Daisy Tan_thesis

Running
head:
ART
THERAPY
REDUCES
REVERSE-‐MIGRATION
EFFECTS
CHILDREN

1

Art Therapy Reduces Reverse-Migration Separation Effects on “Satellite Babies”
Daisy Tan
Long Island University, Post Campus
Submitted in partial fulfillment of the requirements for
Masters of Arts in Clinical Art Therapy and Counseling
May, 2015
_____________________________ ____________________________________
Daisy Tan Christine Kerr, PhD, ATR-BC, LCAT

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

2

Abstract
This research examines the benefits of art therapy interventions in reducing the negative
effects of reverse-migration in children known as “satellite babies”. Satellite babies can be
defined as children who were born in the U.S. and were sent to China to reside with extended
family members during early childhood. According to Bohr and Tse (2009) and Kwong et al.
(2009), studies denote a behavioral change when satellite babies return to the U.S. at school age.
These behavioral changes are based on the children’s separation issues and not meeting
milestones within attachment theory. Often these children displayed behaviors such as anger and
acting out.
In a single case study methodology, I discuss the role of art therapy as tool to deal with a
child who has recently returned back to the U.S. from China. This work was conducted with this
child at the Chinese-American Planning Council (CPC) COMPASS program at P.S.20, Queens,
NY. By reviewing attachment theory and noting the cultural determinants unique to these
satellite babies, I explore art therapy protocols that may be useful in remediating the negative
impact of assimilation back into the U.S.
Keywords: reverse-migration, separation, satellite babies, behavior, art therapy,
attachment theory

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

3

Table of Contents
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Chapter I: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Chapter II: Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Satellite Babies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Definition of satellite babies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Chinese parenting style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Acculturation to the U.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Parenting problems of satellite babies . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Cross cultural studies of early child separation . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Attachment Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Definition and important concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Relationship of attachment theory to satellite babies . . . . . . . . . . . . . . . . . . . . . .16
Trauma of separation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Art Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Art therapy and attachment issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Bird’s nest drawing (BND) and attachment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
BND checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Kaiser’s study (1996) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Francis, Kaiser, and Deaver’s study (2003) . . . . . . . . . . . . . . . . . . . . . . . 21
Sheller’s study (2007) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Chapter III: Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Research design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

4

Qualitative research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Single case study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Validity and reliability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Participant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Participant selection procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Child’s psychosocial description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Art Therapy Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Benefits and limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Chapter IV: Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
First session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Outcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Second session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Discussion and outcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Third session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Outcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Fourth session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

5

Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Outcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Fifth session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Discussion and outcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Chapter V: Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Suggestions of future research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Appendix B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Appendix D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

6

Table of Figures
Figure 1: Bird’s Nest Drawing (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Figure 2: Bird’s Nest Drawing (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Figure 3: Bird’s Nest Sculpture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Figure 4: Bird’s Nest Sculpture (unpainted) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Figure 5: Bird’s Nest Sculpture (painted) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

7

Chapter I
Introduction
This research examines the reverse-migration separation effects of the phenomenon of
“satellite babies” and how art therapy is used as an intervention to reduce these negative effects.
I was interested in studying this phenomenon based on my observations of children who had
recently arrived from China. These children called “satellite babies” demonstrated aggressive
behaviors such as low frustration tolerance in the school where I am employed, the Chinese-
American Planning Council COMPASS program (CPC COMPASS) in Queens, NY. Chang
(2009) and Kapoor (2011) recognized that these satellite babies often develop chronic
psychological problems, especially when trying to adjust to life in America or Canada after being
sent to China during their early infancy. These children often refused to recognize their parents
and often voiced a desire to leave the West to return to China to be with the extended family who
had taken care of them in their early childhood (Chang, 2009). As a result, satellite babies may
demonstrate feelings of anger and may do self-harm acts including hitting their heads against the
wall (Chang, 2009).
Understandably, the parents of these children have expressed frustration about their
children’s behavior. These parents of satellite babies denoted difficulties in disciplining their
children. Also, the parents were routinely concerned with improving their child’s academics as
well as their English language fluency (L. Lee, personal communication, 2013; Kwong, 2014).
Kwong (2014) believes that this particular type of parents is easily overwhelmed by new
childcare responsibilities. This factor often results in the parents becoming easily overwhelmed
by losing their temper. Consequently, the parents, school directors, and teachers are now looking

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

8

for interventions that may benefit these children to better adjust to the American culture (L. Lee,
personal communication, 2013).
Many in Chinese-American and Chinese-Canadian communities have observed this
specific acculturation issue. Although there is not a great deal of research that has been done on
this transnational phase, there are several studies that do show this is a real occurrence and a
significant problem (Bohr & Tse, 2009; Kwong, Chung, Sun, Chou, & Shih, 2009; Kwong,
2014). The research includes the parents’ reasons for separation, the risks that were taken, the
resulting behaviors and emotional issues for both the children and parents when the children
returned to the U.S. Anecdotal reports also confirm this phenomenon (Chang, 2009; Kapoor,
2011).

