Healing Children with Autism through Nature Art Therapy

Introduction

Creative arts therapy, a form of therapeutic intervention that utilizes creative expression to improve mental health and well-being (The American Art Therapy Association, 2022) has shown promising results in treating individuals with autism spectrum disorder (ASD). Autism spectrum disorder is a neurodevelopment disorder characterized by deficits in social communication and the presence of restricted interests and repetitive behaviors (American Psychiatric Association, 2013).  Children with autism have unique needs that require specialized support to help them thrive and develop essential skills. Art therapy, particularly through the creation of collages outdoors in nature, can provide a therapeutic and enriching experience for children with autism. This essay explores the needs of children with autism and how they can be healed through making collages outdoors in nature, detailing the experimental methods that could be carried out to facilitate this healing process.

How creating art with nature addresses the needs of autistic children

People with autism show a range of developmental differences, for example, in social processing, communication, sensory sensitivity, and deficits in imagination (American Psychiatric Association, 2013, cited in Dance et al., 2021). Children with autism may struggle with sensory processing, expressing emotions, social interactions, and limited imaginative play. It has been emphasized (Huss and Sela-Amit, 2019) that art can recreate a connection between cognition, emotion, and the senses, thereby creating a unique, embodied configuration of the person's interoperation of her or his reality (Csikszentmihalyi, 1990). The following will explore the benefits of nature-based art activities in treating people with autism, highlighting its ability to enhance communication, social skills, emotional regulation, creativity, and overall quality of life.

To begin with, children with autism often face challenges in sensory processing, leading to sensitivities and difficulties in managing sensory information. The arts are effective learning tools because they prompt fast, perceptual processing and information gathering (Bledowski, Rahm, & Rowe, 2009; Emerson & Smith, 2000; Joughin & Maples, 2004; Simmons & Hicks, 2006, cited in Huss and Sela-Amit, 2019). The rich sensory environment of nature, with its diverse textures, colors, sounds, and scents, offers a calming setting for children with autism to engage in art activities. Creating art with nature can provide a structured and controlled sensory environment for them. These activities may involve exploring different textures, colors, and materials, which provide various sensory stimuli that promote sensory integration.

Making art with nature also provides a non-verbal and more embodied approach to communication, allowing children with autism to express themselves and develop social skills through various art forms. By engaging in art and nature, children with autism can communicate their thoughts and emotions in a free and supportive environment, fostering self-awareness and self-expression. It has been suggested (Greenman, 1988, cited in Barakat et al., 2019) that outdoor experience leads to fewer bonds in children’s behaviors and enables them to find solitude away from adults and other children and be in small, intimate groups. Through art activities based in small groups, children can collaborate, share ideas, and work together on nature-inspired art projects, thereby practicing social skills in a structured and supportive environment. These activities encourage collaboration, sharing, and turn-taking, helping them to develop essential skills for social interaction. They can exchange materials, give feedback, and collaborate on creating a larger collage as a group. Incorporating storytelling or group discussions about the artwork can encourage communication and empathic listening. Providing opportunities for peer support and mentorship by pairing children with autism with neurotypical peers or mentors can also help foster social skills, empathy, and a sense of belonging. This is similar to horticultural activities, which have the potential to be highly effective means for improving social interaction, as activities can be structured to encourage cooperation and communication among participants as well as to build relationships between the client and therapist (Haller and Capra, 2016).

In addition, making art with nature can support emotional regulation in children with autism by providing a means of emotional expression. Research indicates that spending time in nature has numerous mental health benefits, particularly for individuals with autism who often experience high levels of stress and anxiety (Weir, 2020). Being outdoors in nature can create a peaceful and serene atmosphere conducive to emotional expression and self-awareness. By combining art with nature, children with autism can connect meaningfully with nature, appreciate its beauty, and engage in a mindful, therapeutic activity that promotes peace and harmony. It is emphasized (Haller and Capra, 2016) that through activity, the participant interacts with his or her environment, and is positively affected by this interaction with nature, with opportunities for growth, restoration, and enjoyment.

Moreover, making collages in nature encourages children with autism to develop their imagination and creativity. According to the imagination deficit hypothesis (Craig et al., 1999), using  imagination to be creative is harder than being creative based on reality for people with autism. However, research results regarding the imaginative strengths of people with ASD may be influenced by communication barriers. Autistic children often find it difficult to communicate their inner experiences in a way others can understand, but that doesn’t mean their inner experiences aren’t as rich. One advantage of nature-based art therapy is that nature provides an abundant source of inspiration for creative expression. For example, children can use leaves, flowers, twigs, stones, and other natural objects to make collages, create simple sculptures, or use natural dyes from plants to produce vibrant paintings. These art sources from nature can serve as “symbols and metaphors” that might contain multiple meanings in comparison to words that tend to be more linear (Dokter, 1998; Emerson & Smith, 2000; Liebman, 1996, cited in Huss and Sela-Amit, 2019). By observing nature, selecting and arranging different materials, and experimenting with different textures, colors, and shapes, autistic children can express themselves in an alternative way, while stimulating their imagination and creativity.

