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Working with Diversity: systemic Working with Diversity: systemic

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Working with Diversity: systemic - PPT Presentation

amp social justice approaches Dr Caryl Sibbett Art Psychotherapist HCPC Reg Reg MBACP Senior Accredited CounsellorPsychotherapist Fellow BACP Retd Senior Lecturer Fellow Higher Education Academy ID: 816022

caryl amp consultancy sibbett amp caryl sibbett consultancy kairos art cultural 2016 2019 social hcpc client diversity skills practice

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Slide1

Working with Diversity:systemic & social justice approaches

Dr Caryl SibbettArt Psychotherapist (HCPC Reg.) Reg. MBACP (Senior Accredited) Counsellor/Psychotherapist. Fellow BACP.Ret’d Senior Lecturer. Fellow Higher Education Academy.

MSc Art Psychotherapy

www.kairosconsultancy.net

Slide2

Dr

Caryl

Sibbett, Kairos Consultancy (c) 20192

Working with

DIVERSITY

Slide3

“an ethical imperative”UNESCO Universal Declaration on Cultural Diversity:

“raises cultural diversity to the level of “the common heritage of humanity”, “as necessary for humankind as biodiversity is for nature” and makes its defence an ethical imperative indissociable from respect for the dignity of the individual.” (UNESCO, 2002) Articles 1-3Cultural heritage as the wellspring of creativity (UNESCO, 2002)

Article 7A call to defend biodiversity - as an ethical imperative for us as Art Therapists / healthcare professionals (Sibbett

, 2015, 2017)Dr

Caryl

Sibbett

, (c) 2016

3

Slide4

4

ECOSYSTEM

Dr

Caryl Sibbett, Kairos Consultancy (c) 2019

Slide5

Ecotherapy: Healing Ourselves, Healing the Earth (Clinebell, 2013)

“Ecological circle”: 3 interacting realities: Inreach: receiving & “being nurtured” by nature & EarthUpreach: “experiencing the transcending source of nature’s healing energy” / spirit / transpersonal Outreach: “enhanced motivation to nurture nature caringly in whatever setting I am in.” (Clinebell, 2013: 8); action with others to care for our planetFull ecotherapy closes the circle

Reciprocal, not self-absorptioncaryl@kairosconsultancy.net

5

Reciprocal

relationship with

nature

 

(

Buzzell

&

Chalquist

, 2009)

Slide6

Ecotherapy: Healing Ourselves, Healing the Earth (Clinebell, 2013)

“Ecological circle”: 3 interacting realities: Inreach: “flinging wide our inner windows of grateful awareness of these gifts of life and deepening our intimate interaction with the natural world in ways that are both healing and enlivening. Intentionally deepening this openness to this life sustaining nurturance by nature is the foundational experience of implementing the ecological circle.” (Clinebell, 2013: 8)“inreach means opening ourselves to be more intentionally nurtured by nature” (Clinebell, 2013: 9)caryl@kairosconsultancy.net

6

Slide7

Ecotherapy: Healing Ourselves, Healing the Earth (Clinebell, 2013)

“Ecological circle”: 3 interacting realities: Upreach: “occurs for many people when they pause, while being intimate with nature, to enjoy the experience of the creative source of all life that many of us call God. … What is important for empowering the ecological circle is to open oneself to the self-transcending reality immanent in the awesome creative power in nature. … Experiencing this enlivening energy can enhance people’s love for the natural world, deepen positive bonding with the earth, and add an earthy grounding to their spirituality.” (Clinebell, 2013 : 8)caryl@kairosconsultancy.net7

Slide8

Ecotherapy: Healing Ourselves, Healing

the Earth (Clinebell, 2013)“Ecological circle”: 3 interacting realities: Outreach: “feeling a loving connection with nature can energize motivation to respond by nurturing the earth more caringly. The circle is completed only when reach out in earth-caring action.” (Clinebell, 2013 : 8)“outreach means participating with others in action that will help save the planet…” (Clinebell, 2013: 9)

caryl@kairosconsultancy.net8

Slide9

‘Ecological Self’caryl@kairosconsultancy.net9

Shift to a “biocentric norm” (Berry, 1988: 165)

Not egocentric 

biocentric

/

ecocentric

Slide10

10

Dr Caryl Sibbett, Kairos Consultancy (c) 2019

SOCIALJUSTICE

Implications for your practice?