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

9

Chapter II
Literature Review
“Satellite babies”
Definition of satellite babies
Although the practice of sending infants back to China to be raised by their extended
families has been going on for some time, it is only recently that it has been recognized in the
U.S. and Canada as the possible cause of significant behavior and emotional problems in the
children when they return to the U.S. (Chang, 2009; Kapoor, 2011; Kwong, 2014). These
children, who are sent back to China, are called “satellite babies” and this separation is referred
as reverse-migration separation (Bohr & Tse, 2009; Kwong, Chung, Sun, Chou, & Shih, 2009;
Kwong, 2014). After a few years of living in China, the children return to the United States and
are reunited with their parents.
The parents’ intentions to send their children back to China are based on financial
concerns, lack of availability of affordable childcare in the West, and to be able to preserve their
old (original) culture (Bohr & Tse, 2009; Kwong, Chung, Sun, Chou, & Shih, 2009; Kapoor,
2011). The rationale for this reverse-migration is that more than half of the Chinese parents in a
study reported the need to return to work, thus sending their children to be taken care of by their
extended family in China (Kwong et al., 2009; Kwong, 2014). It has been found that fifty-seven
percent of a study sample of 219 mothers intended to send their children back to China (Kwong
et al., 2009; Kwong, 2014). This percentage is significantly high within this sample even though
these parents recognized the consequences of sending their children back to China. For instance,
they understood that the children could be less obedient when the children reunite with them in
the U.S. and that they might receive lower quality healthcare and education in China (Kwong, et

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

10

al., 2009). Additionally, these parents in the study acknowledged that the separation could cause
some damage to their relationship with their children in that the children might perceive the
parents as strangers (Bohr & Tse, 2009; Gindling & Poggio, 2012; Kwong, 2014). More than
half of the parents claimed that they would keep their children with them in the U.S. if affordable
and reliable childcare were available (Kwong, 2014). However, the parents would rationalize
sending their children back to China if they returned to the U.S. before they were six years old
(Bohr & Tse, 2009). It appeared to be a current common practice as one participant from
Kwong’s (2014) study states, “. . . it’s common that nobody wonders about it anymore.
[American-born] babies are all over the place [in China]” (p. 11).
The many themes of sorrow, hardship, guilt, attachment, and lack of control appeared to
be primary concerns behind these parents’ decisions when weighing the pros and cons about
separating from their infants (Bohr & Tse, 2009). Although the parents queried that they missed
their children, they also stated that they lacked options during their separation from their children
(Kwong, 2014). Importantly, these parents in this study understood that once the children were
reunited with the parents, there could potentially be parenting problems (Fung & Lau, 2010).
Chinese parenting style
Traditional Chinese family system was guided by the Confucian philosophy and ethics.
The Confucian philosophy helped define the family roles and relationships as well as
maintaining harmony within the Chinese family (Ho, 1987; Lee, 1997). Keyes (1977) stated that
according to the Confucian system, there were five basic relationships in society that demand
loyalty and respect: ruler and subjects, father and son, husband and wife, elder and younger
siblings, and friends (Ho, 1987). Filial piety is a concept of Confucian philosophy in which
children must have respectful love of parents and this is greatly emphasized. Therefore, parents

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

11

are the children’s greatest obligation since parents were the beings who brought them into
society and took care of them as well. No matter what parents may do, it is believed that the
children should still respect and obey them (Ho, 1987; Lee, 1997).
Chinese parents discipline their children through shaming. The concept of shaming
reinforces familial expectations and proper behavior within the family and in society. It is
believed that if a family member behaves inappropriately, he or she may cause him or herself in
addition to the family to “lose face” (Ho, 1987). Thus, the family would withdraw confidence
and support from the family member. He or she may have anxiety over the idea of facing life
alone. Fear of losing face then becomes a motivating force to fulfilling the family’s expectations
(Ho, 1987). Parents do not openly show love and affection to their children.
Acculturation to the U.S. Ho (1987) and Lee (1997) suggested that economic and
political difficulties that the Chinese undergo were heavily influenced by the U.S. immigration
policies, which changed the Chinese family structure. There are five major factors that contribute
to the difficulties of transitioning into the U.S. These factors are economy, American racism, loss
of extended family and support system, vast cultural conflicts, and reaction to a new environment
(Ho, 1987). Hence, the parents feel the need to obtain jobs immediately after their arrival in the
U.S. These jobs usually require a six-day work schedule working 10-12 hours per day in order to
provide basic necessities for their offspring (i.e. shelter, food and clothing) (Ho, 1987). This
transition into the Western society increases the demands of the children. These demands include
doing well in an English-speaking school, even though they are not able to speak it in the
beginning (Ho, 1987). This transition also highly influences the children feeling lonely and upset
about the absence of their extended family (Ho, 1987).

