PROJECT NATURE CONNECT

ECO-ART THERAPY
CREATIVE ACTIVITIES THAT LET EARTH TEACH

DEVELOPMENT OF THE SENSES IN CHILDREN

ECO-ART THERAPY AND ART THERAPY
USING NATURAL MATERIALS

RAQUEL DE AZEVEDO DE SOUZA

Rio de Janeiro - Brazil
2015

MOVIMENTO PR-CRIANA
"Building the identity of the Individual"

HISTORY:
The 1987 Fraternity Campaign with the theme "Who receives the lowest receives me" drew
attention of all to the problem of children in need. In light of this reality a group of people of
the Parish Sanctuary of Souls inspired by the work of the Beneficent Society of St. Martin,
decided to create in Niteri the Pastoral Care of Street Children, which met street children
in a space in Santo Domingo, on loan from Curia. After some adjustments this was
renamed Pro-Child Movement.
The ministry began operations on April 24, 1989, with volunteers serving children who were
at the fair Boa Viagem, offering hosting, food and artistic activities, seeking to encourage
the potential of children. In 1992, it was bought the house where does the institution, which
after some adjustments, was renamed Pro-Child Movement, managed by the Social Works
of the Parish of Our Lady of the Sacred Heart, Sanctuary of Souls. From there the
institution began to create children's integration actions with the regular educational
institutions and thus started to give support to school activities; this time also began the
search for establishing a connection with the children's families. Children study in the
afternoon or morning and attend the Pro-Child Movement in the opposite period to the
school day.
Initially the institution offered them hospitality, food and artistic activities, but with the
inclusion of these children in school institution was creating another profile. It began offering
tutoring, strengthening bond, text workshops, crafts, drama, poetry, computers, sports
(swimming, football and capoeira), body language, religious orientation and also applied
psychology service serving children and families.
Today welcome 45 children, 6-14 years. These are children from nearby communities to our
institution and seeking more than the regular education, seeking a bond of reinforcing safe
space, which develops the construction of values, emotional support space and further
development of social skills and creative stimulus .
Mission: To sow in the child the ability to build a better future.
Vision: To be a warm and own space to the children's universe and juvenile.
Values: Innovation and Creativity; Ethics and Transparency; Dialogue; Respect for the
rights of children; Pro commitment and activity;

ACTION LINE
The work of the Movement is to focus the creation of living space, training for participation
and citizenship, leadership development and empowerment of children and adolescents,
based on the interests, demands and potential this age group. Interventions should be
guided in recreational, cultural and sporting experiences as forms of expression, interaction,

learning, sociability and social protection. It includes reframe experiences of isolation and
rights violations, and provide experiences that favor the development of sociability and
preventing situations of social risk. It aims to stimulate and guide users in building and
rebuilding their stories and individual and collective experiences, family, and country. It is
organized in order to increase cultural exchanges and experiences, develop a sense of
belonging and identity, strengthen family ties and encourage socialization and community
living. It has preventive and proactive character, based on the defense and affirmation of
the rights and development capabilities and potential, with a view to reaching emancipatory
alternatives to confront the social vulnerability.

INTRODUCTION

This work was initially thought to be a workshop of course completion of Art Therapy. But
after a few experiences in sustainable sites, already mentioned during the Eco 500 and Eco
530 courses, there was a need to think of a theme that addressed this incredible tool that is
the art therapy in a manner accessible to everyone, anywhere, and moreover, that talk of
intimate, instinctive and intuitive with our being and where we live, Planet Earth.
The compulsory training was held in an institution of counter shift which houses children 614 years, and the group chosen by the director herself, were children 6 years old who had
never had contact with the Art Therapy. Thus the workshop was designed to also offer
these children an education and the development of their reading of the world through their
senses and contact with these materials and outdoor classes whenever possible.
Thus, a practical workshop was designed using natural materials whenever possible,
combining techniques developed for two courses as a way of note during the stage for
application of this theoretical study.
Thus, it can be said that this work was done in conjunction also with the course of Graduate
in Art Therapy, Education and Health / School So Carlos and Institute of Psychology grow
under the guidance of educational psychologist Bianca Acampora and Dina Lucia C.
psychologist rock.
I hope that this work can continue to be developed later, because after all, the subject is
interesting and provides a multitude of applications, generating more and more theoretical
and practical basis, as well as other networks, processes, important experiences,
developers and liberating.

Cycle Assessment
1) Meeting with the Parents of Children
Day 02/23 - Angela and Adriana

The two mothers living together in the grounds and are neighbors and friends for many
years, and help each other when need. The first mother interview, Angela (mother AL) was
made in the same room with two smoothly. Following the Record interview, the questions
were answered clearly. The child and the mother were within normal patterns of
development, but last year the child had a urinary tract infection and the framework evolved
into convulsions.
The husband of this is dead, so she creates the girl alone without any problems.
Already Adriana (mother AG), features a completely uneven picture, starting with her, who
was an orphan and had a confusing childhood, through 12 institutions, but can read and
write.
Has come into prostitution on the streets, she had a son previously forwarded for adoption
there are 11 years ago, and the AG, is her daughter with a homeless person she cared,
leading to his house for a short period of time. The father did not recognize the paternity of
the child, but after they made the DNA, has a certain familiarity. It was a risky pregnancy
and the child was born premature.
It does not work in regular employment and the child's father did not.
Presented difficulty to understand about most of what was being asked. It is after herself,
"banned for justice because they think she's crazy." It also reported a different child's name
than that stated in the DNA certificate.
Nevertheless the girl seems to have a good relationship with the mother, which she said
she is caring. According to history, breast chest until today (6 years), never sucked a
pacifier, and was recently recommended the therapist. And only went to 2 years. The
remaining questions are within normal limits.
02/24 - Andreia and Claudiane
Andreia's mother JV, which is the result of a stable relationship with the father. He has an
older brother of 14 years, due to other previous relationship, and that helps a lot to take
care of him because his mother works as a day laborer and is out most of the day. It was a
planned pregnancy, but not desired by her, only for her father. She had postpartum
depression, which even affected their relationship.
She hadnt milk, and moreover, the child presented since birth lactose intolerance, then
during the first years, parents had to make a special power soy base. The mother seemed
to me well responsible, and answered all the questions clearly, and she said, works hard to
give the children what she had not. In the history of socio-emotional development, the
mother said that he does not like being black, never liked since childhood. He says he
would like to have the color of the mother and older brother are white. The other history
issues present themselves within normal limits.
The Claudiane is the mother of NG, which is created with her new husband 5 years ago.
The biological father visit the child, as well as the two brothers, 15 in 15 days. He is the
middle child. The biological father also has another son.

