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Visual techniques in therapy In child psychology children’s drawings are widely used for diagnosing and treating trauma. The use of images in social work –photographs, drawings or video –is important in order to facilitate discussion and for re-framing techniques. Ephrat Huss and Julie Cwikel 49 demonstrate how marginalised Bedouin single mothers define pain through depictions of their bodies and their embodied experiences. The potential of drawing as an indirect but deeply communicative symbolic vehicle, which can be used to express the women’s pain and struggle as marginalized and impoverished women, was demonstrated in the themes that emerged from a content analysis of the women’s art and their verbal comments. A central theme was the identification of pain derived from painful life circumstances rather than due to inherent sickness or weakness. Other themes included the body as a site for cultural transition, power negations with men, intellectual development and the struggles of motherhood. In the 1970s, several phototherapy 50 approaches were experimented with. Three women are prominent figures in this field. Judy Weiser is a famous psychologist, art therapist, consultant and trainer in Canada. Her Photo Therapy techniques 51 use personal snapshots and family photos (and interactions among these) as non-verbal tools to assist therapeutic communication and personal healing, to help clients bridge into feelings and memories in ways that words alone cannot. In PhotoTherapy-based counselling sessions, photos are taken, viewed, posed for, actively reconstructed or “sculpted”, worked with in memory or imagination, or even explored through interacting with photographs taken by others. This work is about “photography as symbolic communication”, rather than “photography as art”. Using these techniques requires no prior familiarity or experience with cameras or photographic art and is extremely “user-friendly” for the client. 52 49 Ephrat Huss and Julie Cwikel, “Embodied drawings as expressions of distress among impoverished single Bedouin mothers Arch,” Women’s Mental Health, 11, (2008): 137–147. 50 Not to be confused with phototherapy as a medical treatment. 51 Judy Weiser, PhotoTherapy Techniques: Exploring the Secrets of Personal Snapshots and Family Albums, 2nd Edition. (Vancouver: PhotoTherapy Centre Press, 1999). 52 See www.phototherapy-centre.com 80
Jo Spence (1934 – 1992) was a British photographer who began documentary work in the early 1970s, motivated by her political concerns as a socialist and feminist. “A Picture of Health?” was an exhibition in which Jo Spence responds to her disease and treatment through photography, channelling her research and feelings about breast cancer and orthodox medicine into an exhibition. The representation of the body, particularly the female form in sickness and health, was of special concern to Jo, as both a patient and a feminist. In the words of Jo Spence, phototherapy is: using photography to heal ourselves. Phototherapy should be seen within the broader framework of psychoanalysis and its application to the photography of family life, but should always take account of the possibility of ACTIVE CHANGE. We drew upon techniques learned together from co-counselling, psychodrama, and a technique called ‘reframing’. We have found ways of having a dialogue with ourselves about the conflicts and constraints of marriage, or of health, education, aging, class economics and oppression for us as women, and working ‘against the grain’ around dominant definitions of sexuality and love. The whole technique depends upon expecting photographs to help us to ask questions, rather than supplying answers. Using this framework for photography it is possible to transform our imaginary view of the world, whilst working towards trying to change it socially and economically. 53 Rosy Martin is a British artist, photographer, writer, lecturer, workshop leader and therapist, and a colleague of Jo Spence since 1983. As a phototherapist she works to extend the range of potential meanings that lie within notions of domestic photography and to explore the relationships between photography, memory, identities and unconscious processes. Themes which she has explored in exhibitions and articles include: gender, sexuality, ageing, class, desire, memory, location, urbanism, shame, family dynamics, power/ powerlessness, health and disease, bereavement, grief, loss and reparation. 54 53 Jo Spence, available at Sparerib No. 163 February 1986, available at hosted.aware.easynet.co.uk/jospence/jotext2.htm 54 See Rosy Martin, “Phototherapy: The School Photograph (Happy Days Are Here Again),” Photography/ politics: Two, ed. Patricia Holland, Jo Spence and Simon Watney (London: Comedia Photography Workshop, 1986): 40-42. 81
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Teaching Gender in Social Work Teac
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© Alice Salomon Archive der ASFH B
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Visual intervention: research for s
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LIST OF TABLES Gender division at m
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Introduction Vesna Leskošek The bo
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• Working with the poor and peopl
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especially valuable when seeking to
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le is aimed mostly at educators, es
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ween’ reflect the majority view w
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with each perspective in order to a