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

12

Parenting problems of satellite babies. Child discipline carried out by the extended
family members in China often results with the biological parents ineffectiveness after the
satellite baby returns home (Kwong, 2014). Therefore, when the children returned to the U.S.,
the parents most likely used verbal and physical punitive behavior on their children. As a result,
most children internalized their problems (Fung & Lau, 2010). One parent has reported verbally
threatening her daughter when the daughter did not listen to her:
“. . . Thereafter, I spoke with my daughter, “See, you brought the policemen here to take
you away. They did this because you didn’t listen to me. If you continue doing so, they
are going to take you away and we will lose a child. We only have your sister. Should
you be happy or should we be happy? I told you not to say it but you did” . . . After this. I
think that separation and reunification had affected our family” (Kwong, 2014, p. 25).
This was part of the parents’ difficulty in disciplining their children when they returned, since the
extended family in China had a tendency to spoil the children (Kwong, 2014).
Cross cultural studies of early child separation
There have been studies (Rousseau, Mekki-Berrada, & Moreau, 2001) from other
cultures, which showed some similar negative effects on “satellite babies” with prolonged
separation. The outcome of these studies denote themes of worry as well as fear of abandonment
for the child when families discussed leaving the children behind in both Latin American and
African families (Rousseau et al., 2001). Similar to the Chinese satellite babies, the length of
separation that the Latin American and African families experienced was an average of about
three years (Rousseau et al., 2001).
It appears that early childhood separation experience from parents is related to a higher
risk for later negative behavior of children. Consistent with the Canadian and American studies,

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

13

researchers found that many children had been separated from one or both parents with an
approximate average of three years (Suarez-Orozco et al., 2002). These children were from
Central America, China, Dominican Republic, Haiti, and Mexico. Researchers also found that
there was a relationship between the length of separation and levels of reported depressive
symptoms. Similar to the satellite babies’ reverse-migration experience, children from Central
America and Mexico experienced separation from their parents as they remained in the care of
their relatives while their parents migrated to the U.S. (Gindling & Poggio, 2012). Researchers
found that there were negative consequences on the children’s educational achievement when
children were separated from their parents during migration and when they arrived to the U.S. to
start school (Gindling & Poggio, 2012). Gindling and Poggio (2012) suggested that separation
during migration was a risk factor for an education gap and dropping out of school. Additionally,
teachers reported that children who were separated from parents during migration might be less
successful academically. This is because of the negative psychological effects and the stigma of
being assigned to a lower grade when they first arrive to the U.S. due to lack of English fluency.
These study findings are consistent with the difficulties that the satellite babies endure.
Lastly, in Finland, researchers (Maki et al., 2003) found that temporary separation at birth
was associated with later criminal behavior in both male and female children (Maki et al., 2003).
In Maki et al.’s study (2003), a temporary separation from the family that a child goes through
was due to preventing the children from being exposed to tuberculosis. In terms of gender, males
were found to be at higher risk of committing violent crimes and repeating the same undesirable
behaviors (Maki et al. 2003). These studies illustrated the consequences resulting from the
separation experience due to migration (Rousseau et al., 2001; Suarez-Orozco et al., 2002; Maki

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

14

et al., 2003), especially they described the reverse-migration that the satellite babies endured as
infants.
Attachment Theory
Ainsworth and Bowlby (1991) perceived attachment theory as a universally accepted
framework that emphasizes the necessity for infants to experience consistent comfort and
security from the primary caregiver for their biological and psychological needs (as cited in
Bohr, 2010). Bohr (2010) believed that “the level of predictability and sensitivity of the care in
turn determines the security, or quality, of the parent-child attachment relationship” (p. 191).
Therefore, researchers predicted that the serial separations experienced by the infant from the
parents as well as the distant relatives, would be disruptive to the child’s social-emotional
development (Cassidy, 2008; Karen, 1994; Kobak & Madsen, 2008; as cited in Bohr, 2010). It is
important to consider attachment theory in regards to discussing the reverse-migration
separation. However, it should be seen from a cultural perspective due to the cultural influences
on the parents’ decisions to separate from their children (Bornstein & Cheah, 2006; Fitzgerald,
2006; Tamminen, 2006; as cited in Bohr, 2010).
Definition and important concepts
According to Levy and Orlans (1998), attachment between an infant and a caregiver is
rooted in biology and evolution. In other words, as Bowlby (1969) stated, certain instinctive
behaviors (i.e. complex language, mating, childrearing, and attachment between the young and
caregivers) are part of the requirements for the offspring and the species’ survival. Therefore, it
can be argued that humans are “genetically programmed” (Levy & Orlans, 1998) to attach to a
primary caretaker(s). Attachment behavior is any kind of behavior that the infant engages in to
obtain or maintain closeness to an individual (Bowlby, 1988). Attachment is when the infant