It was an accidental pregnancy. But no major problems. She had to wean the child's chest
to four months due to work. He did not sucked pacifiers and had difficulty in the transition
from bottle to food. During the first months were within normal patterns of development, but
started talking to two years, with a childish language, and still return a letter by another.
Another thing that caught my attention is the fact that he nail biting from tiny, including the
foot. According to the mother, not so long ago was the first time she managed to cut his
nails.
03/05 - Gisele
The institution was almost a week without water, so I could not start the stage on the
scheduled date, as there was no school, but took what was already in place and received
the penultimate mother Giseli called the mother of M, which also brought her daughter.
Thus, during the interview, I gave some colorful sheets and pens so she could get
distracted. The mother described her daughter as attached to her and the sister of three
years, has a stepfather 4 years whom he calls father, biological father is deceased.
The pregnancy was accidental and only the father wanted, and she said, the relationship
worsened during pregnancy. It sucked to 3 years, but have not used a bottle or pacifier and
because direct drank the cup and had a regular supply. Do not you remember when she
sat, but crawled with 9 and walked at 11 months.
During the socio-emotional development, the mother said her daughter is very curious and
sad when you remember the father, but the worst is when bullied at school because she
has rotten teeth to have used antibiotics for pneumonia crisis .

03/05 - Maria Solange

The last mother to be interviewed was Maria Solange, G. mother During the anamnesis she
said that just have it as a child because it was a planned pregnancy, and she does not
intend to have more children for now, because she and her husband work hard to give a
good education to the boy. He is very attached to their parents, and when it is taken very,
replaces TV, games and internet by ink, crayons and clay. On weekends, seeks to have
laser moments with his son, taking him to movies and parks. Then the relationship is very
good.
The arrival of the son brought more responsibilities to the couple and it changed a bit the
relationship between them. Nurse until 4 months because the dried milk. Bottle was up to 1
year and pacifier until 2 years. Very fond of fruits and juices. As for the engine development,
he sat at 5 months, crawled at 6 and walked at 11 months. In language, he started talking to
two years, and this has intensified in the nursery.
In Socio-emotional development she said he is not a selfish child, cries easily, is impatient
and do not know to wait, afraid of loneliness and losing parents, likes to help around the

house, like cleaning his room, according the mother he keeps everything and it is organized
and so comes home from school, does duty without being asked. As for features, as is
noted, the mother said he hates dirt.
In health, she said that the child wear glasses since childhood because her family has a
history of severe astigmatism, but it is completely adapted to wear the glasses all the time.
Cycle Assessment

2) Meeting for application test HTP

A) AG
I decided to apply the tests in parallel with the techniques to have more security to trace the
group's profile. In separate interviews, I was applying the tests to even know them a little
more closely.
I started by AG that despite the setting with crayons, marker and chalk colored wax, used
just a black pencil.
In the design of the house, he said that this was four stories, which do not like this was it,
because the house was mine and he liked me, so I wanted to be my sister. During the
questions he said that the mother would be separated from the father.
When asked about who would have lived in the house, said the older brother that his
mother gave to adopt because it does not have to play with. The house reminds the
borrowed grandmother.
He said he is a happy home, but some are not, as it has a lot of fighting.
He said the house makes you remember me, because I'm smart and kind and if the house
were a person, it would be me and her.
As for the tree drawing, she said it was a tree from the beach, just after she mentioned that
her father worked with coconuts on the beach, then she drew a coconut tree. He said the
tree was a person who took care of her, and that needed love, faith, trust and affection.
In the design of person, she said she was 39 years old (asked my age), said it was me,
then said it was the mother. He said he thought of me while drawing, and found myself
sewing, and I was thinking about school and my family. He said I made her think of
studying, and I'd be happy to be a good person, and I reminded her of her mother.

because 'we are intelligent, adult, have patience with children.

When asked about who the sun could be the answer was Jesus the three drawings.
Following the interpretation of test for designs made by AG, were found signs of rigidity,
environmental flight, anxiety, lack of heat in the home, stress at home, constriction,
dependence, regression, inadequacy, dependence, immaturity, withdrawal, aggression,
hesitation, fear, insecurity, weak ego strength, superficiality, booking, opposition, ability to
allow affection.

B) AL

AL mirrored in the aunt's house when he thought the drawing, for he said that this
had a balcony because she wanted to have pets and space for an organ, because it will go
into classes to learn to play in the Church.
This house would be happy because the house belonged to his mother, and the brother
who was into drugs, now is not more, but this house lacked be painted on the outside and
inside.
In the tree drawing, she would be the wish tree, and was "fully alive" would be a
woman and its trunk looks like a dress. She would be in a forest where all the other trees
were cut. This tree reminds her brother and she needs love and affection, just that she can
not speak for that.
As for the design of person, she drew, as if going to a party of AG, easily placing
themselves in the role of princess.
Following the interpretation of test for designs made by AL, were found indications:
need for support and security, anxiety, poor orientation to reality, concern for the
environment, anticipate the future, stability control, ability to delay gratification , withdrawal,
regression, organic nature, compulsive obsessiveness, inaccessibility, isolation,

introversion, fantasy, weak ego boundaries, hostility, opposition, dependency,

compensatory social domination, high need for achievement, voltage, power, superficiality,
reservation.

C) G
G appears to be a normal child intuitively realize it a child overprotected by their
parents. It was very brief in your responses, and without many fantasies. As for the house,
drew attention the fact that he said that it was made only of paint. In the tree drawing, he
drew a full orange fruit in the person drawing he made a couple giving the names of Nonato
(father) and Solange (mother).
Following the interpretation of test for designs made by G, indications were found of:
stiffness, unrealistic effort, satisfaction in fantasy, fear or environmental escape, withdrawal
or regression, past fixing, need support, need for security, anxiety, lack of heat in the home,
reserve inadequacy, indecisiveness, introversion, poor touch with reality, reliance, maturity,
guilt, stress, organic nature, impulsiveness.

D) JV
JV did a very confusing design in relation to the house, were two actually and at first
glance, I thought one of them was like a floor plan view from above. But what caught my
attention in his reports is at every opportunity to talk about how was the weather, time of
day and how to describe the sky he commented that it would be without light at night to
scare others, raining. In describing the house and what else needed, it was very objective
about the material things and said the figure of the house is a man.
When you draw a tree, much like a copied and designed by G the technical name, he
said it was an apple tree and looked like a man. He also designed the wind next to the tree.
When drawing one, he designed the brother, whom the mother said during the anamnesis
he lives enough. He said the brother plays a lot of video game alone, and he feels passed
over because the brother did not play with it, but it's okay. He said that his brother uses rock
clothing and that this would be holding a guitar.
Following the interpretation of test for designs made by JV they were found
indications: stiffness, rejection, compensatory grandiosity, withdrawal, regression, organic
nature, preoccupation, fixing the past, impulsivity, need for immediate gratification,
defensiveness, limits weak ego, dependency, immaturity, helplessness, loss of autonomy,
sexual preoccupation, ability to allow affection.