Access

Equity

Participation

Rights

Slide11

Dr Caryl Sibbett, Kairos Consultancy (c) 201911

Social Justice: Ratts, D’Andrea & Arredondo. Kaplan, Talwar“fifth force”

(Ratts, D’Andrea & Arredondo, 2004)

Psychoanalytic

Freud.

Naumberg

, Kramer, Kris

“second”

“cluster” of psychologies

(Maslow, 1993: 4)

Humanistic

Maslow, Rogers,

Perls

, May.

Rogers,

“third force”:

“epi-

behavioristic

” and “epi-Freudian”

(Maslow, 1993: 4)

Silverstone, Moon

Transpersonal

Maslow,

Jung, Assagioli.

Farrelly-Hansen

“‘higher’ Fourth Psychology”

(Maslow, 1999: xl)

Integrative &

Eclectic

Lazarus, Egan.

Wadeson

, Rubin

Analytical

Jung.

Naumberg

,

Schaverien

, Edwards

Object Relations

Klein, Bion, Winnicott.

Schaverien,Dalley,Milner

Behavioristic

Lorenz,

Watson, Skinner

Rozum

, Roth,

Cognitive behavioural

Ellis, Beck, Berne.

Malchiodi

,

Rosal

“first”

group of psychologies

(Maslow, 1993: 4)

Slide12

Dr Caryl Sibbett, Kairos Consultancy (c) 2019

12Values-based practice + Practice-based evidence + Evidence-based practice

 

PLURALISM

across

ORIENTATIONS

Integrative

.

Openness to:

A variety of ways

people are affected

& ways of helping.

Critical evaluation of multiple sources

of knowledge

(theory, research,

own experience).

‘Both/and’ view.

across

CLIENTS

Celebrating

diversity &

uniqueness.

“ethical commitment

to valuing diversity”

(McLeod

2018:

3).

Congruence,

acceptance & empathy:

person & art.

Tailoring, bespoke

approach.

across

PERSPECTIVES

 

Collaborative

partnership

approach.

Active partners.

Collaborative case

formulation.

Shared decisions.

Seeking feedback.

Metatherapeutic

communication.

Grounded in:

Trauma

Informed Care

core principles:

[MSc Art Psychotherapy

]

1

Trauma awareness

; 2

Eliminating

retraumatisiation

; 3

Cultural awareness / competence

;

4

Trustworthiness, transparency

; 5

Collaboration, mutuality

; 6

Empowerment, choice, control

;

7

Safety

; 8

Partnerships

; 9

Pathways to trauma-specific care

“inclusive”

(Hogan, 2003: 191)

“the process of healing has many sources of meaning, direction

and value” “polytheistic view”

(Hogan, 2003: 191)

“flexible”

(Hogan, 2003: 191)

Pluralistic art therapy

(Burt, 2011; Gilroy, 2011; Hogan, 2003)

(Sweeney

et al

, 2016; adapted from SAMHSA, 2014)

underpinned by three “pillars”(Cooper & Dryden, 2016: 3-4):

MSc Art Psychotherapy framework (Sibbett, 2016, 2019)

Sibbett, C. H. (2016, 2019) Re-framing Art Psychotherapy: the MSc Art Psychotherapy pluralistic trauma informed framework. Belfast: Kairos Consultancy.

Contemporary integrative psychotherapy

Slide13

“A Social Justice Vision in Art Therapy” (Talwar, 2019)

“Art therapists must understand how deep-seated inequalities – social, economic, and political – have shaped the psychological make-up of the people they serve, and examine the role of the arts and social action in the delivery of mental health services.” (Talwar, 2019, p.3)“…to decolonize the practice of art therapy one has to include a social justice framework informed by critical inquiry and praxis for developing ‘ critical consciousness’.” (p.5)Dr Caryl Sibbett, Kairos Consultancy (c) 201913

Slide14

Dr Caryl Sibbett, Kairos Consultancy (c) 201914

(Talwar, 2019, p.7)

Slide15

Dr Caryl Sibbett, Kairos Consultancy (c) 201915

(Talwar, 2019, p.7)

Slide16

Social JusticeInequality / equality, EquityPowerSystems of oppressionAdvocacyDr Caryl Sibbett, Kairos Consultancy (c) 2019