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

15

most likely will seek comfort, closeness, and nurture with someone (Bowlby, 1988).
Furthermore, Bowlby (1988) suggested that the theory of attachment was his attempt to explain
both attachment behavior with periodic appearance and disappearance, and the lasting
attachments that children build with other individuals.
If children are unable to display appropriate attachment behavior to various individuals
(i.e. mother, strangers, siblings) as well as not having a few enduring attachments, Bowlby
(1988) suggested that they may be highly disturbed. For instance, children who act friendly and
show affection to strangers instead of their mothers, they are considered highly disturbed.
Children with disrupted attachment are at high risk of developing the following types of
attachment disorders: reactive attachment disorder and disinhibited social engagement disorder
(American Psychiatric Association, 2013).
Reactive Attachment Disorder is categorized as a trauma-and stressor-related disorder in
which psychological distress is followed by exposure to a traumatic and stressful event as
described in the Diagnostic Statistical Manual 5th
edition (American Psychiatric Association,
2013). Children with reactive attachment disorder develop a pattern of disturbed and
inappropriate attachment behaviors. They rarely seek an attachment figure for comfort, support,
protection, and nurturance. This disorder may occur simultaneously with developmental delays
in cognition and language. The diagnostic criteria for reactive attachment disorder consists of:
(1) pattern of inhibited and emotionally withdrawn behavior (i.e. rarely seeks comfort and
minimally responds to comfort when distressed) toward adult caregivers; (2) persistent social and
emotional disturbance characterized by minimal social and emotional responsiveness to others,
limited positive affect, and/or episodes of unexplained irritability, sadness, or fear that are
evident especially during nonthreatening interactions with adult caregivers; and (3) child has

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

16

experienced a pattern of insufficient care as evidenced by social neglect or deprivation in the
form of lacking basic emotional needs for comfort, stimulation and affection from caregiving
adults, repeated changes of primary caregivers that limit opportunities to form stable attachments
(e.g. frequent changes in foster care), or rearing in unusual settings that severely limit
opportunities to create selective attachments (e.g. institutions with high child-to-caregiver ratios)
(American Psychiatric Association, 2013).
Disinhibited Social Engagement Disorder is characterized by a pattern of “culturally
inappropriate and overly familiar behavior with relative strangers” (American Psychiatric
Association, 2013). The diagnostic criteria for disinhibited social engagement disorder includes:
(1) child actively approaches and interacts with strangers and shows at least two of the following
behaviors: (a) lack of shyness in approaching and interacting with unfamiliar adults, (b) intimate
verbal or physical behavior (that is not consistent with culturally and age-appropriate social
boundaries), (c) does not check back with adult caregiver after venturing away, including
unfamiliar settings, (d) willingness to go away with an unfamiliar adult with little or no
hesitation; (2) child has experienced a pattern of neglect as shown by at least one of the
following: (a) social neglect or deprivation in the form of persistent lack of having basic
emotional needs for comfort, stimulation, and affection usually given by caregiving adults, (b)
repeated changes of primary caregivers that limit opportunities to form stable attachments, and
(c) rearing in unusual environment that might severely limit opportunities to form selective
attachments (American Psychiatric Association, 2013).
Relationship of attachment theory to satellite babies
Satellite babies have a high risk of developing these attachment disorders as both may
occur starting at nine months old. The process of migrating from the U.S. to China without the

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

17

presence of their birth parents and then returning back to the U.S. to be reunited with them, could
highly create disrupted and disturbed attachments between the satellite babies and their parents.
Kwong (2014) mentioned that one parent reported as the following:
“I realized every child who was sent back to be raised are totally different than those who
are raised here. My son did not have any family attachment to me when he first came
back. He was not familiar with me. He did not want to be close to me or have any
intimacy such as hugging and kissing. He felt strange in a new environment. . . Perhaps,
he felt strange when he first reunited with me. He was not connected with me or wanted
to be close to me. I guess he was not happy” (p. 22).
According to Bowlby (1988), if children feel abandoned and rejected by their parents, it
will be difficult for them to form a close relationship; thus, these parent-child relationships were
difficult to establish when the satellite babies returned and were reunited with their parents
(Kwong, 2014). The child-parent relationship was described as being strange and distant
(Kwong, 2014). This separation created anger and intensified anxiety within the children towards
their parents. In addition, the children were reported as frequently being very rebellious,
frustrated, and irritable. Kwong (2014) also reported that the satellite children experienced
separation anxiety, speech delays, and lacked fluency in English in school. Their anger,
frustration, chronic anxiety, and irritability were expressed as noisy and naughty behavior
including self-control issues and lying (Kwong, 2014).
These emotional and behavioral problems are consistent with research with children from
Central America and Mexico who came to the US to be reunited with their parents after a period
of separation (Gindling & Poggio, 2012). These researchers concluded that if the children didn’t
change their behavior and learn to cope with their negative emotions, their educational success

