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| List of Tables and Figures | |
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| Preface | |
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| Acknowledgments | |
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| An Art-Based View of Child Development | |
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| The Pictorial Language of Child Development: Theoretical Underpinnings | |
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| Child Art Expression: A Snapshot of Child Development | |
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| Importance of Developmental Theories | |
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| Expression of Destructive Feelings and Developmental Stages | |
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| Artistic Development: Important Theorists | |
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| Art Expression and Maturation | |
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| Psychological Theories of Child Development | |
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| Childhood Defenses | |
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| Theoretical Underpinnings as Tools | |
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| Artwork Tells the Story of Child Development | |
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| Infancy: The Basis for a Sense of Hope | |
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| The Terrible and Wonderful Twos | |
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| The Play Age, Years 3-6 | |
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| Middle Childhood, Years 7-9 | |
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| Artistic Development and Defenses of the Preteen Child, Years 9-12 | |
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| Defenses as a Means of Adaptation | |
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| Conclusion | |
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| Interpersonal Developmental States: An Art-Based View | |
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| The Pictorial Language of Early Developmental States | |
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| The Developing Brain | |
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| Repairing Disruptions Through Art Therapy | |
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| Relevance of Early Relational Stages for Clinical Work | |
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| Early Relational Stages and Child Art Therapy | |
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| An Ongoing Exploration: Early Development and Art Therapy Theory and Research | |
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| The Pictorial Language of Early Relational Trauma | |
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| The Importance of Early Experience | |
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| The Early Self A Relational Being | |
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| Disrupted Early Attachment and Treatment | |
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| Attachment Research | |
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| A Conceptual Framework | |
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| The Pictorial Language of Resilience and Vulnerability | |
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| Resilience: The Capacity to Struggle with Challenges | |
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| Protective and Risk Factors | |
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| Building Resilience | |
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| Summing Up | |
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| Vulnerability and Fluctuating Developmental States | |
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| Shifting Developmental States | |
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| Degree of Disturbance, Different Settings, and Associated Interventions | |
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| Risk Factors, Art Therapy, and Treatment Goals | |
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| Tuning In to Children and Parents | |
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| Planning, Practical Matters, and Safety | |
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| Therapist and Client Anxiety | |
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| Safety | |
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| Ensuring Confidentiality | |
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| Providing Structure | |
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| Creating Directives | |
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| Asking Questions | |
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| The Art Therapist's Attitude | |
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| Conclusion | |
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| Engaging, Assessing, and Learning From Children | |
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| Ways to Learn From Children | |
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| The Need to Focus | |
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| Artwork Series During Initial Sessions | |
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| General Guidelines for Assessing Children | |
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| Engaging and Learning From Parents | |
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| Art Therapy and the Facilitating Environment | |
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| The Pitfall of Overidentification | |
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| The Parent-Therapist Relationship: A Delicate Territory | |
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| Parental Involvement During the Initial Assessment Process | |
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| Defining the Structure | |
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| Conclusion | |
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| Art-Based Attunement: Facilitating Repair | |
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| Mentalization, Trauma, Attachment, and Art Therapy Narratives | |
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| Mentalization in Development, Therapy, and the Community | |
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| Mentalization and the Developing Brain | |
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| Art Therapy Narratives and Mentalization | |
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| Relative Goals for Different Cases | |
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| Building Sturdiness: Repairing Developmental Disruptions | |
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| The Importance of Sturdiness | |
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| Stages of Therapy | |
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| "Lloyd," a 10-Year-Old Boy | |
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| An Overview of the Therapeutic Process | |
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| Creativity, Containment, and the Therapist's Use of Self | |
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| The Therapist's Relational Style | |
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| Attitudes About Art Materials | |
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| Other Relational Issues | |
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| Containment Through Behavior Management | |
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| Mystery, Ambiguity, and Growth | |
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| References | |
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| Index | |