of Postgraduate Pedagogical Education and the Department of Psychotherapy of the St. Petersburg State Medical Academy. I.I. Mechnikova, founder and chairman of the Art Therapeutic Association, the creator of the system of art therapy education in the Russian Federation, the author of the original method - systemic art therapy (SAT), has more than 60 scientific papers (including eight monographs) on art therapy.

This message is short review development of art therapy in the second half of the twentieth century. the beginning of the XXI century. The influence of cultural and technological factors on art therapy is discussed as a predominantly "transatlantic" phenomenon associated with the initiatives of artists (and to a lesser extent, clinicians) in countries such as the UK and the USA. The achievements and problems of art therapy at the current stage of its existence in different countries, including the Russian Federation. The ambiguous prospects for its further existence both inside and outside the "transatlantic" community are considered.

Following the original English definition of art therapy adopted by the international community (American Art Therapy Association, British Association of Art Therapists, European Consortium for Art Therapy Education), the author understands art therapy as medicinal use visual means. Art therapy is a form of art therapy and, in some countries, a paramedical profession, along with related professions such as music therapy, dance movement therapy, and drama therapy.

The historical development of this form of art therapy can be divided into three stages:

1. the stage of predecessors and pioneers of art therapy (the period until the end of the 1950s);

2. the stage of the initial formation of the profession of art therapy (1960-1980);

3. “maturation” stage, transition to evidence-based art therapy (1990-2000).

Stage of predecessors and pioneers of art therapy

This stage in the development of art therapy was marked by the following current socio-cultural trends:

social reforms,

reforms in education and public health (1940s),

· innovations in the field of fine arts, the search for new means of expression - the development of modernist art.

This is the period of the predecessors and pioneers of art therapy, which include researchers and collectors of psychopathological expression - psychiatrists, artists, art historians (G. Prinzhorn, J. Gebuffet), psychoanalysts (K.-G. Jung, M. Naumburg, I. Champernon), artists and art educators who develop innovative approaches to art education in the clinical and educational environment (E. Adamson, A. Hill, E. Kramer, G. Reid, M. Richardson).

The main problems associated with the activities of the predecessors and pioneers of art therapy were as follows:

lack of a common understanding of the essence, tasks and mechanisms of the therapeutic effect of art therapy,

the predominance of empirical art therapy with a poorly designed methodology,

the absence of any research confirming the impact of art therapy, since the activity of the pioneers of art therapy was based solely on the belief in the healing potential of art and own experience psychological integration,

fragmentation of the art therapy community, which did not allow the implementation of a targeted policy related to the protection of the interests of the pioneers of art therapy and its implementation in practice,

lack of guaranteed jobs, wage criteria for art therapists,

Lack of art therapy education programs.

The initial phase of the formation of the profession of art therapy (1960-1980)

The initial phase of the formation of the profession of art therapy proceeded against the background of such current socio-cultural trends as:

search for cultural alternatives, social innovations in the face of growing contradictions between the liberal and conservative models of social development,

reorganization of public health, reforms in the field of psychiatry,

transition to a post-industrial society.

These trends have had the following impact on the emerging art therapy community:

1. gave a “radical” character to art therapy initiatives (art therapy as an alternative to the established model of psychiatry, education, etc.),

2. determined the growing role of critical thought (feminism, neo-Marxism, etc.) among representatives of the art therapy community, led to an increase in their political and cultural activity (participation in social movements),

3. during this period, there were attempts to create the first theoretically substantiated models of art therapy, mainly related to borrowing the provisions of psychoanalysis, family psychotherapy, cognitive psychotherapy, humanistic, phenomenological approaches, etc.,

4. There was a legalization and institutionalization of art therapy, an expansion of the range of art therapy services for different categories of the population.

In 1964, the British Association of Art Therapists was established - the first professional organization of professionals using the visual arts for treatment. The American Art Therapy Association was also founded in 1969. Around the same years, there was an intensification of the practical use of art therapy, the first scientific research in the form of case reports, creating the first art therapy education programs in the US and UK.

In 1982, the British Department of Health and Social Security passed a law regulating the professional role and remuneration of art therapists. The United Kingdom became the first country where a law related to art therapy came into force. Thanks to this, the state, through the healthcare system, gained greater control over the activities of art therapists, and they, in turn, gained leverage over the healthcare system and other social institutions.