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

18

would be negatively affected and they would have difficulty forming attachments or bonds
(Gindling & Poggio, 2012).
Trauma of separation
Trauma is the occurrence of an extreme situation that triggers and associates with the
intensity of fear, pain, overwhelming anxiety, helplessness, depression, and low self-esteem
(Lantz & Raiz, 2003; Rankin & Taucher, 2003). An example of such an extreme situation is
separation of children from their parents (Lantz, 1978, 1993; Lantz & Thorword, 1985; cited in
Lantz & Raiz, 2003), which is mainly the focus of this research. When satellite babies experience
the separation from their parents, it can be perceived as a threat of abandonment, thus it may be
traumatic for them. They may have believed that it was because they were not “good” that their
parents decide to send them away to China. A period of separation can be a stressful experience
that enhances an anxious attachment or an aggressive detachment and might have caused the
children to feel angry towards their parents (Bowlby, 1973; Levy & Orlans, 1998).
Art Therapy
Art therapy and attachment issues
Art therapy has been found to be useful in treating children who have undergone a
traumatic event. Malchiodi (2008) suggested that utilizing psychotherapy as well as other
interventions that focus on the sensory impact of trauma, such as arts therapies, is necessary
when treating children who are dealing with trauma. It has been found that it could be
therapeutic and nonthreatening when using art to facilitate exposure to traumatic cues
(Kozlowska & Hanney, 2001). Art therapy can also be a tool to desensitize children by using
controllable materials to trigger the traumatic memories and re-experience the traumatic feelings

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

19

in small doses so that the children can gain a positive perception of the present and have
expectations of the future.
Bird’s nest drawing (BND) and attachment
The main attachment diagnostic drawing assessment is the Bird’s Nest Drawing (BND)
created by Kaiser (1996). It is an art-based assessment that has been found to be useful in
assessing the attachment between a child and the caregiver (Kaiser, 1996; cited in Sheller, 2007;
Kaiser & Deaver, 2009). This drawing assessment is less threatening and easier to depict the
emotional distance by using the metaphor of the bird’s nest imagery (Kaiser, 1996; cited in
Kaiser & Deaver, 2009). Edinger (1972) suggested that the nest is “a symbol of the maternal and
the protective in its containing function and womblike form” as well as Naumann (1955) noting
that the nest has protecting and containing aspects (cited in Kaiser, 1996, p. 334). The BND can
provide clinical information about a client’s attachment security, thus affecting the development
of a therapeutic relationship and the art therapy treatment (Kaiser & Deaver, 2009). Kaiser
(1996) believes that the directive can yield informative associations about the contents of the
nest, physical nature of the nest form, whether the nurturing figures are present or absent, and the
existence of eggs or baby birds (Kaiser & Deaver, 2009).
BND checklist. Kaiser (1996) found that individuals with a secure style of attachment
would have birds, nests placed in secure environments, and using a lot of colors in their BNDs as
well as reflecting safety, nurturance, and security. Individuals with insecure or avoidant
attachments would have BNDS that did not include birds, have nests tilted (contents in nests may
fall out) or without a bottom (which may appear like a wreath), using lack of colors, and
reflecting danger and vulnerability (Kaiser, 1996). The following are questions used to assess a
BND (Francis, Kaiser, & Deaver, 2003):

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

20

1. Are any birds drawn?
2. Are any birds flying?
3. Are any birds in the nest?
4. Is an entire bird family pictured?
5. Is a parent bird distinctly identified?
6. Is any feeding activity seen?
7. Are there eggs in the nest?
8. Is the nest seen from above?
9. Is the nest tilted?
10. Is the nest drawn in profile?
11. Is a whole tree drawn?
12. Is the nest in the tree?
13. Does the tree appear dead or dying?
14. Are any unexpected items included?
15. Is there a faint quality to the drawing?
16. Is color used in the picture?
17. Are 4 or more colors used?
18. Does the color green dominate over other colors?
This criterion is an expansion of Kaiser’s (1993) Attachment Rating Scale. Francis,
Kaiser, and Deaver (2003) modify it to include new items that appeared frequently in the
drawings. The BND checklist helps rate the BNDs to provide valid measurable data. The items
mentioned in the checklist are recurring elements in previous drawings in the researchers’ studies
(Kaiser, 1996; Francis, Kaiser, & Deaver, 2003; Sheller, 2007). For instance, someone with

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

21

secure attachment would most likely use green to “commonly represent growth and nurture and
is reasonably expected when a nest is drawn in a tree” (Francis, Kaiser, & Deaver, 2003, p. 128).
The items in the checklist increase the BND’s validity and reliability because they are recurring
across previous studies and thus, results are consistent. As an evidence art-based assessment, the
BND checklist is necessary to be used in any research study when utilizing the BND.
Kaiser’s study (1996). In Kaiser’s study (1996), the sample consisted of 41 women from
a university day care center whose age ranged from 21 to 38 years old. Each participant was seen
individually at the day care center. They were provided with a sheet of 8 ½” by 11” white paper,
a pencil with an eraser, and a pack of 8 thin markers to draw a bird’s nest. After completing the
drawing, each participant completed the Attachment to Mother scale of the Inventory of Parent
and Peer Attachment (Armsden & Greenberg, 1987; cited in Kaiser, 1996) as well as a
questionnaire that provided demographic data (i.e. age, marital status, number of children,
educational level, and income). The Attachment Rating Scale (ARS) was used to rate the
drawings and this checklist had a list of specific characteristics to identify in each drawing.
The results from the study showed that there was an association between secure
attachment patterns and a participant’s inclusion of birds in the BND. For instance, participants
from the Low Attachment Group may be unconsciously expressing lack of support from
significant others when they leave out the parent and/or baby birds in their drawings. In addition,
there were no parent birds drawn in one of the BND to warm, protect, and hatch the eggs which
may suggest the participant’s “intrapsychic experience of early life with an emotionally detached
or uninvolved caretaker” (Kaiser, 1996, p. 338).
Francis, Kaiser, and Deaver’s study (2003). The purpose of this study was to find
important aspects of attachment styles among adult substance abusers. Francis, Kaiser, and