16

Slide17

“A conceptual framework (See Figure 1) of the MSJCC is provided to illustrate a visual map of the relationship between the constructs and competencies being articulated within the MSJCC. Moreover

, quadrants are used to highlight the intersection of identities and the dynamics of power, privilege, and oppression that influence the counseling relationship.Developmental domains reflect the different layers that lead to multicultural and social justice competence: (1) counselor self-awareness, (2) client worldview, (3) counseling relationship, and (4) counseling

and advocacy interventions. Embedded within the first three developmental domains of the MSJCC are the following aspirational competencies: attitudes and beliefs, knowledge, skills, and action (AKSA). ”

Dr Caryl Sibbett, Kairos Consultancy (c) 2019

17

(

Ratts

,

et

al,

2015, p.3)

Slide18

Dr Caryl Sibbett, Kairos Consultancy (c) 201918

(1) Art Therapist self-awareness, (2) Client worldview, (3) Art Therapy relationship, &

(4) Art Therapist and advocacy interventions.

Adapted from

Ratts

,

et

al

(2015, p.4, Fig.1)

ART

THERAPIST

ART

THERAPIST

Ratts

, M.

et al

(2015)

Multicultural and Social Justice

Counseling

Competencies

.

Slide19

UNESCO

2001 Universal Declaration on Cultural Diversity (2002) "The Universal Declaration makes it clear that each individual must acknowledge not only otherness in all its formsbut also

the plurality of his or her own identity, within societies that are themselves plural. Only in this way can cultural diversity be preserved as an adaptive process and as a capacity for expression, creation and innovation.

...“ Koïchiro Matsuura, 2001 (

Director-General)

19

Dr Caryl Sibbett, Kairos Consultancy (c) 2019

Slide20

Multicultural and Social Justice Counseling CompetenciesI. Counselor Self-Awareness “1. Attitudes and beliefs

: Privileged and marginalized counselors are aware of their social identities, social group statuses, power, privilege, oppression, strengths, limitations, assumptions, attitudes, values, beliefs, and biases” (Ratts, et al, 2015, p.5)reflective and critical thinking skills; communication skills; application skills; analytical skills; evaluation skills…Dr Caryl Sibbett, Kairos Consultancy (c) 2019

20

the plurality of his or her own

identity

(UNESCO

, 2002

)

E.g

.

1.3 understand the value of therapy in developing insight and self-awareness through their own personal experience”

(HCPC, 2016, p.9)

“3.4 recognise that the obligation to maintain fitness to practise includes engagement in their own arts-based process”

(HCPC, 2016, p.8)

“6 be able to practise in a non-discriminatory manner”

(HCPC, 2016, p.9)

“8 be able to communicate effectively”

(HCPC, 2016, p.9

)

Slide21

Multicultural and Social Justice Counseling CompetenciesII. Client Worldview“1.

Attitudes and beliefs: Privileged and marginalized counselors are aware of clients’ worldview, assumptions, attitudes, values, beliefs, biases, social identities, social group statuses, and experiences with power, privilege, and oppression” (Ratts, et al, 2015, p.6)Culturally responsive skills (conceptualization, application, communication…Dr Caryl Sibbett, Kairos Consultancy (c) 2019

21

otherness in all its forms(UNESCO, 2002)

E.g

.

5 be aware of the impact of culture, equality

and diversity

on practice”

(HCPC, 2016, p.8)

“6 be able to practise in a non-discriminatory manner”

(HCPC, 2016, p.9

)

“8 be able to communicate effectively”

(HCPC, 2016, p.9)

Slide22

III. Counseling Relationship“1. Attitudes and beliefs: Privileged and marginalized counselors are aware of how client and counselor worldviews, assumptions, attitudes, values, beliefs, biases, social identities, social group statuses, and experiences with power, privilege, and oppression influence the counseling relationship

.” (Ratts, et al, 2015, p.9)Dr Caryl Sibbett, Kairos Consultancy (c) 201922Multicultural and Social Justice

Counseling Competencies

E.g. “8 be able to communicate effectively” (HCPC, 2016, p.9)“9 be able to work appropriately with others” (HCPC, 2016, p.10)

Slide23

IV. Counseling and Advocacy Interventions“Privileged and marginalized counselors intervene with, and on behalf, of clients at the intrapersonal, interpersonal, institutional, community, public policy, and international/global levels”