E) M
During the test application, what most caught my attention was the spontaneity of M
to show me the photos on cell phone his sister and cousins, demonstrating how these
relationships are important to her.
In the design of the house, M is said to have drawn a floor of the institution, and that
the "house" was her, she would sleep on top of the house with the little sister of three years,
and they have a princess room because she said, both sleep alone in the room of the
house. This design features a bird, clouds and very small sun on top of the leaf, and she
said she would like to design instead of a bird, a star because remember his father who
died.
In the tree design that was extremely bright and hard to understand, she said she
designed an angel who was carrying several fruit trees. It was a tree of 46 years and a
woman. When asked about the time, she said she was sun, and the angels were flying in
the sun in order to protect themselves after dark at a friend's house. And the angel would
be her grandfather.

When designing the person, he said it would be a girl, which takes crystal hearts and
brings home. And there's a witch who eats babies. What reminded me of "Hansel and
Gretel". She said she felt like Rapunzel to do the drawing and that girl reminds her a baby.
Following the interpretation of test for designs made by M, indications were found of:
concern for the environment, stiffness, concreteness, depression, insecurity, inadequacy,
need for support, poor orientation to reality, fear, environment getaway, rejection,
withdrawal, lack of heat in the home, inaccessibility, isolation, reserve, constriction, weak
ego boundary, immaturity and dependence, helplessness, loss of autonomy, defensiveness,
hesitation, impulsivity, ability to allow affection.

F) NG

NG test was quite interesting at first he did not want to draw, his features were very
weak in the drawings and their responses were always indicating a well child worried look
on eating and playing.
In his design of the house, he said he wanted his cousin to live with him, because he
is his friend and have his age. He said that the house must have snack, things to do,
standard of a child concerns.
In the tree he drew a who said he was a baby boy. And in the person's design, said
to be the brother, but age was six years old, his age, and when asked what he thought he
said that only in play, he feels good, is happy, and feel as well as eat a lot. Only is playing.

Again when asked about what this person needs more, he returns to talk about food and
snack.
Following the interpretation of test for designs made by NG, were found indications:
stiffness, need for support, security and anxiety, reserve, inadequacy and indecision,
introversion and fantasy, weak ego boundaries, hesitation and fear, withdrawal, guilt ,
exhibitionism, insecurity and loss of autonomy, aggression and fragmentation, weak ego
strength, sexual concerns, corporate attitude superficiality, booking, opposition, ability to
allow affection.

Cycle Assessment

3) Meeting diagnostics with children

During this first phase, activities were made that led to the free form of expression
and authentic, by known techniques. Children chosen by the director of the Institution for Art
Therapy group were young children, with no history of participation in previous years, so
that this work was also new to them. Children are known out from there, because all live
nearby, and studying in two schools in the district, Municipal School Paulo de Almeida or at
the Municipal School Julia Cortinez.
The class began with the JV and the NG saying they were macumbeiros*, soon so
sat the table, I then asked what was to be voodoo and they said they did voodoo, and
continued to ask what it was doing voodoo and AL He said it was to have a full plate of
money. The JV returned to say he was macumbeiro* and I asked him again what was to
be macumbeiro* and he said he played drum. And so it stopped.
AG did not want to take the class because claimed to be sad about missing
grandmother. Then I told her it would be cool to do the art therapy with the group because
she would get distracted. Upon entering the room, she said several times that he was with
the grandmother longing, and that he lived in an upscale neighborhood of Niteroi (where
her mother was an orphan).

* Adj. and sm [Brazil] or that one who is a practitioner of voodoo; 2 [Brazil] sorcerer; healer; As for training, voodoo is a
word derived by suffixation.

Technique of name

This technique is to ask you to write your first name on the sheet, cut around his name and
draw a picture with the image that has to do with your personality or your name. Then,
submit your name and your design for others in the group.
Objectives: presentation
Materials: A4 paper, marker, colored pencils and scissors.
Step by step: prompts you to enter your first name on the sheet, cut around his name and
draw a picture with the image that has to do with your personality or your name. Then,
submit your name and your design.

The work began with an awareness through a deep breathing, since all were well anxious.
Soon the material for the US Exercise then was distributed with the sheet folded in half, so
that the child write his name and cut around later and making a drawing inside later. The
children had difficulty understanding the exercise. While I have illustrated several times and
have told who had done right, they cut out wrong, and drew on general topics and not about
themselves.
During the year, they were placed two glasses with 24 ballpoint pens, so they divide among
themselves, which generated a great difficulty as the "gender division" x boy girl. G was the
one who filled his hand with several pens and had difficulty using one color at a time. While
it took the start, his design caught the attention by the stroke and creativity.
AG and the AL are all very interdependent way, one has a hunch on what the other does all
the time. AG drew chocolates because she said she can not eat chocolates and has been
to the hospital because of this and the AL designed a "cupcakes store."
M, despite being the smallest of all, it is necessary to the group, is quiet and concentrated
as G.
JV and NG were implying with one another and at a certain moment left side activity. The
JV copied the design of the G and NG drew a red car after he covered with a dark scrawl (I
realize it some uncertainty, as well as take the draw he is looking at the design of others).

Badge Activity

The second proposed activity was the development of a design that would be hung around
the neck by a string, as a "badge" where they would have to answer the question "Who am
I?", Adapted from another call outdoor activity, which are cut and glue on paper, figures that
reflect how the person is at the time, reinforcing the previous year. I adapted this activity of
another technique called outdoor.
Objectives: Working identity
Materials: cardboard, magazines, scissors, string, glue and marker pens.
Step by step: cut and paste figures reflect how the person is at the time.