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

22

Deaver (2003) were testing to see if BNDs of chemically addicted individuals with different
attachment styles would depict nests differently and to find differences in BNDs between
substance abusers and individuals with no known substance abuse. The sample consisted of 43
volunteers from Veterans’ Administration hospital with chemical dependency or substance abuse
disorders and 27 volunteers with no known history of substance abuse or psychiatric treatment.
Ten percent of the sample was female with the age ranging from 25 to 68 years old. The
participants were asked to complete a brief demographic questionnaire and the Relationship
Questionnaire (Bartholomew & Horowitz, 1991). After that, they were asked to complete a BND
and provide a story about their drawings. The investigators provided 9” by 12” sheets of off-
white paper, crayons, colored pencils, thin markers, drawing pencil, and an 8 ½” by 11” lined
paper to write their stories.
The results in this study reported that 18.6% of the substance abusers and 63% of non-
substance abusers had a secure attachment style. This suggested that the substance abusers with
an insecure attachment style would be drawn to substances to help manage feeling lonely and
emotional pain. 44% of those in the substance abuse group reported having a dismissing-
avoidant attachment, which suggests that they avoid being involved in relationships. Francis,
Kaiser, and Deaver (2003) advise that attachment theory can explain the differences between the
substance abusers’ reasons to gravitate towards substances as well as the varied treatment plans
based on an individual’s attachment style. The lack of color in BNDs drawn by the participants
with substance abuse may suggest having a lack of energy, lack of investment in doing the task,
or depressive symptoms. This may correlate with their self-report of having an insecure
attachment style.

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

23

Sheller’s study (2007). With a sample of four children, 3 girls and 1 boy, the investigator
met with each of them individually for one and a half hours. Sheller (2007) provided a variety of
materials to do a drawing and a clay sculpture of a bird’s nest. Those materials included non-
hardening plastina colored modeling clay, carving tools, a tray to used as a base for the sculpture,
pencil and eraser, assorted colored pencils, assorted markers (broad and thin), crayons, and 11”
by 14” white paper. In addition to creating the artworks, the children were also asked to tell a
story about them.
It was found that the children are able to easily express their thoughts, emotions, and
perceptions about the caregiving experiences through the bird’s nest drawing and sculpture
(Sheller, 2007). The children were able to communicate their perceptions and expectations about
available care, nurturing, and relationships with their caregivers through telling their narratives
about their creations. In the narratives, the theme of the world is a dangerous place was apparent
when the birds in their stories felt vulnerable. For instance, one participant demonstrated this by
drawing the nest in a low tree, which is vulnerable to environmental circumstances. Children
have responded positively to the art making experience of creating the Bird’s Nest sculpture and
drawing. According to Sheller (2007), they liked making the sculpture more than the drawing
because it was enjoyable to build something and the manipulation of the materials (i.e. punching,
cutting, pulling) helped relieve their anxiety and release an appropriate discharge of energy
(Smilansky, Hagan, & Lewis, 1988; cited in Sheller, 2007).
This directive will be useful when working with the Chinese satellite babies in order to
understand their perceptions of attachments with their parents. Kaiser (1996) states that:
“Client understanding of relationship and intimacy issues, when introduced through the
BND, often elicits responses of recognition and insight that promotes the healing of

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

24

disturbed attachments and the building of strengthening of a mutual connectedness with
others” (p. 340).
Therefore, using the BND with this population may provide insight to these children and the
change in their behaviors can begin.

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

25

Chapter III
Methodology
Research design
Qualitative research
Qualitative research uses observations and reflections, or subjective responses of the
researcher and participants to the problem or situation (Deaver, 2002). These observations and
reflective responses become the data. It examines an existing phenomenon and aims to draw
conclusions about the phenomenon (Deaver, 2002). Deaver (2002) provides the following
example depicting a qualitative study:
For example, an art therapist researcher systematically investigates a client’s response to
working in clay through means of in-depth interviews. She analyzes both the client’s and
her own responses to the therapy sessions and the post-session interviews, discovers
consistent themes, and draws some conclusions about clay work that may add to the
theoretical underpinnings of our clinical practice (Deaver, 2002, p. 24).
In art therapy research, artwork can also be used as part of the data collection.
Interpretations and conclusions about the artwork are based on anecdotal reports (Deaver, 2002).
These interpretations of the art and the art symbolism are enduring features of art therapy
research (Kapitan, 2010).
Case study
Case study research is an exploration of a phenomenon that seeks to ensure that it is well
explored as well as the “essence of the phenomenon is revealed” (Baxter & Jack, 2008, p. 545).
Its in-depth data collection and systematic analysis from multiple sources (i.e. treatment records,
interview data, observations, documents, texts or artworks) are used to understand and learn from

