Taking Control of Tantrums: Tips for Working with ADD, RAD and "Average" Kids

Tantrums are something all parents have to deal with, whether they are your own bio. kids, or foster or adopted children. Kids with behavioral or psychological issues of course add an additional complexity to dealing with anger issues, and require some sensitivity, however, at the very core of a tantrum, the approach is the same.

We have talked quite a bit about tantrum behavior here on Foster Parent Rescue, but some of our newest readers may not have stumbled upon those articles in our archives.  I wanted to mention them now, as we approach summer-break from school, since the kids will be home more and behaviors may initially worsen from boredom or a change in their routine. (Something we will discuss next week again as well.)

For right now though, let me refresh your memories and point our new readers to some previously posted advice on controlling tantrums.  Please check out these links on our blog:
Blowing the Whistle on Arguing: 

Great Conversations: On RAD Kids and Introverted Tantrums: Trying the Whistle Technique

Tantrums and Trust Disorders: Doorways to Better Relationships

Dealing with the Introverted RAD Kid: Introverted Tantrums and the Fall Back Technique

Avoiding Temper Tantrums in Asperger (and other) Kids: A Link

 We also wanted to add this recent article from PsychCentral.com about dealing with tantrums and ADD kids (which is appropriate for all kids really.) Check it out:

ADHD & Kids: 9 Tips to Tame Tantrums

By Margarita Tartakovsky, M.S.

In kids with attention deficit hyperactivity disorder (ADHD), impulsivity manifests in many different ways.
“Kids can impulsively run into the street. They can hit another student in line at school. They can climb up on the roof and jump off, hoping to fly like Superman,” said Terry Matlen, ACSW, a psychotherapist and author of Survival Tips for Women with AD/HD.
And they can have tantrums. There are many reasons why kids with ADHD have meltdowns. For instance, “for many children with ADHD there is no internal understanding of ‘later.’ It’s now or now,” Matlen said. They have a hard time putting their wants and needs on hold. Because they’re kids, they’ve also yet to learn how to calm themselves or express their needs and emotions appropriately, she said.
“A little disappointment becomes the end of the world and nothing seems to stop the child from, what looks like, obsessing over their intense needs of that moment.”
They also might feel overwhelmed by external events, such as “too much noise or excitement at a party… Combined, these symptoms make it very hard to stay calm when under stress or when they feel fearful or anxious.”
When your child has a tantrum, especially in public, it can be tough to know how to respond. Some parents vacillate from one extreme to another, from placating their child and giving in to punishing them and getting angry, according to Matlen.
But while it might seem impossible, you can navigate the rocky road of tantrums. Here are expert strategies to prevent tantrums or tame them when they start.
1. Pinpoint the source.
Psychotherapist Stephanie Sarkis, Ph.D, suggested looking “at what might be triggering your child’s behaviors.” When you can find the source of the behavior, she said, you can make strides toward changing it.
Knowing what triggers your child, Matlen said, can help you defuse their tantrum as early as possible. For instance, is your child hungry? Are they sleep-deprived? Are they experiencing strong emotions? Once you pinpoint the underlying problem try to solve it, she said.
This also is a good tool for preventing tantrums. For instance, if your child can’t handle the overstimulating environment of a local fair, just don’t take them, Matlen said.
2. Explain consequences in advance.
Before a tantrum ever starts, Matlen suggested talking to your child about the negative consequences of bad behaviors. She gave this example: “If you scream and cry when I turn off the TV, you won’t be able to watch it later today.”
Matlen took this approach when her daughter was 5 years old. She tended to have tantrums when she didn’t get a new toy at the store. “Before our next outing, I told her that if she had a tantrum, I would simply pick her up and take her home. No toys and no more visits to the store for a very long time.”
Her daughter still had a meltdown. But instead of getting furious or frustrated, Matlen picked up her daughter and took her to the car. She drove home without saying a word. And it never happened again.
“This, of course, may not work for all children, but it’s an example of planning ahead and having an outcome that everyone understands.”
3. Talk to your child, and encourage them to talk back.
Talk calmly and quietly to your child, and acknowledge their feelings, Matlen said. Doing so helps your child feel heard, Sarkis said.
For instance, according to Matlen, you might say, “I know you’re angry that I won’t buy you that toy today. It feels frustrating and it makes you feel like exploding inside, doesn’t it?”
Then, encourage your child to express their emotions, as well: “I’d be awfully upset too if I couldn’t get what I wanted right now — let’s talk about why this is so important to you so you can help me to understand.”
4. Distract your child.
For younger kids, distraction may work, Matlen said. “Talk about something completely different, like how excited you are to watch the TV show you planned, when you all get home.”