So it was available on the table, papers of all colors with colored pencils, crayons
and marker so they choose how they wanted to do the job.
The JV was the one who chose a black sheet, all other chose clear, bright colors. He was

the first to finish the design also designed a hand and a bow and arrow seen from above in
shades of green. And to perform for the group, he said it was an Indian.
NG slow to start drawing finally drew a ship and said he was a pirate and was teasing the
G who was sitting beside him.
G designed two hand costumed people, and these hands would be chicken pox. I
asked if they had ever had chickenpox and he said yes.
AL drew a birthday party in which she imagined the future, which appeared a
princess and a table with cake and sweets, which she said was I, but all of the group were
invited.
AG drew the table we were working amid flowery hearts, designed all the group
around the table including myself, as if the class were in a garden, saying that it would do
us a lot as well, could be in a beautiful place and can have such a class. She said how
important it was as much as dream and be happy, where even the slum was a place full of
tree and green, which has a lot to do with it I'm addressing in this final work .
Last to appear was the M, which made a Rainbow, a man with no feet and two more
people. Added to this, the day the mother came to answer history she did the same design
six times a rainbow and a man. I asked who it was and she said it was the Hulk.
This second part of the workshop was very difficult to control the children, because as I'm
giving lessons in the reading room that has toys and books, children when they are waiting
for the others to finish their drawings, rush to pick up books or untidy and this dispersed the
group and it is difficult to pay attention to everything they are doing. So it is important to
have the support material on film, to see who did what after.

Cycle Assessment

4) Meeting diagnostics with children

Outdoor Technique

On this day we used the Outdoor technique to strengthen this diagnostic phase to prepare
the profile, joining the prior art and the HTP test.
Objectives: Working identity
Materials: cardboard, magazines, scissors, glue and marker pens.
Step by step: Cut and paste figures reflect how the person is at the time.

We designed a setting with marker pens and various children's figures in various
situations leisure, animals, nature, family situations, a white sheet of paper, glue and

scissors to each, and was asked the children that they draw up a sort of poster or outdoor
themselves, speaking as the activity asks, what they like to do.
Two children did not attend the institution, then the work was only part of the group.
Children separated the figures they liked and started collage. All was normal until JV
to come across the image of a black woman (the mother said he has trouble accepting their
color to be black and brown she) said she was ugly and had no hair smooth. And from this
moment his focus changed to seek "a woman for him." Like all images that were taken were
children, children or mothers and their children, along with JV NG began to cut and crush all
pictures saying they had not straight hair or were not pretty and they needed fix a woman, a
" sexy woman "and repeatedly kept saying those words, fully taking the focus of the work
being done very well initially.
Figures began to be destroyed, hampering the work of other children present. They
were caught other magazines borrowed so they could pursue other images, but they
continued to do the same thing and covered with young women images.
When all over, they were given a second piece of collage, in which were offered various
types of grains and seeds, so that children associate smells and flavors to their memories
and outdoor work.
While AG and NG sketched memories with seeds, JV still concerned to draw
attention to the fact disorderly cover the seeds with women as a "touch" to anyone catch
them.
NG repeated the JV process and in the plenary time declined to comment, I asked
about the figures he had pasted at the outset, he had chosen and he said it was something
I asked if he thought anything since that work was about it, about things he chose and he
did not answer.
AG and AL were able to assimilate the explanations quietly and work was done
clearly, while JV and NG did a messy job, covered with seeds disorderly and so during the
plenary did not know clearly talking about them.
AL chose only images related to Monica in different situations which she identified as
going to the beach, play, friends. And mustard seeds glued around, just to fill the spaces
without any special concern only the shape.
AG made a collage of women, said to have written a book about fashion which she
has not painted and pasted a picture of a baby that was taken care by the women of collage
to a working relationship at the same time familiar.
At the end of this cycle, and after collecting maximum diagnostic material from
interviews with parents, children and techniques, it is time to prepare the group's profile,
and only from there you can trace a line of work, according to the demands of group.
So, after applying all HTP tests, it was possible by the probation supervision, tracing
the diagnosis profile of the group, and was shown how children should be worked during
the intervention cycle in order of importance:

-Identity
-Self-Esteem
-Flexibility
-Security
-Anxiety
To prepare the work plan, workshops were developed using the four types of basic
elements present in nature - earth, air, water and fire. At the same time, emphasis was
given to the reuse of materials, the creation and utilization of materials offered by nature.

WORK PLAN

1) Air - Ball Bubble + Stimulation + Collage

2) Water - Awareness + Stimulation + Contour + Body Painting
3) Earth - Awareness + Web + Stimulation + self-design
4) Water - Awareness + Stimulation + Painting with string and blindfolded
5) Air - Awareness - Stimulus + Sand Mandala - individual and group
6) Earth - Awareness - Stimulus + Massinha natural edible modeling + drafting history
7) Fire - Awareness - Stimulus + Write in a paper which wants to turn and burn and then
draw what they felt
8) Fire - Awareness - Stimulus + Mandala of Wishes Edible
9) Earth - Awareness - Incentive + Group Clay

Intervention cycle with the Client

1) Meeting of stimuli generators with children

To raise awareness, a birthday ball was given to each child and the sound of music
sieve in a special room of the institution - on the terrace, they were asked to dance with his
balls for them to create a group identity and stand more united during the proposed work.
Soon after, people began to apply techniques according to the result of the 4
elements of group members during the interview, and finding this balance, a program was
made contemplating furthermore materials that were, wherever possible, linked the nature,
so that the child also recognize these sensory elements. Here in this case, we start with the
AR element.

Balls Technique

Objectives: work thought and imagination

Material: CD, Stereo, Paper A3 colored pencils or crayons
Step by Step: Fill balls focusing on the breath. It is to fill colored balls, then try releasing
the air in your body and fill again, dropping them on others. In the end, each tying the tip of
your ball, leaving it full. Flow with the balls and the other: it is proposed to feel the lightness,
enjoy the balls. Then exchange them with others. Feel the air in the body and balls,
swapping with each other to the sound of music. Draw sensations.

Collage technique with Natural Materials

Objective: Releases the creative process from pieces of various materials.
Material: different materials found in nature, glue, scissors, cardboard, crayons and
marker.
Step by step: select materials that may represent part of a scene or character, cut and
paste on cardboard, complete the scene, drawing with crayons as imagined.

As an incentive, it was designed to visually nourish the book "Goddess and Seed
Viva - girl and doll Sprouted Seeds" of Luciene Prado, so was given a sheet of paper and
glue, with colored pens if they wanted to draw or write something. Were placed at the
center of the table, various natural materials such as moss, colored sawdust, colored dried
leaves, so they do a free collage.
JV and NG are still scattered and do not like to expose the plenary. In this work M, G
talked about gardens and AG designed a rainbow too and said he represented a forest in
the various seasons, and this forest there were many hunters. The other did not want to talk
about their work.

