Art therapy takes various forms and art therapists use various techniques. One technique that I found particularly useful is art therapy through knitting. The following is an in-depth analysis of this particular technique.

To begin with, adolescence is a time of great change for kids as they experience puberty, which could last between one and a half years for girls and two to five years for boys (Steinburg, 2005 p34). These adolescents are going through physical changes, which affects their appearance and growth; cognitive development, which affects the way they think of themselves; and social changes, which affects the way they are perceived by others (especially adults) (Steinburg, 2005). All of these changes put a tremendous amount of pressure on adolescents and learning to cope with these changes is inevitably stressful.

In addition to the everyday stress of teenage life, there are many adolescents who suffer from depression and learning disabilities that may be mild enough to go undiagnosed. And since parents expect their teenagers to be moody they may not realize that their mood could be a more serious condition. Teenagers are not always eager to talk about what is troubling them, nor are they ready to admit if they have a learning disability. Teenagers have a difficult time trying to “fit in” and nurture teenage friendships, and being “labeled” being labeled as being depressed or learning disabled will probably make this period of adolescence more difficult.

Art therapy is a way teenagers can express themselves without talking; they can work with an adult without the need to verbalize everything they are feeling, which can be difficult and confusing. There are many modalities of art therapy that can benefit adolescents, including knitting and other textile techniques. Knitting can be a very calming therapy that allows ones thoughts to stray, to slow down the heartbeat, and relax, making it easier to open up to conversation, especially in a group setting. Heather Ordover, an English teacher in a Manhattan school that was evacuated on September 11th 2001, says of her students that joined her knitting group, a lot of the kids wouldn’t go and see a counselor. But they liked sitting in a group with a grown-up and knitting… I think the kids felt they were in a safe place where they could casually talk and they’d bring up stuff that was frightening or bothering them. They all told me that the knitting made them feel calmer (Broadbent, 2005).

Allowing teenagers to get together with their peers in a casual setting takes the pressure off of them, while at the same time confirming to them that they are not alone in how they feel. A casual group setting also allows the teenager to address their problems on their own terms, in their own time.

Knitting has also been observed as making it easier for adolescents to deal with the pressures and stress of a learning disability, as stated by Jane Doe(1), a student with AD/HD “yeah, it’s great – [when I’m knitting] I can’t think about all the things that make me mad” (personal communication, October 18th, 2005). Knitting as art therapy can also increase an adolescent’s self-confidence as they create something they can be proud of, this new confidence can help them learn to see the positive qualities in themselves.

There are many accounts of how knitting has helped individuals cope with depression or a disability, however there are not many formal studies focusing specifically on knitting or other textile techniques as art therapy. Laura Anderson and Karen Gold make a strong point when they said “Long before there were therapists and counselors, women were using creative activities and artistic endeavors to express the unspeakable, to soothe the self, and to connect to other women who could understand and share the symbolic meaning of their imagery” (Creative Connections, 1998). Textile techniques with adolescents is an area of art therapy that deserves more attention.

BENEFITS OF ART THERAPY THROUGH TEXTILE TECHNIQUES

Adolescence

Adolescence is time of great change for teenagers as they go through puberty. These teenagers are experiencing physical changes, cognitive development, and social changes, all of which are taking place over the course of puberty, but not necessarily at the same rate or in the same order as other adolescents (Steinberg 2005). These changes can place a lot of stress on adolescents, especially as they learn to handle a heavier workload in school and more responsibilities at home. The change in ones appearance can be one of the most dramatic changes affecting a teenagers self-image, possibly causing a negative self image if other adolescents have not yet begun to change in their appearance. An adolescent can feel singled out and lonely, and with the cognitive changes, adolescents become concerned about how others think of them, possibly causing more insecurity. In her article, Art Therapy with Adolescents, Shirley Riley observed that

Teenagers are sensitive about their image, particularly with their peers, and often put themselves at emotional risk rather than confess that they need help from a “shrink”. Furthermore, their view of the “talking” psychotherapies has been shaped by the movies, and they often think that these therapies are only for serious “mental” cases, In contrast, they come to art therapy without such preconceived ideas, and this form of therapy has proved effective with adolescents (2001).

