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Abstract
This paper reports on an on-going therapeutic and socialization program for young children, up to latency age, with Attention Deficit Hyperactivity Disorder (ADHD). The multi-modal, integrated program features the expressive therapies in concert with behavioral, cognitive, psychodynamic and medical approaches. The program seeks to address long-standing problems with regard to peer, school, and family relationships. Weekly two-hour sessions are divided into three components: free play, group discussion, and an expressive arts activity. Relational problems and discussion topics raised during the first two components may be explored further during the final arts activity. Impromptu art making opportunities facilitate self-expression and awareness of self and others in all components of the program as well.
Introduction
At the start of his therapeutic socialization group for children with Attention Deficit Hyperactivity Disorder (ADHD), eleven-year-old Tim announced his presence by making a great commotion as he crashed down the stairs. As he collected himself, shirt-tail out, shoelaces untied, he began to taunt one of the younger group members for his inferior collection of "Star Wars" cards. Grabbing them out of the child's hand, he proclaimed each card "common," meaning not rare, hence, not worth collecting. After more aimless interaction on Tim's part, the therapist directed him to the activity table, where he was given a choice of three possible activities to pursue during the initial free play period. Selecting clay, he began to work the malleable material with a steadfastness completely at odds with the chaos usually surrounding his efforts. With him focused upon his activity of choice, Tim's ADHD symptoms dramatically fell away. He expertly formed an animal's torso, announcing to the indifferent group that he would create an Ankylosaur, an armor-plated, yet gentle, herbivore. After twenty minutes of sustained absorption, Tim's dinosaur was complete and ready for paint. The sculpture had a well-proportioned body, sturdy legs, dimpled reptilian skin, and modeled facial features. The work completed, Tim abandoned it and began to search for another child or group of children willing to play. Finding none, Tim dejectedly played Rubic's Cube alone in the corner until the session was called to order.
In many ways, Tim was a classic child with ADHD: unquestionably bright and gifted, impulsive in his actions toward others and oblivious to their...