Feedback feeds self-identity: using art therapy to empower self-identity in adults living with a learning disability

ABSTRACT

Although there has been little systematic research on the subject of feedback, this article attempts to explore the concept, use and function within art therapy and its potential in the learning disability population to create and reawaken self-identity. The author uses case material to illustrate how self-identity may be enhanced through amplification of the image, use of ‘third hand’ approaches and therapist engagement and feedback. The article is written in the form of a road map to identify key areas of research. Reflections on art therapy, resilience and implications for practice are discussed at the end. Pseudonyms, with consent, have been agreed for all client names except one person who wanted to use his first name. In an unorthodox manner, the author starts this article by exploring his own experiences of feedback and his knowledge of the learning disability setting to make up for a lack of research on this topic.

KEYWORDS:

• Feedback
• self-identity
• learning disability
• empowerment
• resilience
• trauma
• amplification
• ‘third hand’

Acknowledgements

My thanks to Barbara Breckman, my first supervisor, who intuitively made portraits in response to clients and consistently encouraged me as a therapist. Thanks also to Dr Matt Symes, Uncle Bill and Neil Springham for their encouragement and challenging questions about the nature and language of art therapy.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Kevin O’Farrell gained a degree in History and Sociology in 1992 and went on to qualify as an art therapist at the University of Hertfordshire in 1999. He has worked in the NHS for 16 years within the New Forest and Hampshire area. Previous to this he worked for Social Services within a learning disability residential setting for four years. He is a Health Professions Council Registered Art Therapist and a member of the British Association of Art Therapists. In 2012, he co-edited Art Therapy and Learning Disabilities: Don’t Guess My Happiness, published by Routledge. He has been a regular guest lecturer at Southampton University. Email: [email protected]

Notes

1. Groups within the service are rare. In part, this is to do with the geography across a large county. Outside of densely populated areas, transport can prove a barrier. Another barrier is the varying range and level of cognitive ability, making it difficult to find a language that all the members understand and can engage with. Narrative and systemic therapy approaches (Smyly, 2006) that involve working with carers and family, a group of sorts, can also lead to the witness and creation of stories about self.