59-05-032 Proceeding

266 Proceedings of the Princess Maha Chakri Sirindhorn Congress him more what he was doing) lie down on the mat and the patient told him to relax and he kept relax to cooperate the patient. During 45 minutes performance, the patient worked his hand movements on the artist body slowly, subtly and rhythmically from toes to head; messaging at feet and legs, raising the head and arms, swinging the arms, bowing the therapist’s head and waist below, extension of head and necks. After the practice the patient was asked about what were his thoughts during the process. The patient said that his mind felt best clear, and he was not thinking of anything. The patient said he felt pleased and abilities with the value of helping other to relax and comfortable by his work. The art therapist focused on his thought of value to work on with it. The patient’s performance tried to find the trustee of other (relax or tensed body response), and worked manipulation on someone’s body (live sculpture) and his performance was expressive for his thoughts of abilities, his performance communicated others through the body (senses; points of mental tensions; subtle, gentle, tensed, fluent, stagnant). The patient said he learned his work from his understanding about an object meditation in a book of Buddhist literature. He felt value, safe and satisfied to attend next sessions with expressive therapies. He said that he was accused and joked as madness when he talked about his abilities to performance at home or outside. Case 3: Ohnmar, 49, an intellectual disability lady having sudden urge of feeling agitated, restless, outward behaviors like shouts and aggressive outburst; her mother got right wrist fracture fromher hitting . She was almost sent to the psychiatric hospital long stay by the family.The family felt stigmatized, discrimination, annoyed, hopeless and her elder brother beat her at times for her severe behavior problems. Under the course of arts therapy sessions like 15 min positive talks to her on daily basis by the psychiatrist, practice works on choosing colors and drawings in the change of colors, rewards small token to enhance the memories of new learning in simple rewarding simple words helpful for better behavioral practice, and creative simple literacy achievements and essential life skill trainings at her age , she felt trustees, friendship, reward, nomore fear, acceptance to guidance, and she attended the art therapy sessions daily and regularly. She became able to articulate and write down the simple, helpful words and cooperated with other clinic attendants. Her behavior has been improvedmuch over the 1month arts and now she is in the general hospital to undergo the operation on uterine fibroid and she communicated the hospital environment and families well. Her family felt hope and to live well together on. Case 4: Aung, 16, a grade XI student was affected fromstuttering and it became problematic at his 13, as being joked by his friends. He became isolated, depressed, social phobia and academic failures and very poor handwriting since last year. After the psychiatric assessment and treatment plans, he joined the arts therapies session where he found the new world to express all things with confidence and safety. Under the courses of narrative storytelling, creative drawings of lines, therapeutic writing works, he was expressive much and his handwritings became improved through creative abilities on storytelling. These arts see him in positive emotional development, self confidence, no more fear with his stuttering (stuttering does no more harm to him), increased functioning in school, and engaged back in social inclusion. The family can find well-being and hope now.