Another variety of cinema or video art therapy consists in actually producing a film. The underlying assumption is that the film making process offers various artistic and organizational activities that resemble those used by therapists and which may provide useful and challenging art therapy and psychological exercises. This variety of cinema therapy requires a film making expert, a therapist and a patient. Working together this team produces a film primarily for the benefit of one single spectator, who is the patient.
Video therapy consists in encouraging and helping children to produce a video film. Snap shot and video cameras, tape, C.D. and computers are used, along with traditional art therapy tools, such as storytelling, music, and painting. The focus is on producing video animation, but further means such as sculpting, modelling and drawing may also be often used in these projects. The children are induced to invent the plot, write the script, draw and sculpt the background scenario, design and decide where, when and how the video takes place, and then film and edit the film. In this kind of video art therapy the child assumes alternately the roles of director, actor, author and producer of his or her own movie. Five major stages are involved in the process: (a) Text writing (scenery preparation), in which the children learn how to prepare a "story board"; (b) Directing, in which the child directs others, who may be children or patients, the child's parents or siblings, and members of the medical staff; (c) Filming, in which the child chooses whether to film, photograph or act in front of the camera; (d) Editing, in which the children introduce into the film the changes he or she they consider appropriate in order to shape a product with a specific purpose, for example, a movie that can be used as a therapeutic tool in the future; and (e) Screening, in which the child assumes control of when, where and to whom the movie would be screened.
When the video film is finished, the children are encouraged to take it home as his or her own. However, it can also be used for discussion in individual sessions or group sessions, in order to improve the children's or the caretakers' insight.
Video art therapy is assumed to have unique contributions to the child's well-being. First, it provides distraction which helps in alleviating pain and anxiety. This is achieved by involving the child in an interesting and totally engrossing activity, satisfying insofar as it appeals to the child's narcissistic needs, and with enough variety to hold the child's attention for longer periods of time. Second, it provides catharsis by enabling children to express his or her innermost fears, problems and anxiety by means of unconscious projection and symbolic representations in the video plot and images. Third, it contributes significantly to improving the child's mood and quality of life by providing satisfaction, fun and entertainment. Fourth, it promotes interaction between the child and his or her family by involving the whole family in the video production, which of course stays with the family as a document commemorating happy moments to remember in the future out of this difficult period. Fifth, it contributes to strengthening the child's ego by providing activities and encouraging creativity that may help to reveal new strengths and discover new talents. Ego strengthening is particularly important both because the circumstances increase the child's sense of helplessness, and because through the newly acquired strength the child may find new ways of coping. Sixth, it contributes to improving the child's body image by involving the child in bodily activities.
Video as art therapy is appropriate for use with very young as well as older children. In the Unit of Pediatric Ocology/Hematology at the Rambam Medical Center it has been applied successfully in recent years with over 80 children, ranging in age from 5 to 22. All have admitted that engaging in video therapy has made a significant contribution to their overall well-being. May have mentioned that video art therapy has given them moments of happiness despite all the suffering they have undergone in the hospital.
Video therapy consists in encouraging and helping children to produce a video film. Snap shot and video cameras, tape, C.D. and computers are used, along with traditional art therapy tools, such as storytelling, music, and painting. The focus is on producing video animation, but further means such as sculpting, modelling and drawing may also be often used in these projects. The children are induced to invent the plot, write the script, draw and sculpt the background scenario, design and decide where, when and how the video takes place, and then film and edit the film. In this kind of video art therapy the child assumes alternately the roles of director, actor, author and producer of his or her own movie. Five major stages are involved in the process: (a) Text writing (scenery preparation), in which the children learn how to prepare a "story board"; (b) Directing, in which the child directs others, who may be children or patients, the child's parents or siblings, and members of the medical staff; (c) Filming, in which the child chooses whether to film, photograph or act in front of the camera; (d) Editing, in which the children introduce into the film the changes he or she they consider appropriate in order to shape a product with a specific purpose, for example, a movie that can be used as a therapeutic tool in the future; and (e) Screening, in which the child assumes control of when, where and to whom the movie would be screened.
When the video film is finished, the children are encouraged to take it home as his or her own. However, it can also be used for discussion in individual sessions or group sessions, in order to improve the children's or the caretakers' insight.
Video art therapy is assumed to have unique contributions to the child's well-being. First, it provides distraction which helps in alleviating pain and anxiety. This is achieved by involving the child in an interesting and totally engrossing activity, satisfying insofar as it appeals to the child's narcissistic needs, and with enough variety to hold the child's attention for longer periods of time. Second, it provides catharsis by enabling children to express his or her innermost fears, problems and anxiety by means of unconscious projection and symbolic representations in the video plot and images. Third, it contributes significantly to improving the child's mood and quality of life by providing satisfaction, fun and entertainment. Fourth, it promotes interaction between the child and his or her family by involving the whole family in the video production, which of course stays with the family as a document commemorating happy moments to remember in the future out of this difficult period. Fifth, it contributes to strengthening the child's ego by providing activities and encouraging creativity that may help to reveal new strengths and discover new talents. Ego strengthening is particularly important both because the circumstances increase the child's sense of helplessness, and because through the newly acquired strength the child may find new ways of coping. Sixth, it contributes to improving the child's body image by involving the child in bodily activities.
Video as art therapy is appropriate for use with very young as well as older children. In the Unit of Pediatric Ocology/Hematology at the Rambam Medical Center it has been applied successfully in recent years with over 80 children, ranging in age from 5 to 22. All have admitted that engaging in video therapy has made a significant contribution to their overall well-being. May have mentioned that video art therapy has given them moments of happiness despite all the suffering they have undergone in the hospital.