Read the rest here :  http://psychcentral.com/lib/2013/adhd-kids-9-tips-to-tame-tantrums/

Is Neurofeedback the Solution for Your Child? Follow Our Journey: Part 1.

Hi Friends,

I wanted to introduce you to our friend “Marie.” She is sharing her story with us as she tries a brain-retraining program (neurofeedback) with her daughter who has ADD and severe memory issues.  This will be the first in an ongoing series following their progress and success.  We hope you find it helpful as you search for solutions for your own children.

Is Neurofeedback the Solution for Your Child? Follow Our Journey: Part 1.

My daughter cannot stay focused and these drugs don’t work! I am wondering how much of her problem is chemical, or is it trauma, drama or a combination of all three?

My middle child, 11, has a serious problem staying focused and on task. She is intelligent, bright, and creative, but cannot finish most ANY task set before her. It doesn’t matter if it is getting ready and remembering to put on underwear, or doing simple school work.  My sweet girl still had a problem wetting herself in 3 grade because she wasn’t paying attention and would wait until it was too late.  She just goes off in to her own world. She is never defiant about it. It is just as if she would “forget to remember.” 

At first I thought it might just be the emotional stress we were under as a family. She has had a lot to deal with in her life…2 long distance moves, an older brother with Asperger’s syndrome that drained MUCH of my attention, a failed business and marriage, and anger issues in the house from father and brother before the divorce. So as you can see, I always wondered how much of her focus problem is trauma, how much is drama (she tends to be VERY expressive and creative) and how much is truly “chemical”. So I set out to find my answer. I have prayed over this many times asking for wisdom, and I believe I am getting some answers!

Working the Problem…

I think it would help to give a little of what I tried to do first.

 I started her with a child psychologist when the divorce first happened that specialized in EMDR; a special technique that helps the brain deal with and move past trauma. He didn’t spend much time on that, but instead worked with her on social issues and self esteem which has been greatly helpful to her.

As she got further along in school, her attention problems became more glaring. I would hear from teachers that they were seeing all the typical ADD symptoms. I finally had her tested and they did confirm that she has ADD.

I began the grueling task of “finding the right medication.” None of the stimulant drugs helped her focus. They made her irritated and of course interrupted sleep patterns which made her more tired and grouchy. Normally a cheerful and energetic girl, I just could not do that to her any more. I also tried Strattera, a good non-stimulant option, that I thought for sure would do the trick. It didn’t make a dent in her problem!

I got some help from the foster parent rescue blog when I used some of John’s techniques and checklists to find out if she had a real memory problem or if there were other things at play. I offered her twenty dollars at the end of the week if she could get ready in the morning and remember to do everything without a reminder ( normally I have to constantly remind her to do everything). I wondered is it my parenting, is she lazy, does she have a learning problem??? If it were laziness then she would have been able to follow through because she was motivated to get that money. It wasn’t a surprise to me that she didn’t make it past the first day without forgetting most of the things on the list. (And she was even allowed to look at the list!)

Training the Brain

A turning point came when a friend of mine referred me to a company called Neurocore. This is where the real story begins. Neurocore is a company that was founded by Dr. Timothy Royer, Psy. D.  Dr. Royer was the Division Chief of Pediatrics Psychology at Helen Devos Childrens Hospital in Grand Rapids, MI. During his time there Dr. Royer worked closely with teams of neuropsychologists, neurologists, and behavioral pediatricians to address the cognitive, emotional and behavioral needs of children. He began Neurocore in 2004.

I learned that they use advanced EEG and EKG technology to train the brain to be healthier and stronger without the use of medication. They have helped people with ADHD, migraines, sleep disorders, stress related illness, anxiety issues, athletes with performance problems because of anxiety, and focus problems! Eureka! I couldn’t wait to try it.