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

26

particular interested encounter(s) (Kapitan, 2010). Case study research can be helpful in
observing how an individual or specific quality changes over a period of time due to specific
circumstances or interventions (Leedy & Ormrod, 2010). A case study design should be
considered when: (a) the focus of the study is answering “how” and “why” questions; (b) the
behavior of the participant(s) cannot be manipulated; (c) the research is focused on the following
the process; (d) investigates a single phenomenon (Yin, 2003; cited from Baxter & Jack, 2008;
Gerring, 2004). Case study research can be done as a single case study or a multiple case study,
which involves using more than one case in the research study. In this case, I will be discussing a
single case study design.
Single case study. A single case study method describes and focuses on one specific
individual associated with the single phenomenon that is being observed and explored. This
method can be used to confirm or challenge a specific theory (Baxter & Jack, 2008). Yin (2003)
indicates that a single case study approach requires detailed observations and investigation to
help minimize the researcher’s misinterpretations (Baxter & Jack, 2008).
Validity and reliability. Case research with rich and detailed descriptions of the process
also can help increase its validity. The major issue that can interfere with the validity of case
study research is the subjective bias of the investigator since the observations and subjective
responses are based on the researcher’s perspective (Kapitan, 2010). Triangulation, or using
multiple sources of data, can help clarify meaning and verify one’s observations and
interpretations (Stake, 1994; cited from Kapitan, 2010). Thus, triangulation and having other
researchers check the investigator’s study can increase its validity and reliability.
A qualitative research study was conducted using a single case study method to examine
a participant’s process and artwork to better understand the impact that art interventions can have

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

27

on him/her. As Waller (2006) suggested, making art in a safe environment might enable a child
to explore and express feelings that cannot easily be put into words. Data collection for this study
included: brief interviews with the parents and program director to gain a basic knowledge about
the participant, children’s artworks, and clinical process notes.
Participant
One recruited participant is between six and eight years old and is a participant in CPC
COMPASS program. He/she was recruited through the referrals of the director and classroom
teachers, based on the fulfillment of the research criteria (See Appendix A).
In addition, I have attached the letter of cooperation from the program director, consent
form for the parents and assent form for the child. These signed forms state their approval to
proceed with the study, which was obtained before starting the art therapy sessions.
Participant selection procedure
The director of the program recruited the participants through the teachers’ knowledge of
the students who fulfill the criteria (See Appendix A). After that, this researcher observed the
students in their classrooms during the hours of the afterschool program to narrow down the
participants to one subject. After that, a consent form was given to the parent(s) to receive
permission to work with their child and to participate in the study. Simultaneously, this
researcher will interview the parent(s) to gain information about their children and reasons for
sending them back to China. There will be an interpreter from the program to help translate
during these conducted interviews. The Chinese interpreter explained the consent form to the
parent and I explained the assent form to the child in English.

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

28

Child’s psychosocial description
The participant’s pseudonym name for this study is Samantha. She is a Chinese female
who is 6 years old and currently in the second grade at John Bowne P.S.20Q. Samantha was born
in the U.S. Her mother, who is the consenting parent, decided to send her back to China once she
turned one year old. Samantha was raised in China for four years by her grandparents and came
back to her mother and father when she was five years old. Samantha told me that her first time
seeing her birth parents was at the airport. She said that it was a scary experience at first, but she
was happy to see them. During the art therapy sessions, she revealed that she had a younger
brother who is currently in kindergarten and goes to another afterschool program within the same
school. During our discussions, Samantha appears to have a good relationship with her little
brother by saying, “We play together when we are at our friend’s house.”
According to her CPC teachers, she does not speak fluent English, but she is able to
understand it. Her reading level is below second grade level standards and her writing is also
below standards. When observing her in the classroom, she has difficulty completing her
homework independently and efficiently.
Setting
Chinese-American Planning Council COMPASS program is an afterschool program
located in John Bowne Public School 20 at Flushing, Queens, NY. It is a non-profit program that
aims to help children from low-income families, especially recently immigrated Chinese
families. This program emphasizes on children’s academics, emotional, social and psychological
developments, as well as promoting cultural competency. The director of the program, Lois Lee,
has over 40 years of experience of teaching and working with high risk and low-income families.
There are 200 children participating in this program and it has over 40 staff members, including