Transition to evidence-based art therapy (1990-2000)

This period in the development of art therapy is characterized by such socio-cultural trends as:

the growing influence of postmodern thought,

globalization, the transition to the informational type of culture, with its characteristic openness, plurality, multiculturalism, virtuality, uncertainty,

pragmatics, pressure of economic realities,

a different legal context associated with increased attention to the interests of citizens and minorities (civil society),

The impact of these sociocultural trends on the art therapy community has determined:

1. Strengthening the interdisciplinary links of art therapy, the beginning of a more active dialogue between art therapists and representatives of medicine, psychology, neuropsychology, sociology, cultural studies, etc.),

2. the inclusion of art therapists in a multi-professional context, their coordination of their work with other specialists based on the biopsychosocial model of mental and somatic diseases and their treatment,

3. an increase in the role of psychological and clinical disciplines in the professional training of art therapists, an increasing convergence of art therapy with psychotherapy and counseling, its transformation into art psychotherapy.

4.increased attention to management and professional ethics,

5.tightening legal regulation art therapy activities, increasing the requirements for the effectiveness and evidence of interventions, the intensification of scientific research and the transition to evidence-based art therapy practice ( evidence- basedpractice),

6.Shortening the duration of treatment, tightening the financial policy of the state; diversification of services and financing,

7. "globalization" of the art therapy community, the development of international relations of art therapists, the definition of international, in particular, pan-European standards for art therapy education,

8.increasing role of information technology,

9.formation of new philosophical, cultural-anthropological, psychological concepts of man.

In the 1980s-1990s. there is a creation of professional public associations of art therapists in many countries of the world (Canada 1981, Australia 1987, Germany 1989, the Netherlands 1996, the Russian Federation 1997, Italy 1997, Spain 1999). 1990s also marked by the creation of educational programs in art therapy at the universities of many European countries. There is a “fragmentation” of the art therapy community, the emergence of heterogeneous schools and coalitions in it, defending their own vision of art therapy and implementing different professional policies, striving to control the sector of art therapy services and education that is emerging in Europe. In some countries of continental Europe, several public associations of art therapists are being created (for example, in Germany). Even within “experienced” associations, confrontation between different segments of the art therapy community is intensifying. In this regard, some authors (for example, D.Waller, 1991) write about the "procedural model" of the profession, while keeping in mind that the idea of what art therapy is and who can provide art therapy services , is changing dynamically.

Problems of modern foreign art therapy

Some of the most acute problems of modern art therapy should be noted. Thus, the integration of the art therapy community and the definition of international standards for art therapy education are met with obstacles due to differences in national laws and policies of national art therapy organizations. The transition to evidence-based practice is hampered by the lack of knowledge of research methods by foreign art therapists. Moreover, there is an increasing backlog of art therapy from the development of medicine, psychology and other areas of scientific knowledge.

Inclusion in polyprofessional teams is difficult due to insufficient knowledge of the clinic and the biopsychosocial model of medicine, lack of knowledge in the field of management and organization of services. The conservatism of a part of the art therapy community abroad hinders its development, there is an insufficient use of modern methods and tools of scientific knowledge and artistic practice, information technology and media.

The relative closeness of the art therapy community, due to strict criteria for membership in professional organizations and admission to art therapy education and practice in some countries, limits the involvement of representatives of others in the art therapy movement. professional groups(doctors, psychologists, etc.) and thus hinders the development of art therapy methodology and research.

Many issues related to the legalization of the activities of professional art therapists remain unresolved. In 1998, the British Parliament passed a law defining the professional status and role of art therapists, as well as standards for art therapy education. Under this law, art therapists, along with music therapists and drama therapists, are ancillary medical professionals. Their work in medical institutions is paid according to the tariff scale of the National Health System. At the same time, there is no tariff scale for art therapists in educational institutions.

Despite the adopted laws, art therapists in many countries (including the UK and the USA) experience difficulties in finding employment. There are not enough permanent jobs for art therapists, and many of them are forced to work on temporary contracts or have a limited number of working hours and, therefore, combine art therapy practice with work as an artist or art educator, counseling psychologist, family therapist ( with special additional training, in addition to art therapy). Even those jobs that were available in previous years are often reduced, but at the same time, jobs are created for other healthcare professionals (occupational therapists, nurses). The reasons for this are the reduction in funding for public health, as well as the increase in the requirements for different specialists. Thus, in particular, the requirements for the effectiveness of activities are increasing, which dictates the need to prove the results of treatment based on the use of valid and reliable criteria. Art therapists often do not compete with other specialists, because they are less proficient in research methods or are focused on non-directive, long-term therapy, which is more expensive and sometimes less effective than other interventions.

Since the 1980s The British Association of Art Therapists (BAAT) is negotiating with art therapy organizations in other European countries related to the development of common European standards for art therapy education and practice. The adoption of such standards would provide an opportunity for professional migration of art tarpists and would guarantee them uniform working conditions and pay. These standards have not yet been adopted, which is largely due to the lack of an art therapist profession in many European countries and differences in their legislation. The rigid stance of BAAT makes it almost impossible for art therapists from continental Europe to work in the UK.