I had my daughter tested.  It is a very simple, non written test that even a youngster can do. All you do is watch a screen while they measure your brain waves, breathing and heart rate. When her results came back it confirmed so much for me.  It turns out part of her brain developed abnormally high in the daydreaming area. I am convinced that this happened early in life as a coping skill to entertain herself when she was somewhat and unfortunately neglected, while I had to deal with an out of control special needs older brother. Anyway, now those daydreaming patterns kick in whenever she is stressed, bored or doing mundane tasks!  Brilliant! It all makes sense now.

 After telling John at Foster Parent Rescue about this he asked if I would write a progress report on how my daughter does with the treatment. We are all very hopeful that it can make a difference.

 The program includes 30 treatments. We will start next week! I will keep you posted.

( Do you have experience with this type of therapy? Let us know what you think! ~ John: FPR)

image by:

Some rights reserved by massdistraction

Respite Care for Foster Kids: Preparing to Do It or Receive It (Yes, Even for RAD kids!)

by John
Recently we got heard from a friend of ours who was going to be doing some respite care for a foster child who had a RAD diagnosis.  This was the first time she and her husband were going to be doing respite, and she had some questions about how to best prepare to make it a successful and smooth process for everyone.

After talking with her I realized we really hadn't covered this topic before on the blog, and although we talked to her specifically about a child with RAD, the advice really applies to any foster child.
The advice here is directed at the family that is receiving the child into the home, but if you have a child that you are sending to respite care, prepare the child and the receiving family in the same way.

How to Prepare To Do Respite for a Foster Child: 

• Contact the people who are taking care of the child now and find out what they are using as a system of discipline and rewards.   If you can continue what they are doing, then the child wont see a difference between your home and theirs and his behavior should be the same (hopefully controllable.)
• Have a meeting with the caregiver before the respite care date,  with the child present, at your house, to discuss any issues the child might have.  This way, the child knows that you are aware of any restrictions and rules he has to follow. By doing this in front of the child, they'll know they can't play any manipulative games with you and play you against the other foster parents.
• During this meeting time, show the child around your home, introduce him or her to any other members of the household, including other children and allow for a little play time if possible. Talk about possible activities while the child will be staying with you to help alleviate any stress or fear the child may have about the respite visit. 
• Show the child your own home's house rules as well, and let them know your expectations of good behavior.  Chances are you would not have any issues with the child during a short visit. This would be a typical "honeymoon" period with a foster child, and the child will most likely be on their best behavior.
• Ask to have a written confirmation of drop off and pick up times for the child, and any scheduled activities or appointment times and locations. This way you have clear and written directions from the child's caregivers so their should be no misunderstandings. 
• Get the name and phone number of the case worker for the child in case there are any emergencies. 

If you are Using Respite Care:

• Be considerate: Pack your child's belongings and be sure to pack enough for each day of care plus a change of clothing if need be.  Include toys, snacks or any special care items and medications. 
• Deliver the packed items the day before the visit if possible to make drop off easier and allow the receiving home to prepare the child's room if necessary.

 Do you have tips for preparing for respite care? Please share them here!


image by: 

License

Some rights reserved by ChrisPlak71

Putting Together Your Support Team: Picking A Good Counselor

 by John

Those of us who work with troubled kids, either within the foster care system, or privately, know just how important it is to have a good support team.  Finding a therapist or counselor is vital and, just like finding the right doctor, shopping around to find the right fit is vital.

When looking for a counselor to help you work through issues with your RAD, ADHD, or other behaviorally challenged child, there are a lot of important factors to consider. First, find a certified and qualified therapist or counselor who is (hopefully) experienced or specially trained in the treatment of the issues your child is facing.  Get referrals if possible from other parents from your local support groups.

Once you get that far, it really comes down to a personal response to the counselor and whether or not you can work together. Here are some things to consider from my own experiences working with kids and counselors in the foster care system.

How to Pick a Good Counselor

1.     Find someone you like, not just someone the child likes.

2.     Find someone you can trust.   A good counselor will want to know how you were brought up and some of your personal history; so, they can understand where you are coming from.  In order to do that, you’ll need to trust the counselor and be able to open up on a personal level with them.

3.     Find a counselor who is ready to hear you and the problems you’re having in the home.   A successful working relationship will mean that the child’s counselor will discuss the child’s progress and incidents with you, troubleshoot behaviors and work through the behavioral triggers (actions and reactions) with you for the betterment of the child.

4.     Find counselor who is knowledgeable in the field and who knows the latest techniques and skills that work with children with issues like your child’s. For instance, if your child has an attachment disorder, you’ll want a counselor trained in attachment disorders or RAD, who knows all the latest treatment options and approaches, and has numerous resources and approaches to call upon during sessions.                