(Ratts, et al, 2015, p.11)Dr Caryl Sibbett, Kairos Consultancy (c) 201923Multicultural and Social Justice Counseling Competencies

“9 be able to work appropriately with others

” (HCPC, 2016,

p.10)

“13.3

understand the concept of leadership and its application to

practice”

(HCPC, 2016, p.12)

“7 understand the importance of and be able to maintain confidentiality”

(HCPC, 2016,

p.125

Slide24

Dr Caryl Sibbett, Kairos Consultancy (c) 201924

“Stage 1: Focus on self” “To be a good leader it is important to have an intimate

understandingof yourself, what drives you, your values, your motivation, your personality. Truly embracing continual curiosity towards understanding yourself acts as a driver and a framework to be curious about others and how we all see the world differently. It develops the emotional intelligence needed to then move onto successfully working with others

.” (p.15)

“Stage

2: Working with

others”

“Having a good understanding of yourself and having embraced frameworks that enable you to see how we are all different (e.g. personality, values, history etc.), leads on to working with others as part of teams

. …”

(p.15)

“Stage

3: Improving healthcare”

“Having understood yourself and how to

connect to

others to be part of and/or lead a

successful team

, you are then ready to develop a ‘toolkit’

for service

improvement and change. .

…”

(

Health

Education England,

2018, p.15)

“13.3 understand the concept of leadership

and

its application to practice”

(HCPC, 2016, p.12)

(Health

Education

England, 2018, p.15)

Slide25

Dr Caryl Sibbett, Kairos Consultancy (c) 201925

(NHS Leadership Academy, 2013, Fig.3)

Slide26

5 be aware of the impact of culture, equality and diversity on practice5.1 understand the requirement to adapt practice to meet the needs of different groups and individuals 5.2 understand the need to take account of psychological, social, cultural, economic and other factors when collecting case histories and other appropriate information 6

be able to practise in a non-discriminatory manner8 be able to communicate effectively8.5 be aware of the characteristics and consequences of verbal and non-verbal communication and how this can be affected by factors such as age, culture, ethnicity, gender, socio-economic status and spiritual or religious beliefsDr Caryl Sibbett, Kairos Consultancy (c) 201926

Slide27

13 understand the key concepts of the knowledge base relevant to their profession13.8 understand the psychological and cultural background to health, and be aware of influences on the service user – therapist relationship13.16 recognise methods of distinguishing between health and sickness, including diagnosis, specifically mental health disorders and learning disabilities and be able to critique these systems of knowledge from different socio-cultural perspectives

13.22 understand the influence of socio-cultural context on the making and viewing of art in art therapy13.23 recognise that different approaches to the use of visual arts practice in therapeutic work have developed in different sociocultural and political contexts around the worldDr Caryl Sibbett, Kairos Consultancy (c) 201927

Slide28

Metaphor (body-mind)OPEN & GENERATIVEPRIVATE

SHARED FORECLOSED / FROZEN(Diagram by Caryl Sibbett, adapted from Modell, 1997)Modell (1997), Clinical Professor of Psychiatry, Harvard Medical School.Dr Caryl Sibbett, Kairos Consultancy (c) 2019

28& idiosyncratic

e.g. traumatic memories& transference

repetitions.

(ALL: reduces

our

connection

to other &

collective & archetypal

reality)

&

communal

e.g. symbol

&

myth

e.g. shared

anxieties &

bodily

experiences; archetypal.

(ALL

: reduces our

connection to

self &

individuality)

Meaning is

fluid, dynamic, ambiguous; “shimmering symbol” (Jung)

Meaning is fixed or ready

made; sign (Jung)

Trauma & transference repetitions

(Stereotyping of symbolic meaning)

Slide29

Open & generative / Foreclosed & frozenForeclosed“In contrast, in transference repetition the metaphoric correspondence between past and present is foreclosed. … The patient experiences an identical fit between the past and the present and ignores the differences.”Open & generative

“If the metaphoric correspondence between past and present is fluid and ambiguous, this allows for the play of imagination. This capacity to perceive open metaphors contributes therefore to an individual’s resilience to trauma.”(Modell, 1997, p.111)Dr Caryl Sibbett, Kairos Consultancy (c) 201929

Slide30

Foreclosed & frozen“The function of the frozen or foreclosed metaphor is especially evident in cases of trauma. From the standpoint of adaptation, the memory system needs to be hyper-vigilant and actively scan the environment for a metaphoric similarity in which differences are ignored - the individual cannot afford the luxury of ambiguity. … we can be tyrannized by metonymy as foreclosed metaphors have metonymic hooks that will globally reactivate the original traumatic memory. The individual does not appreciate that the correspondence between past and present is only metaphoric.