A teenager that is experiencing a negative self image could benefit from art therapy in the form of knitting. Parents, teachers, and counselors can help direct teenagers to art therapy, and in the form of a knitting group, this would be very non-threatening and could help prevent a negative self image from becoming depression. Teenagers would be able to talk with their peers about self image and realize they are not alone and that others can empathize with them. In addition to talking, the teenager would be able to build confidence by learning a new craft.

Adolescent Depression

It is common for adolescents to experience occasional changes in their self-esteem, but “it is not normal for adolescents…to feel a prolonged or intense sense of hopelessness or frustration” (Steinberg, 2005 p. 465). Adolescents who can not find support for their depression may think about, or even attempt, suicide. “As many as 10 percent of American adolescents have attempted suicide at some point in their life…” (Steinberg, 2005 p. 469), and if these teenagers are able to get help it may prevent unnecessary death or self injury.

According to the National Mental Health Association,

Adolescent depression is increasing at an alarming rate. Recent surveys indicate that as many as one in five teens suffers from clinical depression. Depression can be difficult to diagnose in teens because adults may expect teens to act moody. Also, adolescents do not always understand or express their feelings very well. They may not be aware of the symptoms of depression and may not seek help (Adolescent Depression, 1997).

Parents and teachers need to be aware of the symptoms of depression and provide teens with the resources and opportunities to talk about and treat their teens depression. The teenagers themselves may not know that the trouble they have in school, or the sadness they feel, may be the result of something more serious like a learning disability or depression. Many schools are becoming aware of this and have teachers and counselors that are trained to spot the signs of depression in an effort to help teenagers.

Learning Disabilities

Adolescents with learning disabilities often have low self-esteem, and if the disability is not diagnosed, the teenager will not be able to get the support needed to help cope with the disability. Adolescents with a learning disability may also experience a lack of confidence and sometimes “feel stupid” (personal communication, November 6th, 2005), as explained by Jan Jones when discussing how her dyslexia makes her feel.
Dyslexia

According to the Dyslexia Institute, “About 10% of the population have some form of dyslexia. About 4% are severely dyslexic, including some 375,000 schoolchildren” (Dyslexia Facts, n.d.). Adolescents who are dyslexic usually have strengths in other areas such as, “He has a good visual eye,…He’s very imaginative and skilful with his hands…He’s practical…He’s got fantastic imagination” (Dyslexia: Some Hints, n.d.). By using a variety of textile techniques to focus on these strengths, an adolescent can increase their self esteem as they create things that they can be proud of, while at the same time they are benefiting from the stress reducing nature of knitting and stitching.

AD/HD – Attention Deficit/Hyperactive Disorder

The National Institute of Mental Health describes AD/HD as “one of the most common mental disorders that develop in children” (National Institute of Mental Health, 2005), with symptoms that include: “Impulsiveness: a child who acts quickly without thinking first. Hyperactivity: a child who can’t sit still, walks, runs, or climbs around when others are seated, talks when others are talking. Inattention: a child who daydreams or seems to be in another world, is sidetracked by what is going on around him or her. If untreated, the disorder can have long-term adverse effects into adolescence and adulthood” (National Institute of Mental Health). Research has shown that “certain…behavioral therapies that help children with ADHD control their activity level and impulsiveness, pay attention, and focus on tasks are the most beneficial treatments” (Attention Deficit Hyperactivity Disorder, 2001). Again, knitting and stitching can help an adolescent relax and focus.

Nancy DeClark, a counselor at North Gresham Grade School in Oregon says the activity is great for students with AD/HD because “knitting or crochet allows them to be busy with their hands and at the same time to listen to their teacher teach a lesson” (Bafile, 2004) Knitting also increases self esteem and confidence. Furthermore Judith Symonds, who teaches knitting to students at a school in New Jersey, noted that “kids who did not succeed in other areas started to do well, and that gave them confidence. Sharing their knowledge of knitting made them feel successful and improved their attitude toward school and schoolwork” (Bafile, 2004). The process of creating something to be proud of also increases self-esteem by the reactions of others: “Family and friends often gave positive feedback, praise and appreciation of needlework products (Reynolds, Managing Depression Through Needlecraft, 2000)

Reducing Stress

According to Mind/Body Medical Institute President Herbert Benson, M.D, any condition that is made worse by stress, including depression, can be improved by eliciting the relaxation response:

The relaxation response is a physical state of deep rest that changes the physical and emotional responses to stress (e.g., decrease in heart rate, blood pressure, and muscle tension). If practiced regularly, it can have lasting effects when encountering stress throughout the day and can improve health (Benson, n.d.).