5.     Look for an innovator.  Find a counselor who will try to find ways around your child’s problems like RAD or ADHD and challenge your child instead of coddle them or make excuses for their behavior.

 What is a Bad Counselor?

1.      A counselor whom your child likes and you don’t.  Your child will sense that you don’t like the counselor and will use this against you in some way. (Play adults off each other.)  I have had it happen to me many times. 

2.      If the child sees the counselor as someone who has power over their parents, that is not a good thing. Some counselors see themselves like that to. If you get that type of feeling, run as fast as you can, because it is hard to stop a counselor who will try to use their power over you and make all the issues with the child, your problems, not theirs or your child’s.  There should not be a power struggle between the parent and the counselor. It should be viewed by both parties as a partnership that works together toward the agreed upon goals for the child.

3.     If you feel that you cannot trust the counselor in some basic way, be it keeping appointments, being straight with you about goals and discussions with the child etc, the relationship will not work.  Kids can feel that you don’t trust them, so they will not trust them either.

4.     A counselor that has the child come into his or her office and has you wait outside until the session is over is not someone you want to work.  A good counselor will involve the parent in sessions, as the parent is the one who works on issues 24/7 and must show the child that they have 100% trust and collaboration with the parent by involving them in the counseling sessions as well.

5.     If you come to a counselor for advice on an issue, and they simply ask you what you are doing already, and have no other advice to offer… find a new counselor.  They might be good for venting, but if they cannot offer you any information on new techniques or treatments, you are wasting your time and money.

6.     If a counselor gets stuck on a diagnosis and has a “give up” attitude, move on.  They might be able to tell you what is wrong with your child and why you can’t help them because of their diagnosis, but they don’t push to help the child.   Instead, they try to get you to give up on the child and to accept that they can’t get any better.  I found that a diagnosis could change because children can grow and change. If you give them a chance, and try to change them with small steps, there is always hope.

 Most of the time, children surprise me by how successful they are.  God always surprises me on how he works through us, to help kids.  Most of the time, I am looking back at how we were able to help the child be successful and smile, because I know it was not us, but Gods helping hand that guided us. There is a rainbow in every storm, you just have to look for it and you will find what you need to help the child… and that is your pot of gold. Thank you God. 

image: 
Some rights reserved by RenoTahoe

"Am I The Only One Afraid My RAD Child Will Kill Me?" Q&A with FPR

Anyone who has worked with a child with reactive attachment disorder or the like, may have had this thought at one point or the other. I certainly have, and have had the passing thought about how I might have to defend myself or escape a dangerous situation.

One of our readers had the same thought, and I wanted to share the conversation, (with the editing out of any personal information of course) in the hopes that it might start a conversation, give some hope, or at least let others who have kids with attachment disorders know they are not alone with their fears and should not feel guilty for those thoughts.
Read on:



Question to Fosterparentrescue:  

Am I the only one that fears one day my child may try to kill me because of RAD? That no matter what I do to love and give structure and therapy, that the emotional and psychological damage may be permanent?
 I worry I adopted 3 future sociopaths. Don't get me wrong, I dearly love my kids! And there are times they are great, and we see progress, but the bad days, or the don't sleep for 2 days, or raging tantrums that last for hours to days, those are the days I worry. The looks of hatred from my 8 year old, the cold stare from my 12 year old, make me think one day when they are bigger and stronger than me they will try to kill me. Tell me I'm over reacting.

Answer from John- FPR: 
Well, this is a normal thought for those of us who work with RAD kids, and you need to pray that the Lord opens their heart to you.. because the love that they will have for you is what will save them.

Do you see any compassion towards you from them? I kind of went through this myself with my one RAD child that I just let go to another facility (I talk about it in my blog posts "Knowing When to Let Go,") Keep records on their behaviors if you really don't feel safe or if they are acting aggressively towards you, you'll need it later on down the road because you do have options if it gets to that point.

When you keep records you can see whether or not their behaviors are really getting better or worse. Keep track of their behavior at school as well.