The knowledge of foreign art therapists in the field of psychology, clinics, psychotherapy and psychological counseling remains at an insufficient level. The most important condition for admission to professional training programs in art therapy abroad continues to be that candidates have an art education. The vast majority of applicants, as a rule, do not have any psychological or clinical (medical) training. Educational programs in art therapy include a block of psychological and clinical disciplines, but the number of hours for them is relatively small.

As for the philosophical and methodological platform of most foreign educational programs on art therapy, it includes the recognition of the important role of the process of artistic creation, as well as the relationship between the client and the specialist in achieving therapeutic effects. The theoretical basis of art therapy in the learning process is mainly a psychodynamic approach. In this regard, the system of art therapy education in countries such as the UK and the USA, since the 1970s. up to the present, has not undergone significant changes.

In our opinion, the strengths of the "transatlantic" model of art therapy are as follows.

1. In close connection of this model of art therapy with the artistic community and artistic practice. More than 90% of certified art therapists in the UK and the USA have an art education, have a wide range of experience in visual or art-pedagogical activity. Thanks to this, they have a good understanding of the possibilities of different art materials, the dynamics of the creative process and the visual characteristics of images.

2. In a relatively high level of implementation of art therapy methods in various institutions of public health, education and social work. Starting from the 40-50s. of the last century, art therapy began to be used in public medical and rehabilitation institutions in the United States and Great Britain. Subsequently, attempts were made to introduce art therapy into schools and correctional institutions, specialized centers for helping alcoholics and drug addicts, and some other areas of its practical application. This made it possible to accumulate empirical experience in working with different client groups and to establish interaction between art therapists and the staff of various institutions.

3. There are more or less general standards of art therapy education, which, combined with strict control over admission to art therapy practice, carried out by public organizations art therapists and government agencies, can promote quality art therapy services.

4. Guaranteed wages for certified art therapists working in the healthcare system and the availability of a certain number of jobs for art therapists (mainly in medical institutions).

At the same time, the "transatlantic" model of art therapy has a number of shortcomings, some of which the professional art therapy community is currently trying to eliminate. It is not yet clear whether it will be able to do this by remaining in the same positions and remaining committed to the principles that have characterized it over the past few decades. The work on eliminating these shortcomings is a serious challenge to this model of art therapy and may require a change in the system of professional training of art therapists, the organization of art therapy services.

Development of art therapy in the Russian Federation

To date, art therapy in the Russian Federation continues to be an innovative health-saving approach, although in previous decades certain experience has been accumulated in the study and practical use of various forms of creative self-expression for the purpose of treatment and rehabilitation. So, in the 1980s. studies of the creativity of the mentally ill from clinical and psychiatric positions were intensified. In Switzerland, three volumes of the collective work of E. Babayan and other domestic authors were published (in Russian and English) "The pictorial language of patients with schizophrenia".

In the late 1980s an original psychotherapeutic method, Creative Self-Expression Therapy (M. E. Burno), is being formed and spread. Second half of the 1980s - early 1990s were marked by a further revival of interest in the work of the mentally ill (Khaikin R. B. 1992), the creation of the first specialized collections of their artworks (collection "Others"; leader - V. V. Gavrilov). In 1996, the Museum of Outsider Art was opened in Moscow. Creativity of the mentally ill begins to be considered not only from clinical and psychiatric positions, it becomes the subject of interdisciplinary research, becomes the object of artistic and aesthetic perception. Kommersant

In the 1990s there is an increase in interest in the use of innovative programs in the field of art education, as well as methods of creative self-expression in the activities of educational institutions. A number of psychologists and educators in our country have begun research related to the study of the health-saving potential of art in the system of general and special education. (M.Yu. Alekseeva, 2003; L.A. Ametova, 2003; A.V. Grishina 2004; L.D. Lebedeva, 2000, 2003).

In the second half of the 1990s. the art therapy community of the Russian Federation is being formed. In 1997, the Art Therapeutic Association was created in St. Petersburg, which became the core of the growing art therapeutic movement. The tasks of the association and its publication (the international journal of art therapy "Healing Art") include the promotion of healing opportunities for creative work, support for treatment and rehabilitation projects and practical research related to art therapy, as well as the development and implementation of art therapy education programs.

In the late 1990s early 10s. 21st century there is a transformation of art therapy (art therapy) into a mass professional tool in the activities of psychologists and psychotherapists in our country, the introduction of art therapy and art methods in healthcare, education and the social sphere is increasing.