Intervention cycle with the Client

2) Meeting of stimuli generators with children

To start the lesson, it was made a wheel sieve with songs that the children sang their own
repertoire. And soon after, in the cafeteria of the institution was prepared setting with small
pasta to model home.
Clay technique to model

Objective: Works concentration, anxiety, tact and capacity building.

Material: pot, fork, plate or board, wheat flour, cornstarch, potato, sweet potato or yam
Step by step: In a bowl, knead the flour with a fork, add flour and cornstarch until the
dough from sticking more on hand. With the ready dough on a plate, ask the children to
build something free and then tell a story from it.

For this activity, still continuing the work with the Earth element, the work has been
chosen with play dough. From a chosen video on the Internet showing a child the age of the
children in the group, showing how to fabricate their own homemade play dough, there
were several comments about being edible or not, if it was possible to do and how to do
and they showed great curiosity.

Soon following, have been shown to visually nourishing the group, several children's works
made from clay, for them to see what can be made from that material, and it is a sensory
lesson from natural materials, the small pasta were made with roots mashed like potatoes,
yams, sweet potatoes and wheat flour.

AG commented that in her house did not have this kind of food. Everyone had the
opportunity to meet the near roots, see, smell and touch, for a copy of each mass was
taken.
Children were asked to build something with the mass that it might be a story later, but JV,
NG showed no interest in going beyond using the dough to make a pizza or pancake, and
AL still ended up doing the same thing they at the end - a meal. And did not share anything
about the experience, they wanted to go play.
G already was the first to develop characters and scenery, being copied by M, which
developed other characters later, and both told their stories differently.
G built two kittens, both with a meal forward it was an egg, which he said was chocolate.
And around was tanks.
AG built two dolls, a larger and a smaller, mother and daughter, both going to the
supermarket shopping, because they would give a family party to celebrate Easter.
NOTE: Children elected the potato dough as the best among at all.

Intervention cycle with the Client

3) Meeting generators stimuli with children

Three children missed this day: AL, GA and M, then had to make a small adjustment in the
activities so as not to lose part of the reasoning line running from the treatment group
profile.
I started the session with the development of natural paints, to awaken sensory and initiate
art therapy.
Natural paints

Material: glue, water, container for mixing spoon, coffee, saffron or ground annatto
Step by step: dump everything in a bowl, making one color at a time, start with half a cup
and go seeing the ink spot gradually to dissolve the powder.

I ordered that each one to be "responsable" by one step, so that they learn to do at home
and could also teach their mothers.
Coffee paints were made, turmeric and annatto, ground and bought in health food houses,
mixed with glue and water.
I realized that this time, I can better capture the group's attention, especially JV and NG that
always show impatience and low cooperativeness on the proposed activities. Thus giving a
task to each, it was easy to show them the process and have the final outcome of paint
ready for them, the process was very rewarding.
I told them not to would use that day, for girls who missed should also learn, so I proposed
a structuring organizing collage from colored paper.
Cut and Collage
Objective: Releases the creative process and working relationship with the body when you
use the assemblies from pieces of figures
Material: magazines to cut or cut out pictures, glue, scissors, cardboard, crayons and
marker.
Step by step: select in magazines, figures that may represent part of a scene or character,

cut and paste the picture on the card, complete the scene, drawing with crayons as
imagined. Another alternative is to build characters with body parts from different figures.

G chose a yellow leaf, and from metallic papers flaps, carefully cut out squares and
lined by pasting them and also used glitter glue.
JV made a "puzzle" and then a helicopter, and soon after had the idea of choosing a
black sheet and use the design for a folding of a soldier hat, by the way, soldier themes,
marine, truck with iron recur in his drawings and shares, so this folding soon evolved into a
boat. And so he asked to take a boat to NG also dividing much of their shares and likes,
because one copy each other.
NG began making an interesting design in 2D, that is, he took a sheet of paper, and
made a mark on the marking he pasted other designs. Again we see a truck, a person and
what appeared to be a sword. I asked him, but he did not know.
For two times throughout the day, NG showed dissatisfaction and little cooperation
with the activities, refusing to draw, I asked if he would like to leave the group because it did
not have to stay there, he said he wanted to see movie and there was boring. I said I would
talk to Aunt of the institution and to his mother, and he then changed his mind.
I think Art therapy is precisely to work with children who have difficulties to overcome,
it is easy to work with docile children, quiet and cooperative, so as simply delete a group of
children, as it clashes with everything else? Following working relying on the group profile,
which is a bit heterogeneous and homogeneous at times in another.

Story-History and Design

Objective: storytelling mobilizes psychic and unconscious contents, and the design helps
to sort, work objectivity, the movement expansion, spatial perception, motor coordination.
Material: colored pencil, marker, crayon, leaves.
Step by step: free design from the given story

After this activity collage, proposed a storytelling before this moment, to exercise a little
reflection and sensitivity of the group through the fable: "The Cicada and the Ant", they said
they know, and asked them draw soon after.

G designed the same tree ever, the ant and the grasshopper as well as in the book.
JV and NG once again copied. NG was going to start drawing a stick figure, but JV and
they began to draw together a boat. I argued that there was no boat in the history of Cicada
and the Ant and they continued to draw in a similar way and hold a dialogue with each
other, like a warship and they were Marines and brought to light various elements in this
way, it he called my attention, I was asking questions such as: "- Where the boat was
going," - "Where were the Cicada and the Ant?" - "Because they remembered the boat
during the story?".
The answers, in principle, nothing had to do with the story, and they were filled with
imagination. Sharing occurred even during the making of the work.

Intervention cycle with the Client

4) Meeting generators stimuli with children

Body Contour in a paper + Painting

Objective: Body awareness when designing the body and paint, Unblocking activity,
dilutes, promotes expansion sensory and emotional perception of color, activates the
creative flow.
Material: various pots, water, brown paper sheet, marker, natural paints, brush.
Step by Step: Divide the group into pairs, one draws the other lying on the sheet of paper.
After drawing, each drawing using paint your incoming paints, sharing how he felt during
the experience.

We went to the terrace of the institution and begin the class with a video that showed just
how to make the inks we did last class, everyone watched and was initiated storage of the
therapeutic setting.
I asked for them to divide into pairs for a draw each other, while I demonstrated how to
make one of the classmates, prompting some to become unsafe. I kept encouraging them
saying there was a teachable moment and that the important thing was learning and doing
other times later, can be at home, or even right there.
It was interesting to see how each behaved, where began to paint, what colors chosen.
In addition, G did not want to be drawn because the mother said that he could not get dirty,
then used it as an example.