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6. Do you think there was a need to
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provide another way in which to bro
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wherein the majority of students an
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mothers, but she definitely believe
Page 32 and 33: c) from a history of the present pe
Page 34 and 35: alongside, and not above or below,
Page 37 and 38: The Roots of the Social Work Profes
Page 39 and 40: Our aim is to make history and the
Page 41 and 42: for teaching gender from a historic
Page 43 and 44: loyalty and duty, the new one requi
Page 45 and 46: The Feminisation of Poor Relief At
Page 47 and 48: and mother. Even the ever well-info
Page 49 and 50: As an example of what it meant for
Page 51 and 52: their ability to empathise. All thi
Page 53 and 54: fictive or non-fictive materials, i
Page 55 and 56: • Orientatation, warming up Episo
Page 57 and 58: Conscience alley /teacher-in-role:
Page 59 and 60: 3. Ask your students to visit a loc
Page 61 and 62: Visual Sources in Teaching History
Page 63 and 64: In addition to this, the interpreta
Page 65 and 66: We have used these ideas in classes
Page 67 and 68: Visualisation of concepts: • Stud
Page 69 and 70: students express their expectations
Page 71 and 72: We have used the mapping technique
Page 73 and 74: Some authors employ visual particip
Page 75 and 76: Social work educators may develop t
Page 77 and 78: Visual methods for social reforms:
Page 79 and 80: One of the few women among the famo
Page 81: We were inspired by this idea and r
Page 85 and 86: The most effective application of t
Page 87 and 88: Huss, Ephrat, and Julie Cwikel. “
Page 89 and 90: PART II - TEACHING WITH HISTORY: US
Page 91 and 92: Wave of Feminism. Reclaiming the po
Page 93 and 94: Toleration of domestic violence was
Page 95 and 96: • Can they share stories from the
Page 97 and 98: When speaking of mass deaths in Slo
Page 99 and 100: girls were exposed in many ways to
Page 101 and 102: public sphere. Those belonging to t
Page 103 and 104: Many services and professions are c
Page 105 and 106: of various nations or ethnic groups
Page 107 and 108: Scott, Wallach Joan. Gender and the
Page 109 and 110: Teaching Gender Through Diagnosis i
Page 111 and 112: other organs 3 and later as an illn
Page 113 and 114: Instructions for a case study Altho
Page 115 and 116: In addition, Savnik draws attention
Page 117 and 118: in Europe was a “family wage”,
Page 119 and 120: Many documents report a high number
Page 121 and 122: a “health police” in Lombardy a
Page 123 and 124: control, while the latter can be cu
Page 125 and 126: narration. Women’s stories were p
Page 127 and 128: Vari, Sandor. The case study of Ilm
Page 129 and 130: From Visiting Ladies Towards Munici
Page 131 and 132: the modernization process and inclu
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tions. These were the generations t
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to bring sick people to hospitals o
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As we can see, the aim of Bojana Ch
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In the 1930s female teachers and ad
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must save them from getting enraged
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Questions for students: 1. What was
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We conclude with a final set of que
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Human Reproduction Issues in Social
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that reproductive decisions are of
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ate. Natalist policies may be intro
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was that a child, due to one or bot
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and retrieval of egg or sperm, fert
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citizens have achieved so much, the
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Case Study Two: Cultural Difference
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Spektorowski, Alaberto, and Elisabe
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PART III - TEACHING MATERIAL A Phot
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The album consists of two parts, th
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On the following page we see a phot
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Figure 1. Photo album of Alice Salo
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Figure 4. Alice Salomon, 1899, Phot
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Figure 9. Margarete Treuge and Lili
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Figure 21. The Soziale Frauenschule
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Part 2: Ausbildungsstätten - Insti
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Figure 31. Die Wohlfahrtsstelle des
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Figure 36. Service for mentally han
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The second part of the album is hea
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Römer-Gobbin, who wrote about the
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This may be a starting point for di
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Salomon and Beatrice Webb, for exam
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References Addams, Jane. Twenty yea
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NOTES ON CONTRIBUTORS Dr. Adriane F
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Teaching with Gender How can educat
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