I do relate to what you are saying. If you adopt RAD children, you really have to have Faith. Do you have a counselor involved? You need one for you and the kids. Having support is vital, especially when dealing with RAD kids because they can be so manipulative.
Have you read our blogs on the house rules and building trust with RAD kids? I can send you links if you need it, or you can just search on the blog for them. I have worked a lot with RAD kids,... some success, some not, I am here for you though.... always. and thanks for bringing this up, I think a lot of people feel this way.. I know I have expressed this same thought myself.

Response from reader: 
 we had talk today with my sons therapist today about the behaviors still being a very big issue in the home. we expressed our concern over the trauma to us all from his behaviors, the exhaustion, and the lack of progress (not due to her lack of competence, but to his severe lack of trust and his type of RAD). she said with his age (8) it would be very hard to find a residential placement for him, and there would need to be all other options exhausted first, and there would need to be a certain requirement of behaviors before he would be accepted (like setting fires, sticking firecrackers in animals rear ends, and harming himself or others). she recommends intensive in-home therapy, and feels with his specific history and behaviors a certain theraputic approach would be the most effective. He is "disorganized", "inhibited" (in his dis-regulation, not in his behaviors towards others), and he plays 3 roles, the victim (least of the 3), the perfect adorable child (public personality) and the role reversal controlling (behavior at home, and most dominating behavior). she feels the most effective theraputic approach is the circle of security. she is going to look for the right person to take this on.
i feel a small sense of hope, she said with his type of RAD that 85% of the children can be healed and form proper attachment, when just 20years ago that number was very low and there wasn't considered to be effective treatment.

Response from FPR: 

Glad that you have hope, and he is still young enough that you have a chance, I agree. I have had success with kids when I started at 6... so, you are still in there. If you have read some of our blogs about working with RAD kids, you know you have to take him back to infancy as far as his dependency on you.. and work your way back up from there, in order to build the trust he should have had from the beginning. Good luck to you, and keep us informed on how you are doing....

image:

License

Some rights reserved by _Ju!cE_

Therapeutic Approaches for RAD and Attachment Disorders: DBT: Dialectical Behavioral Therapy

DBT has been around since the 1980's and has been used primarily with borderline personality disorders, however, its approach is ideal for dealing with many of the issues children with attachment disorders have. Generally speaking, it is used to help individuals who have extreme reactions to situations and take a long time calming down.

DBT, when used with RAD kids or those with other types of attachment disorders, teach children how to cope with their internal thought processes and develop strategies to deal with their reactions in high stress situations. This process can be successful with kids if they do not have any other learning disabilities and are able to understand their own triggers.

Aspects of DBT can be used by parents or foster parents and may help in some measure, even if all of the approaches or the intense counseling is not possible for you or your family. For those of you looking for a new approach, it is worth a look and discussion with your care team.

Here is some more information:

An Overview of Dialectical Behavior Therapy

By Psych Central Staff

Dialectical behavior therapy (DBT) is a specific type of cognitive-behavioral psychotherapy developed in the late 1980s by psychologist Marsha M. Linehan to help better treat borderline personality disorder. Since its development, it has also been used for the treatment of other kinds of mental health disorders.

                                        What is DBT?

Dialectical behavior therapy (DBT) treatment is a cognitive-behavioral approach that emphasizes the psychosocial aspects of treatment. The theory behind the approach is that some people are prone to react in a more intense and out-of-the-ordinary manner toward certain emotional situations, primarily those found in romantic, family and friend relationships. DBT theory suggests that some people’s arousal levels in such situations can increase far more quickly than the average person’s, attain a higher level of emotional stimulation, and take a significant amount of time to return to baseline arousal levels.
People who are sometimes diagnosed with borderline personality disorder experience extreme swings in their emotions, see the world in black-and-white shades, and seem to always be jumping from one crisis to another. Because few people understand such reactions — most of all their own family and a childhood that emphasized invalidation — they don’t have any methods for coping with these sudden, intense surges of emotion. DBT is a method for teaching skills that will help in this task.

Characteristics of DBT

• Support-oriented: It helps a person identify their strengths and builds on them so that the person can feel better about him/herself and their life.
• Cognitive-based: DBT helps identify thoughts, beliefs, and assumptions that make life harder: “I have to be perfect at everything.” “If I get angry, I’m a terrible person” & helps people to learn different ways of thinking that will make life more bearable: “I don’t need to be perfect at things for people to care about me”, “Everyone gets angry, it’s a normal emotion.
• Collaborative: It requires constant attention to relationships between clients and staff. In DBT people are encouraged to work out problems in their relationships with their therapist and the therapists to do the same with them. DBT asks people to complete homework assignments, to role-play new ways of interacting with others, and to practice skills such as soothing yourself when upset. These skills, a crucial part of DBT, are taught in weekly lectures, reviewed in weekly homework groups, and referred to in nearly every group. The individual therapist helps the person to learn, apply and master the DBT skills.