M was also designed by me, because I thought very little and wanted to help her start
painting.
NG and JV formed a duo that soon fell out and went to the offenses, NG became angry,
went back to talk to him we're all learning here, and G which was already drawn, helped
him so he can get.
I finished the JV design so he can get.
AL and AG also formed a duo, AL drew AG did not like drawing and she wanted "to draw," I
explained to her that the work was not self-design, and she would be different from the
others. The goal was to express it through painting, using those color inks. Only then she
began to paint. AG is very dependent emotionally from AL opinions, while AL is not so in
relation to her friend (they are like raw, Monday through AG's mother).
G also designed AL, and this soon began to paint.
After work began, everyone started to paint and one of them had the idea of mixing an ink
with the other to make a different color, for the first time, I felt an identity emerging among
them, for they began to mix the paints and so It seemed to be pretty cool, and this freedom
to create made them divide different tones among themselves, and the class proceeded
without major problems.
The works that stood out were the NG and G, just the first and the last to finish, as NG is
over and everyone started running and pouring ink on the sheet, especially JV.
G was quietly painting and mixing their paints and finished his work last.
Although I have done a few questions during the painting of designs, such as: - "The smell
of paint makes you remember something," - "It's good to paint with a paint that has spice
smell", there were no shares in class today.

Intervention cycle with the Client

5) Meeting generators stimuli with children

Today found that M, miss every Tuesday, as will the dentist. Too bad, you lose half of the
experience.

Technique Web

Objectives: Presentation Identity reconnection.

Materials: ball of string or wool
Step by step: In a wheel, each participant receiving the roller or ball in hand, wind in the
line bit on the finger and presents, speaking what they like and what they do not like to do,
and pass over to another participant who will the same thing, until the roller returns to the
first again, showing the importance of all for the Web do not disassemble.
We started the work by making a sieve to raise children, and soon after the construction
technique called Web. The children were very uncooperative at the beginning of activity,
which makes it difficult to mobilize. NG, as usual, does not want to participate in the
proposed activities, today claimed he was sleepy. AL was the first, AG was the second,
reaching JV, which went to G and this for NG.
I was very impressed with the report of AG, which at the time to talk than not liked,
described several examples of violence and abuse, for a 6 year old. JV talked about the
fear of losing her mother, and as he does not like when she fights, and fear her leave him.
G said it could not do the activity, but ended up doing citing only things he liked, said that
had nothing to not like. NG claimed to be sleepy, did not want to cooperate on the Web
what hurt the whole group, pulled the cord on the other, and from there was shown disunity
of the group and how important it is when there is unity, yet how all We are alike because
we like and do not like the same things.

Self-draw technique
Objectives: perception, here and now, awareness of itself.
Materials: A4 paper, colored pencils, crayons, marker.
Step by step: silent, choose the colors with which I would like to draw, take the paper and
close your eyes coming into contact with the physical existence and the real feelings you
are having. Become aware of how you feel internally. Let appear some visual images that
express somehow your inner being and how you feel about life. Now open your eyes and
create a drawing representing yourself. During the sharing, present this drawing speaking
in the first person and how you created the design.

As a stimulus to the activity of self-design, it has been shown to online display artist and
photographer Angelica Dass (http://humanae.tumblr.com/) on racial equality around the
world, as well as children's works inspired this exhibition made by other children from other
countries, to nourish them visually.
JV to see the exhibition, showing people his shoulder up, automatically returned with the
same glue day behavior with seeds, where everything he seeks, was a picture of a "hot
woman" and again explained that it was an activity of self-design, where they would have to
draw how they see themselves. JV drew a woman with a black hole in the middle on the left
side of the paper. After the center, designed one that called girlfriend with the sexual organs
and a hole in the middle as well, and the right side of the paper was designed, both larger
than the mother.
NG copied part in JV design, which would be the mother of the design, but then made his
own design.
G designed a line that divided the sheet in half, like the ground, and on it two characters
without arms, one was him and the other was another student group, M.
AL was talking to JV mindless activity and started the design of a landscape, and then drew
as usual, dressed as a princess on the right side of the paper with a small, black and white
house on the left side of the paper.
AG was the last to start and the last to finish, again asked aid of the rubber to erase
crayons, also designed a landscape by copying the AL design, and the right side of the

page, drew her and her mother, blond and two white and the same size.
Technique Collective Mandala

Objectives: Structuring, creativity

Material: A large circle of paper, MDF or any material that provides a base to be custom,
different materials to cover the base as buttons, beads, stones, seeds, colored sand, stick
to modeling.
Step by step: Preparing the base paste in the center of a table or group sitting on the floor,
so that everyone has access to the material and the base equally. Fill the spaces according
to the imagination.

The mandala was designed over a Kraft paper, so that each group had a piece to
adorn. As visual stimulus, I took a short video about the Buddhist monks who make
mandalas of colored sand (https://www.youtube.com/watch?v=GA3su0ECdPc), so that they
inspire, as I separated the material.

The sand was laid out in small pots where everyone would have to share the colors to
assemble their designs.
JV began putting several overlapping colors, making no design and without any planning,
just added one color over another, until at one point he started making a mountain of
colored sand on the paper. The same thing he had done in outdoor activity when coupled
with glue, asked them to glue some seeds at work to bring some memory or smell, and it
just covered the work. He did it in collage with natural materials also covered without major
criteria work, and did not share. It makes me think that it mobilizes very psychic content
when it starts to get all that stuff, but can not form any of this, is abundant. I asked him what
he was doing, he said: "- It is a fish." For even then what was distracting, was to mix the
colors of the sand by hand on paper.
NG as was always doing the same as JV, began making a colorful mountain, mixing all
colors, I asked him had understood that it was to use the colors to a drawing as shown in
the video, then he was drawn, so to draws on the beach. After that, he began to make
drawings with separate colors, and in time of sharing said it was just a mountain far away.
AL began making what appeared to be a landscape, but she picked up the sand and began
making small mixes of colors and finished with a square pink and blue.
AG has managed to use the colors to make a way that said it herself.
G said it like a fish.
At the end of the work, we got together to play the role all the sand that remained and did a
great mountain of colored sand to the center. Symbolizing detachment, as is the mandala of
sand for Buddhist monks.

Intervention cycle with the Client

6) Meeting generators stimuli with children

The workshop today is the Solar do Jambeiro, a pretty nice place here in Niteri, with a
house from the early century in a large outdoor area. The activity was designed to start in

the garden and then do a visitation inside the house. As soon as we arrived it started to
rain, which hurt a little. The goal was to work the water element, so we made a folding a
boat and put on TNT fabric, simulating the sea with real shells to raise awareness before
the activity.