In the same years, the formation of the original domestic system of art therapy education takes place, the theory and methodology of art therapy is being developed based on the achievements of domestic psychology, psychiatry, pedagogy and other sciences. -therapy (CAT) (Kopytin A.I., 2010). It corresponds to the conditions for the organization of psychiatric and psychotherapeutic care in our country, is based on systemic and transtheoretical approaches, the biopsychosocial concept of the development of mental disorders, the psychological concept of personality as a system of relations between a person and environment, concepts of creativity as special kind activities related to the spiritual sphere and mechanisms of adaptation.

Currently, the art therapy community of the Russian Federation includes specialists with medical, psychological, artistic, pedagogical and other education who have received additional training in the field of art therapy (in some cases also - higher education in the field of art therapy) and regularly use it as a leading method in their professional activities.

According to the Resolution of the RPO "Art Therapeutic Association" (adopted on May 16, 2009 by the participants of the 11th St. Petersburg conference "Art Therapy Today. Methods of Art Therapy in Education, Medicine, Social Work"), art therapy is considered as a system psychological and psychophysical therapeutic, corrective and preventive effects based on the client's (patient's) visual activity, the construction and development of psychotherapeutic relationships. It can be used for the treatment and prevention of various different diseases, the correction of impaired behavior and psychosocial maladjustment, the rehabilitation of persons with mental and physical illnesses and psychosocial disabilities, the achievement of a higher quality of life and the development of human potential.

The same document noted: “Art therapy is closely related to clinical practice. This determines the priority role of clinical knowledge, reliance on the concept of biopsychosociogenesis of diseases and states of psychosocial disadaptation in the development and implementation of art therapy interventions. Attempts to use art therapy techniques without sufficient clinical training or in the absence of close contact with specialists in the field mental health, medical professionals in many cases can be recognized as unethical and fraught with causing moral and physical harm to clients. Art therapy is also closely related to artistic practice. A good knowledge of the art therapy specialist of the possibilities of various art materials and forms of art practice can help to increase the efficiency of work.

The Art Therapy Association directs its members, representatives of the art therapy community of the Russian Federation, to systematically improve their competence through the passage of relevant programs of additional education and supervision, compliance with professional ethics, systematic artistic practice, mastery of knowledge in the field of visual arts, psychology and psychotherapy, confirmation of the results of their activities through practical research.

The most important areas of development and integration of the art therapy community of the Russian Federation are:

· strengthening ties within the community itself, in particular, through the implementation of organized activities in the regions and within the framework of interregional projects;

strengthening ties with government institutions and public associations working on solving common problems with the community;

Improving the management and management of community activities;

· attracting additional financial resources and holding public actions;

· development of methodological aspects of art therapy and a clearer definition of the principles of art therapy activities;

· development of the evidence base of art therapy by intensifying applied research, primarily related to the study of its effects.

Taking into account the popularity of the integrative approach in the field of art therapy in Russia, the Association admits the presence in its ranks of specialists using different modalities of creative self-expression (music, movement and dance, dramatic art, literary creativity, etc.). At the same time, the visual modality is considered as fundamental.

Conclusion

The author of the report considered some of the advantages and disadvantages of the "transatlantic" model of art therapy, presented in a cultural and technological context, in the process of its historical development. Despite certain achievements of specialists implementing this model of art therapy, without solving a number of the above problems, the transformation of art therapy into an effective tool for medical and rehabilitation practice that meets the current level of scientific knowledge, economic, social and cultural challenges of our time is hardly possible.

The hopes of foreign experts in the field of art therapy (representatives of the "transatlantic" model) that its professionalization will solve many problems (including their employment and decent pay for their work, will ensure wide public recognition of art therapy, the progressive development of methodology and studies) were largely unjustified. The prospects for the existence of the art therapy profession and the system of art therapy education in these countries, as they exist today, are vague.

Many of the problems that are characteristic of foreign art therapy are partly manifested in our country. At the same time, the author would like to urge his colleagues in the art therapy movement to appreciate the advantages and benefits of domestic art therapy, which are largely related to its initially interdisciplinary nature, the presence in the domestic art therapy community of representatives of different professional groups (doctors, artists, psychologists). , teachers). This gives the young domestic art therapy a significant scientific and research potential, a variety of perspectives for perceiving the art therapy process, the ability to experiment and develop, as well as the ability to integrate into various areas of medical, educational and social practice.

In the future, it is possible to create in our country not so much the profession of art therapy (according to the “transatlantic” model of its development), but several models of specialization with different educational routes and a different set of professional competencies (functions):

clinical model (art psychotherapy) for specialists with medical, psychiatric, psychotherapeutic education or clinical psychologists with training in psychotherapy;

psychological model (“art methods in psychological counseling”) - for psychologists with different specializations (not only in clinical psychology),

Pedagogical / art pedagogical model (“art methods in special education, art pedagogy”) for specialists with higher pedagogical education,

artistic and creative (“art methods in the artistic and creative development of the individual”) for specialists with art education.