Furthermore, creative arts therapy can contribute to the overall quality of life of autistic children by promoting self-esteem, self-confidence, and a sense of accomplishment. Engaging in creative activities can empower children with autism to discover and develop their strengths, talents, and interests, leading to a greater sense of self-worth and satisfaction. These can be enhanced through showcasing their work to others and receiving positive feedback.

Experimental methods in detail

First of all, a diverse range of professionals should be included in the group of instructors, such as school art teachers, mental health professionals, occupational therapists, physical rehabilitation specialists, etc. It is important that these art therapists and educators have experience in working with children with autism. Their expertise can provide valuable insights and guidance throughout the project. Additionally, experienced volunteers, parents, or guardians may also be involved in the process to help create a safe and supportive environment for the participants.

Secondly, a safe and accessible outdoor location, such as a park, garden, or nature reserve, should be selected. The natural environment may include various features of landscape including streams, waterfalls, etc, so that it provides a variety of natural materials for art-making. It should also be tranquil and quiet, with the least amount of noise or other distractions possible (Barakat et al., 2019). Children should be able to hear calming sounds such as flowing water, birdsong, and wind chimes (Naomi, 2011). Designated areas should be set up in advance for different stages of the art therapy process, such as a gathering area for instructions, a workspace for creating collages, and a display area for exhibition.

The art therapy session may start by introducing collage as a form of self-expression and a way to capture the beauty and diversity of the natural world. Examples of collage artwork will be shown to inspire creativity and provide visual guidance. The instructor will also introduce different elements of nature that can be incorporated into the collages, such as leaves, petals, or interesting textures. This will be followed by a demonstration of accessible drawing and collage techniques using different art mediums and found materials, such as the use of ink, stamps, scissors, and glue. It has been emphasized (Naomi, 2011) that visual cues for orientation can aid communication with autistic children, using clear pictures to communicate ideas or intentional use of certain play and using elements may help build sign-language communication between nonverbal and verbal children.

The first activity could be called an “individual nature hunt”, aiming to let the children relax in nature, sense nature, and express their feelings through art. To ensure safety, each child will be accompanied by an instructor to choose a specific route to explore. The child will be encouraged to feel the environment using different senses and collect things they find interesting along the way. The child may be guided to collect objects that include a range of textures, colors, and shapes to better stimulate their creativity. Additionally, tools such as magnifying glasses or binoculars may be provided to encourage observation of nature. After the route is completed, the child will be guided to make a piece of collage using the materials he finds and the drawing tools provided.

The second activity would be collaborating as a group to make art together, which helps build relationships among the participants. As a group, each child will contribute to a collaborative artwork using shared materials. Clear, simple, and step-by-step instructions should be offered to organize and clarify the group activity. Additionally, providing easy prompts may help the children to experiment with different compositions, colors, and textures, while also allowing for individual autonomous expression and creativity. It has been stated (Huss, 2017) that art can enable new, integrative perspectives that can include moving closer or farther; merging, separating, or changing the size and contours of shapes; and centralizing or decentralizing the system’s overall composition. These can be practiced through the different kinds of prompts given by the instructor. Moreover, it is important for the instructors to provide individualized support to each child as they create their collages, fostering an inclusive environment.

In the end, there will be a small exhibition of the artworks with parents, caregivers, or the wider community where positive feedback will be given to the children. This could give the children a sense of accomplishment both individually and as a group. The children may be encouraged to reflect on their artwork and share their thoughts and feelings in a group discussion during the exhibition, promoting communication and empathic listening. As stated by Arnheim (1996, cited in Huss and Sela-Amit, 2019), the arts encourage critical thinking because they are open to multiple interpretations. Additionally, it is important to foster a supportive and non-judgmental environment where participants feel comfortable expressing themselves. Moreover, inviting the wider community to view the exhibition may help raise awareness of caring for children with autism and promote a sense of belonging for the children with autism.

Evaluation

Creating arts with nature is an effective therapeutic approach for children with autism. However, some concerns need to be addressed, such as individual differences and integration with other interventions.

Adaptability and sensitivity to individual needs are crucial when working with children with autism. The activities should be tailored to accommodate their specific needs, abilities, and challenges. Some children may prefer certain art mediums or may have specific sensory sensitivities that need to be considered. Therefore, a flexible range of art techniques should be introduced to adapt to the individual preferences and challenges of each child. Moreover, collaboration between social workers, therapists, educators, and parents is essential to ensure a holistic and person-centered approach. It has been suggested that social work practice needs to shift to a social-anthropological and phenomenological perspective, rather than a diagnostic, projective, or product-oriented understanding of using the arts (Huss and Sela-Amit, 2019).

It is also important to acknowledge that creative arts should be used as a complementary approach alongside evidence-based interventions for individuals with autism. While creative arts can offer significant benefits, they should be integrated into a comprehensive treatment plan that addresses the individual's specific needs and goals.

Conclusion

In conclusion, creating art with nature offers a holistic and therapeutic approach to helping children with autism by engaging multiple senses, encouraging self-expression, promoting social interaction, fostering creativity, and nurturing a connection with nature. The experimental methods aim to adapt to the different needs of children with autism and provide a supportive environment that promotes healing and growth through the power of art and nature. Social workers can integrate nature-based art activities into general practice to offer a more individual-centered approach to support children with autism in achieving their full potential.

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