Soon after we did the tour the house to go back for lunch at the institution. After the
visit, we return to the institution for plastic activity.

Technique of painting the Blind

Objectives: flexibility, anxiety, body movement.

Material: paper, string, ink, sell for eyes
Step by step: Blindfold your eyes, put a sheet forward, and a piece of string in the
participant's hand. Dip the string in the paint and ask the participant that signals when you
want to stop or change color.

I did the activity one by one. It was difficult to control their anxiety, as they did not have the
security to engage in activity without trying to lift the blindfold. The one who made the
activity more smoothly without worrying about the result was precisely JV.
Everyone else wanted to see what they were doing during the process, even explaining
several times as was the activity.
Intervention cycle with the Client
7) Meeting generators stimuli with children
Today was working the fire element. A very special setting was set up with the name
"Cantina Love" inspired by the Pizza Bruno Meyer Love, and in video form, had two stimuli
for children, the first explaining how the process of making a Pizza Love
(https://vimeo.com/107778292) and second, when they were making an action in the City of
God - RJ (https://vimeo.com/114700356).
Adapting for Art Therapy, it was necessary to combine the ingredients to common feelings
of our day to day, they could be transformed positively through the cooking, was dedicated
to pizza to someone's time to eat it, it was time to assemble the pizza as a mandala, was
visualizing the person at the time of each bite.
Technique of Edible Mandala
Objectives: works anxiety, structuring, creativity, make choices
Material: pizza ingredients, fresh and salt at the discretion of art therapist, mitt for children,
napkins, near an oven
Step by step: arrange the ingredients side by side, divided between sweet and salty, so the
child has to choose visibility. In front of each ingredient, join a good feeling, a good deed to
be transformed. Leave a basis for the child to ride their pizzas and start thinking what you
want to choose each. Then just go in the oven and when ready, eat or offer someone,
visualizing the words he chose as ingredients.

The children showed great enthusiasm on the activity, NG was the only one missing.
After pack up all the setting, and explains that this activity resembled sand mandala we had
done recently, I realized that they had doubts about the flavor of the ingredients, because
they did not know olive, mushroom, basil, mint, brown, sweet banana and homemade
mace, for them everything was new, so I was happy to take them that part, because the
intention was to bring even new and healthy things.
Each received three small pizzas and can make your choices, and while one was riding his
pizza, others drew on the activity.
They can not read yet, so I pointed out what was written on all cards and offered to help.
The activity was made possible thanks to the collaboration of the institution cook, who left
using the oven in the midst of preparations for lunch.
G said it would make the pizza, but would not eat, I told him to give to someone else then.
Seemed not much understand the criteria and sweet mixed with salt in one of the pizzas.

M ate one, and wanted to give the other to other students of the institution.
AL also ate one and wanted to give one to a teacher.
AG made true mandalas in their pizzas, the decorated beautifully, and ate all.
JV was the one who shared that would be making the pizzas to his mother, he seemed to
have deep understanding of what each ingredient meant as asked me which of the
ingredients was forgiveness. I wanted to add love and kiss, always dedicated to his mother.
Time to eat, he offered me two of the three pizzas. And they were great!
After this activity, taking advantage of the hook of the transformation, I also applied a
Jungian technique of fire.

Fire technique

Objectives: work intuition and concentration

Materials: A4 paper, pen, candles, phosphorus and basin
Step by step: Write anything you want to change in your life and burn that paper, as if
turning what you want. Soon after, draw the feeling that the transformation caused him.

I asked that each child draw on paper, they do not even write, what they would like to turn in
their lives, something they wanted to do, or something they wanted to send away.
M promptly said he wanted his late father back and said he drew an egg breaking with a
chick coming out of, the center of the paper.
AL was drawn to the center, going from left to right of the paper, walking with a dog in a
landscape and with a crown on his head.
G is designed only as a ball with arms and legs, down a right of the stairs to the left.
JV drew a large two-story house, asymmetric, however different and a little better than the
houses they drew earlier.
AG refuse drawing. She said she was with his mother's missing. But she wanted to leave
the evil in the world, and bless everybody.

Intervention cycle with the Client

8) Meeting generators stimuli with children

The principle today would be a clay workshop and be developed in the Popular Art Museum
Janet Costa, a very nice place close to the institution, which always hosts popular art
exhibitions on a recurring basis. They have a very cool space, dedicated to education, then
we would do this last class of the cycle there. But due to heavy rain, the tour had to be
canceled, and the activity had to be developed within the institution.
We started with a sensitization using massage bats, proprioceptive brushes, where each
had the opportunity to stimuli and be stimulated by the other. M and G did not attend the
institution.

Security technique

Objectives: work safety, base and transformation.

Materials: Clay, cut paper circle
Step by step: feel the group on the ground to sit on a wheel with a clay to the center cake.
They sit together and knead the clay. Take a piece of land and form, feel the clay with your
eyes closed. Name and place in the world, put the form on a paper cut in a circle in the
center of a wheel assigning a name.

After stimulation, each child got a measure of clay, and small children were shown videos of
pets doing and showed how to work clay (https://www.youtube.com/watch?
v=L19VZrBDzAM) and (https: // www.youtube.com/watch?v=cLn3CyneOic).
I asked each child kneaded his clay separately. Although I had not given any indication to
model something immediately JV made a clay weapon called him "12" and AG was doing a
puppy, even when I asked that all join their clay to the center. All they attended promptly.
NG was the only reticent, saying he wanted to do his things alone, but explained to him
numerous times that the activity was not one, and that everyone had to join their clays and
only make one sculpture.
They were a long time kneading the clay together, and not materialized at all. Asked
countless times I could moisten the clay, but never left it. When they were asked what they
would do, came up words like: "-Volcano", "! -A Big house" but could not actually build
anything until I gave the suggestion to place the plastic on the floor so they move
better on clay.

Soon after, NG asked to wash their hands and said he did not want to participate, not
wanting to talk about why.
The children continued stirring the mass from one side to the other, and I asked if they were
enjoying mess with clay and they immediately said "Yes!" I asked if that made them
remember something and the answer was unanimous "- From my mother and my father "
then asked about building and appeared other ideas "- Cake" and "- Stove."
In the end, they did what they called "Hat Slot" I asked what was slot and they said it was a
woman who did bad things, dance and showed the butt. And while the music background of
calm, they were very busy and loud, so that the sharing of this content was limited.
Soon after, we sat to define what would be done for the next cycle, and they asked the tour
at the Solar Jambeiro again, and as the art technique, they asked colored sand and clay.
Preparation cycle to treatment completion
1) Self - Management meeting with children
Today we begin the day making a respiratory sensitization, and then started a coloring
activity individual mandalas, while we waited the time of opening of the Solar Jambeiro, site
chosen by them to this day.
Single Mandala technique
Objectives: Structuring, creativity
Material: Mandalas drawn or printed on paper, colored pencils, crayons, marker
Step by Step: Fill the spaces according to the imagination.