Generally, dialectical behavior therapy (DBT) may be seen as having two main components:
1. Individual weekly psychotherapy sessions that emphasize problem-solving behavior for the past week’s issues and troubles that arose in the person’s life. Self-injurious and suicidal behaviors take first priority, followed by behaviors that may interfere with the therapy process. Quality of life issues and working toward improving life in general may also be discussed. Individual sessions in DBT also focus on decreasing and dealing with post-traumatic stress responses (from previous trauma in the person’s life) and helping enhance their own self-respect and self-image.

Read more here:  http://psychcentral.com/lib/2007/an-overview-of-dialectical-behavior-therapy/

image by: 

License

Some rights reserved by sleepinyourhat

Helping Foster Kids Understand Change and the Foster Process Through Art

By Diane and John

Foster children deal with changes constantly, and not usually under the best circumstances. Often traumatic and unwanted, with a history of past abuse and other confusing events, interacting with (new especially) foster kids can be difficult as trust and a mutual understanding must be developed.

First, however, helping a foster child understand that coming to your home, even for a short period of time, even though it is disruptive and difficult, can be an opportunity for growth, friendship and some happiness.

Children communicate well through art, and art therapy (or using art as a therapeutic tool) is highly effective in helping explain concepts like accepting change, trust and friendship to young minds that may not have any frame of reference.

Below is a process that can be used with children as a tool, partnered with gentle discussion, to help explain that although change may be difficult, it can lead to better things. This tower building exercise helps illustrate reasons a child cannot go home and explains the concept of working towards goals and a stronger family foundation.

Build a Tower

(Age 4- and up)

You’ll need: Lego’s or building blocks, a timer.   Divide legos up by colors

· Have a pile of 30 Red legos on the table

· Ask the child to build a tower with the red legos in 7 minutes.  Start the timer.

· When the timer goes off, you look at his structure and talk about it. Say, “This is a nice tower, nice and strong and solid.” 

· Then for the next round, tell the child he can use any colors he wants to make the tower.  He will choose 30 pieces.  Play the game again.

· Now, start talking about the red tower. The red tower represents the child’s family. Start talking about the family members and as you do, start taking Lego's off of the bottom of the tower in an uneven way.  For example say: “This red tower reminds me of your family. (Pull a brick off the bottom,) It's strong and solid, it was difficult at times, but you are a part of it. This brick is your Mom. She has problems that she needs help with, so she isn’t home right now to take care of you right?”  Pull another brick off “and this is your brother, and he is needing help too right?”  Hand the tower to the child. “Can you make the tower stand like it is now? (With the bricks from the base missing)  No?  Right? Because you need all those pieces there to make it strong and safe? If the tower falls over, it’s not safe for you right?”

· Then, start talking about the multicolored tower.  Something like this:  “This tower reminds me of your foster family and all your counselors. (Put the red brick on it)  You are here too.  (Start pointing to the different colored bricks) This would be your counselors, who are going to help you and your parents, and this is your foster brother who is going to watch out for you at school,” “and we are going to help your mom and dad too, “ (Start putting the red tower back together) so that it is safe for you to go home again.”

· If the child has questions about why he can’t go home yet, refer back to the red tower and pull bricks out from the bottom again, unevenly, as you refer to the problems that were going on in the home.  Again, ask him to stand the tower up, and again, show him how the tower does not stand and would be unsafe.  Give each brick a name, or title it with a problem or issue to help illustrate the things that need to be accomplished before the child can return to his “solid foundation.”

Allow the child ample time to discuss the changes in his life and the things that will be accomplished during his foster care stay.  Leave the towers in place as a visual reminder and refer back to them if necessary later to help explain progress and setbacks along the way. 

 image:

License

Some rights reserved by Shyn Darkly

Diane Steinbach is an art therapist and the author of: Art As Therapy: Innovations, Inspiration and Ideas:, Art Activities for Groups: Providing Therapy, Fun and Function and A Practical Guide to Art Therapy Groups