Exploring the Transformative Effects of Flow on Children’s Liminality and Trauma
Keywords:Childhood trauma, art therapy, liminality, flow experience, poem, teachers
The process of creating art seems to be a healing as much as an expressive practice for children. Not only are art activities recognized as a necessity for children’s cognitive development, but also as a voice to express the trauma of their distressing experiences. The following article is based on art making as an effective trauma intervention therapy, adding to previous knowledge of childhood trauma and liminality for teachers and health community services. In our diverse, fast changing, challenging times, we need to encourage reflecting and utilising social justice in professionalism to achieve lasting changes in society. Therefore, the authors investigated the concept of “liminality” (a phase of change, transition and transformation) as a framework for understanding how the process of art making soothes “childhood trauma.” Recent research has revealed that the beneficial effects of drawing are due to children entering a time and phase of liminality. Emotions and states such as despair, depression and fear, accompanied by intuitive knowledge, memory, resilience and wellness might be experienced. This leads to an integrative process: while children are drawing, they are completely engaged in a non-verbal activity which needs their total involvement, concentration, imagination and creativity. The healing effect of drawing while in the flow, which helps children with trauma, has been translated from research findings into a poem. This unique contribution to the literature on art therapy’s transformative effects summarizes the results of the above study.
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