The class proceeded without major problems, they were more cooperative, were
singing in groups during class, it was very pleasant.
M, AL did mandalas painted surface and half. G only painted the center of the mandala. JV

painted the entire mandala in a scrawl with 3 different colors. AG painted mandala normally,
but who definitely was surprised NG because chose a superdetail mandala and painted in
greater whim. JV told him to give up several times or scribble like him, but he did not give
up and went to the end and was beautiful.

Single Mandala technique

Objectives: Structuring, creativity

Material: Paper Circle, cd or vinyl record, various materials to cover the base as buttons,
beads, stones, seeds, colored sand, stick to model
Step by step: Preparing the base, if the form was previously cut. Fill the spaces according
to the imagination.

Soon after we went to the Solar Jambeiro do our individual sand mandala workshop, in
addition, took leftover materials from other classes such as seeds, leaves and moss, in
addition to spices.

It was very quiet, each made his mandala with a completely different theme.
AL has a green heart devoted to his family, but most of the time was mixing the colors of the
sand, I see that all of them are very fond of this part of experimentation with materials, for
NG and JV did the same thing, while M, G and AG went straight to the drawing.
G said it made a man who looks like his previous drawings, a ball and two legs, inside a
circle that he called home. At the time I asked why he used the colors he used, he told me
completely different colors he chose: - "I like blue and red!" And he used yellow. Does he
sees different?
M said he made a tribute to JV, he would be in a mud puddle, and he had on a blue cloud.
And out of the mud puddle, a pool of dirt. I asked to embrace.
AL AG has blond hair and smiling. I asked to embrace, because I thought very fluffy and
another shows the need for acceptance of AG regarding AL.
JV made a mountain of sand on the drawing as he always does, blending almost every
color, and end up I thought he had not drawn anything with glue, but drew what he called
"guard" with a little man on his head, and what seemed to be an obscene drawing opposite,
which he said was "a stingray in the water," but he was laughing and hiding. Including NG
questioned - "Oh yeah, so here is water."
NG drew a red and black Web, but without animal. I asked: - "Where is the spider?" And he
said "- Has spider.".
They were so happy to be there outdoors. And back there calling for more tours and
activities like that.
Preparation cycle to treatment completion

2) Meeting Self-management
Today was the last day of activities, the last workshop before the dismissal and they just
asked me if would have little party and said that today yet.
I planned to take a movie for we watch together called "The Croods", as the material of
choice for today would be the clay, and this material mobilizes certain ancestry, memories,
because the film deals with the family and its conflicts structure the face of difficulties.
But they would not see for a long time. Movie recording was not a good quality, so for
everybody to hear, there should be silence, which did not happen for indiscipline M and AL.

NG had seen the film and although I wanted to involve him in the narrative, logo AL and AG
started fighting with M and all dispersed, so the stimulus was overlooked and soon entered
the clay activity with an individual block each materialize.
Individual technique Clay
Objectives: work safety, base and transformation
Materials: Clay of different colors, objects to mark and carving, spray or container of water
Step by step: feel the earth, moisten and soften the clay using water, manipulating it,
releasing the possible air bubbles from it. Sniff, squeeze and knead to go modeling you
want to express.

This time, to work the clay, brought essence of chamomile to be mixed, but the way they
were busy today, not a chamomile truck! Then also sprayed lavender water on clay and let
them moving in the material for a long time.
For much of the time, JV and NG involved with M, that she started a small fight with AL the
beginning of class, calling her baby, because M is known in the institution for crying for
everything.
Said she was very scrappy and were verbally aggressive with her, I began to intervene and
say that they should not be so, that all have faults and we should be friends. I noticed that
they undermine the clay aggressively, and continued to harass her, and I was bypassing
them, watching what was emerging of it there. Until JV said he would make a "gun to kill
people," and they continued to talk about violent subjects, and JV again made a clay gun,
and then the other kids said "where JV lives have much pistol, and lot of thug who is killing
people, "then all at once began reporting that police had entered their house, they have
seen shooting in the street and they had seen guns.
The first to materialize his work was G, oblivious to it all, making two dolls: a man named
Fred and a woman he called Solange (mother's name). After finishing the job, I
recommended that he be read a story while the others were finishing their work and he
once again said he would clean up the room, arrived to pick up the broom to sweep and
was sharpening pencils.
AG made a heart with a guy that she said was "Jesus", then made a flower claiming to be
the mother and she said it was the heart.

AL also has a heart, but spent most of the time stirring the clay.
M also started making a heart at the end of the class, but did not finish because it was all
the while manipulating the clay, with some even ask me to make a buck.
JV manipulated mass, hit, punched several times, twice made a happy face, crumpled
again, then did a round ball and cut into cubes, and I asked him if it was a "corn bread"
because bread was made so before you put in the oven, so he broke into cubes and said
they were bonbons and then appointed as a barbecue.
NG also manipulated the mass several times, slapped and punched at one point said he
was making a cheese, but just failing to name anything at the end.

Closing cycle
1) Closing Meeting
Today was made little party closing the group. M and G were not the institution. It took party
elements such as cake, soda and kill, sweets also thinking of all students of turn.

AG clearly demonstrated its lack asking me not to go away again and again, not me
forget them. Repeatedly said he would return to visit them, besides the delivery of the work
to parents. We gave many hugs and won several kisses during the day.
JV also demonstrated the same question he asked me at two different times "because I had
to go" and I explained to him that "I needed to continue studying like him, but that other
legal aunts would come, and he would continue to learn several things, I said I was very
fond of his drawings, and that it would be cool to ask the mother, material to draw. " It's
always great to see this side of pure transpire child, winning a tight hug and ask to see why
you have to leave ...
On the same day, we can make a team meeting with art therapists, to the director-educator
and educational psychologist of the institution, to pass the case of children, and was very
positive. We explained and discussed each child, with their family relationships and works
that were seen one by one, all approved for fed back to the families that will be marked
according to available time slots of each. Along with this material, will be delivered cultural
and alternative routes in the city, cultural magazines with free programs that can lead not
only children but the whole family to reach another universe of action during the free hours,
leaving some of the community's social context . Even I close my report this stage with a
great speech NG:
"Teacher, I called my mother and to go to the museum!"
***

REFERENCES

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