” (Modell, 1997, p.112)“For the artist, the memories of traumatic experiences are not rigidified in this fashion but instead metaphors are transformed into a new modality.” (Modell, 1997, p.113) “wordless visual metaphors” (Modell, 1997, p.115) Dr Caryl Sibbett, Kairos Consultancy (c) 201930

Slide31

Culture“Obeyeskere (1990), who is a Freudian, spoke about this issue noting that some anthropologists see a radical distinction between the private world of fantasy and the symbols of the culture of which they are a part. His own position is to deny any such sharp divisions between private fantasy and culture as he describes a movement back and forth between the private and public domains. He states: ‘the work of culture is the process whereby symbolic forms existing on the cultural level get created and recreated through the minds of people

.’”“This intersection of private metaphor and cultural symbols may prove to be an area of fruitful collaboration between Freudian and Jungian psychoanalysts.” (Modell, 1997, p.116)Dr Caryl Sibbett, Kairos Consultancy (c) 201931

Slide32

In search of cultural competence in psychotherapy (Sue, 1998)Characteristics of cultural competence:“scientific mindedness

” (Sue, 1998) “form hypotheses rather than make premature conclusions about the status of culturally different clients” & test these (p.445); rather than assumptions; “sameness myth” (p.446); E.g. “cultural paranoia” or “functional paranoia” (p.446)“I am unfamiliar with Culture X. Therefore, in working with the client, I first have to address a number of basic questions. For example, how proficient is the client with English? How acculturated is the client, and how familiar is the client with psychotherapy? Will there be communication difficulties? How will I assess the client? What does the client think of me and of treatment? I next have to form hypotheses, test the hypotheses, and then modify my behaviors in accordance with the findings” (p.447)Dr Caryl Sibbett, Kairos Consultancy (c) 2019

32

Slide33

In search of cultural competence in psychotherapy“dynamic sizing

” (Sue, 1998) – “appropriate skills in knowing when to generalize and be inclusive and when to individualize and be exclusive” (p.446), rather than stereotyping; address prejudice (p.446)E.g. understanding possible intersectionality of risk factors whilst checking individual reality (assessment)“What are my stereotypes or impressions of the client and the client's culture? How typical is the client of the culture? What might the client be thinking or feeling as a member of that culture?” (p.447)Dr Caryl Sibbett, Kairos Consultancy (c) 201933

Slide34

In search of cultural competence in psychotherapy“As in the case of scientific mindedness, dynamic sizing is a general tool that can be applied from client to client. The tools force therapists to systematically consider issues that therapists typically ignore or erroneously assume to know the answers.” (Sue, 1998,

p.447)“culture-specific expertise” - being proficient with a particular cultural group. (Sue, 1998, p.446)Dr Caryl Sibbett, Kairos Consultancy (c) 201934

Slide35

“Who in the world am I? Ah, that’s the great puzzle!”

(Carroll, 2012: Chpt.2)Dr Caryl Sibbett, Kairos Consultancy (c) 201935

Slide36

Module Intended Learning Outcomes (MILOs)Successful students will be able to: A. Knowledge and UnderstandingMILO 1

. Demonstrate a comprehensive understanding and critical evaluation of:- relevant theories, research, skills (GILO 1) and - ethics, conduct and statutory requirements (GILO 2), and critically evaluate their relevance in working appropriately with diversity within a coherent approach to trauma informed pluralistic Art Psychotherapy practice.Dr Caryl Sibbett, Kairos Consultancy (c) 201936

Slide37

Module Intended Learning Outcomes (MILOs)B. Application of Practice & Expectations in Provision of ServicesMILO 2. Demonstrate

originality in the application and critical evaluation of relevant evidence-based skills, evaluating self-awareness and cultural competence in collaboratively working with diversity, within a coherent approach to trauma informed pluralistic Art Psychotherapy practice.Using skills particularly relevant to working with diversity, including:assessment & planning (GILO 3), evaluation of practice (GILO 5), self-awareness & accountability (GILO 6), relationships & communication (GILO 7).Dr Caryl Sibbett, Kairos Consultancy (c) 201937