This type of lasting stress reduction can really benefit a student with a learning disability or depression. The student would be able to relax when encountering difficulties in school or at home.

The calming effect of knitting has been confirmed by Sue Smith, a member of a knitting group that I conduct once a week. She said about her daughter (also in the knitting group and who suffers from depression) that “the knitting has been so incredibly helpful. It helps to keep her [daughter’s] hands busy, especially in the evenings – instead of cutting herself, she knits” (personal communication, November 7th, 2005). Knitting allows each member of the group to take their projects home with them and work on them whenever they feel the need to relax or just forget about the issues that are bothering them.

Knitting and other textile techniques can be used as a type of meditation for relaxation. In her article, Is Knitting Really the New Yoga, Leah O’Reilly quotes Dr. Herbert Benson: “…working with yarn provides the ultimate stress relief. ‘Like meditation or prayer, knitting allows for the passive release of stray thoughts,’ Dr Benson said. ‘The rhythmic and repetitive quality of the stitching, along with the needles clicking resembles a calming mantra’” (as cited in O’Reilly, n.d.). Everyone can benefit from finding their own activity to reduce stress, and working with your hands, through knitting, is a natural and creative way to accomplish this goal.

Textile techniques as art therapy can be used for things as simple as relaxing after a long day, to the very promising results shown by individuals suffering from depression and learning disabilities. Kat Welsh explains the relaxation she experiences through knitting:

Most importantly, I would gradually come to a feeling of peace, of hope or anticipation or contentment. My mood after a knitting session is virtually always drastically improved over how I was feeling before I picked up the needles that day. Even when the problems that worried me were essentially out of my control-war, for example-or insoluble, such as grief for the loss of a loved one, after knitting for a while, they would seem less horrible, less terrifying. Quite simply, knitting made me feel better (Knitting Yourself Together, 2003).

Many adolescents and adults have discovered that knitting can be more than just relaxing. Knitting can have strong and lasting stress reducing affects, allowing students to concentrate and focus as well as cope with difficulties. As mentioned by Lucy Broadbent in her article Teenagers in Stitches, Jennifer Ashling, a high school student, was never destined to make it to college. She was always too distracted and disruptive in class. Then she took up knitting. Her concentration and her grades improved, and now she’s on a diploma course. Bobbi Sanders was a teenage gang member when his attention deficit disorder was diagnosed — he was unable to focus on anything. He, too, took up knitting and he hasn’t been in detention for over a year. Carol Grimaldy suffered post-traumatic stress after her Manhattan school was evacuated during the September 11 attacks. She joined a knitting club and the nightmares began to stop, and the panic attacks (2005).

Textile techniques as art therapy can be a very useful tool for therapists to help adolescents cope with and overcome the difficulties they experience living with a learning disability and/or depression.

Conclusion

Many adolescents that have learning disabilities and depression would greatly benefit from the stress reducing affects of knitting and other textile techniques used as art therapy. In addition, adolescents are struggling with the stresses associated with the changes of puberty, including: physical changes, cognitive development, and social changes. These stresses may cause or increase a negative self-image and lack of confidence. Textile techniques used as art therapy is a non-threatening way for these teenagers to express their feelings and cope with their stress. Used in a group setting, the teenagers are able to relax with their peers and are more likely to open up in conversation about what is bothering them. Also, the physical act of knitting, and other textile techniques, provides lasting stress relief which helps teenagers cope with their learning disability and depression throughout the day. The portable nature of textiles also allows the teenager to pick up a project anytime they feel stressed and need to relax. Teenagers also experience an increase in self-esteem as they create things that they are proud of and illicit compliments form others. Knitting has helped many teenagers cope with their learning disabilities and depression, and with the growing popularity of the craft and noted benefits, it will hopefully be incorporated by more therapists.