Slide38

Module Intended Learning Outcomes (MILOs)C. Attitudinal & Behavioural Attributes MILO 3. Evidence

critical analytical skills in the application of relevant ethical interventions, showing how you manage power dynamics and practise “in a non-discriminatory manner” (HCPC, 2013: 6), critically evaluating how practice works within relevant ethical, legal & professional standards & requirements - within a coherent approach to practiceAbide by the Standards of conduct, performance and ethics (HCPC, 2016), Code of Ethics and Principles of Professional Practice for Art Therapists (BAAT, 2019) & Guidance on conduct and ethics for students (HCPC, 2016, June)

Dr Caryl Sibbett, Kairos Consultancy (c) 201938

Slide39

Module Intended Learning Outcomes (MILOs)D. Key Transferable Skills & relevant A-D. Standards of Proficiency – Arts Therapists MILO 4. Demonstrate competence in:

- key transferable skills (GILO 9) (initiative, personal responsibility, decision-making, independent learning ability) and - relevant HCPC (2013) Standards of Proficiency – Arts Therapists, (e.g. particularly as summarized in the GILOs 1-9 Criteria / indicators). (Building cumulatively to achieve competence in all SoPs by the end of the programme).Dr Caryl Sibbett, Kairos Consultancy (c) 2019

39

Slide40

Coursework 1: Essay(60% coursework)‘A critical examination of working with diversity in your Art Psychotherapy practice

and how theory, research, and self-awareness of your cultural identities contributes towards cultural competence’Examine at least two of the following cultural dimensions:- Age & generational influences; Developmental / acquired Disabilities; Religion / Spirituality; Ethnicity (& ‘race’); Social status; Sexual identity / orientation; Indigenous heritage; National origin;

GenderEssay (2,400 words) (normally including art) Harvard Referencing system

Dr Caryl Sibbett, Kairos Consultancy (c) 201940

Slide41

Coursework 2: Report(40% coursework)A Report examining your learning in Training Group and Studios and implications for your Art Psychotherapy practice in working with diversity

applying theory, skills & research covered in moduleReport (1600 words) (normally including art)Harvard Referencing system Dr Caryl Sibbett, Kairos Consultancy (c) 201941

Slide42

AppendixPlease note accompanying both assignments is an Appendix (500-1000 words) that is not assessed. You must submit an extract or extracts from relevant sections of your E-Portfolio: Reflective Journal and Practicum Log / Blog that indicates your ongoing reflective processing in your professional and personal development relevant to your assignment.

Dr Caryl Sibbett, Kairos Consultancy (c) 201942

Slide43

Dr

Caryl

Sibbett, Kairos Consultancy (c) 201943

Working with

DIVERSITY

Slide44

Trauma awarenessrecognise prevalence, types, levels & impacts of trauma;Eliminating retraumatisation

managing power & avoiding retraumatising practices; Cultural awareness / competence recognising historical & community-specific trauma, impact of intersectionalities, cultural healing potential, gender responsive, prizing diversity;Trustworthiness, transparencyfidelity, building trust, openness; Collaboration, mutualitypower aware & sharing, shared decision-making,

respect, connection, hope; cont’d

44

Core

principles

Trauma Informed Care

(TIC)

Adapted

from (Sweeney

et al, 2016; SAMHSA, 2014)

Dr

Caryl

Sibbett

, Kairos Consultancy (c) 2019

Slide45

Core principles of trauma informed careAdapted from (Sweeney et al, 2016; SAMHSA, 2014)

Cont’dEmpowerment, choice, control strengths-based approaches, building strengths & skills, individualised approach, promoting voice & autonomy;Safety physical psychological, moral & cultural safety;Partnershipssurvivor self/peer help; Pathways to trauma-specific care signposting, referral, co-ordination.

45Dr Caryl Sibbett

, Kairos Consultancy (c) 2019

Slide46

“Rituals are absolutely necessary to every religion because they reflect and reinforce beliefs.” “The same reasoning can be applied to the concept of art… the idea to be expressed through art and the process of art making. Here, the art making process is the ritual art in action.”Dr Caryl Sibbett, Kairos Consultancy (c) 2019

46