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

29

program aide, education specialist, 27 teachers, 10 extra tutors, and 3 senior aides. Each group of
children, led by at least 2 teachers, have their own classroom shared with the P.S.20
schoolteacher. The art therapy sessions will take place in an empty classroom for privacy with a
supply of art materials that I can utilize for the sessions.
Art Therapy Process
The participant has individual sessions with me once a week for five weeks; each session
was for forty-five minutes during the center’s afterschool program. The art therapy sessions took
place in an empty classroom provided by the program director. I administered a projective art
assessment, the Bird’s Nest Drawing for two sessions. For two sessions, I provided the Bird’s
Nest sculpture to follow the bird’s nest motif, but in a different medium. The last session was an
opportunity for the participant to complete the Bird’s Nest sculpture.
The rationale for using the Kaiser’s (1996) projective assessment, the Bird’s Nest
Drawing, is that studies (Kaiser, 1996; Francis, Kaiser, & Deaver, 2003; Sheller, 2007) have
demonstrated that this directive has value in understanding an individual’s attachment. This was
said to be a non-threatening approach and alternative to Kaplan’s family drawings in assessing
one’s relationship to family members by using the bird’s nest as a motif.
This assessment was preferred over other directives that assess attachment (Mother-child
drawings) because the Asian population is very sensitive towards the subject of speaking about
their families especially in a perceived negative way. Using the bird’s nest and birds in the
drawings is non-threatening and indirect way to project feelings and thoughts about one’s
relationships with the family.
At the end of every session, there was fifteen minutes for discussion about the artwork
and reflected on the process during the session. I developed a personal therapeutic relationship

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

30

with the participant so it was less threatening for him/her to freely express him/herself in the
sessions. When the session is completed, I brought the participant back to her afterschool
classroom.
Benefits and limitations
The benefit of the single case study is that it will add on to the existing literature on the
use of art therapy within a multicultural context with immigrant children. Additionally, it is
anticipated that the participant will gain some insight into her behavior. The limitation of this
study is that this data cannot be generalized to the larger population. There is limited validity and
reliability for single case studies as well as limited validity for a study that encompasses a five-
week period.

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

31

Chapter IV
Results
First session
I picked up Samantha from the cafeteria when she finished eating her snack. Then we
went to an empty classroom with the door closed to maintain privacy for our initial session.
Samantha appeared very shy and soft-spoken. I went through the assent form with her to make
sure she understood the content presented in the form and she signed it. Then I introduced the
directive to Samantha, “I would like you to draw a picture with a bird’s nest in it.” At first, she
said she did not know how to draw it. However, I encouraged her to draw what she could do and
that it doesn’t matter how well she can draw. I also introduced the materials in front of her: white
paper, oil pastels, pencil with an eraser, kneaded eraser, and markers. Samantha proceeded to
draw. She started with drawing out the nest, eggs, and bird in that order in pencil.
Samantha was calm and attentive to the task. She picked up the pencil first to draw out
the nest, eggs, and bird in that order. Before she drew the bird, she asked, “Can I draw a bird?” I
told her that she definitely could draw one if she wanted. So after drawing the nest, she drew the
bird. Afterwards, she used the brown oil pastel to color in the nest and black oil pastel to color
the bird. I found it most intriguing that she colored the bird in black color because black may
suggest negative feelings like anger. When she finished coloring the bird, she said, “I’m done.” I
asked her, “Okay is there anything else you would like to do?” She shook her head indicating
“No.” Then I began asking her about the drawing.
Discussion
First, I asked her, “So what did you draw?” She said, “It’s a bird’s nest with eggs and a
bird.” To further explore her drawing, I continued to ask her, “So is the bird a ‘Mama bird’?”

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

32

Samantha replied, “Yes.” Then I pointed at the three round shapes in the middle of the nest and
asked her, “What are these?” Apparently, they were three eggs. I wondered where the bird’s nest
was located because the image appeared to be “floating in the air.” She told me that it was on the
tree, but I asked her, “Where is the tree?” Then Samantha drew the tree and colored it. After that,
she took the markers and traced around each part of the image based on the color she used. For
instance, she used the brown marker to trace the tree trunk and bird’s nest; green marker to trace
the leaves of the tree; and black marker to trace the bird. This was done because she said she
wanted to make sure that I knew what she drew.
Samantha described the right two eggs as birds hatching out of their shells. Then I wanted
to connect her experience as a satellite baby to her drawing. Initially, I asked her, “So which egg
are you?” Samantha pointed at the first egg on the left. I asked her to describe it. She said, “The
bird is hiding in the egg.” I asked her why the bird is hiding. Her response was, “Because she
thinks she’s ugly and scary.“ With some thought, I asked her, “So what is the mama bird doing?”
“She is taking care of the baby birds who hatched by giving worms to them,” Samantha stated. I
felt confused especially with what she already have described about the hidden bird. Thus, I
questioned her, “But I thought this bird (pointing the first bird) is hiding.” She replied, “She’s
waiting for her to come out to be fed.” Samantha further describes the hidden bird of being
scared of the mama bird thinking that she’s ugly and scary. Initially, Samantha said that she used
black to color the mama bird because she liked the color, but then later on, she described the bird
as being scary. Thus, it is difficult to indicate her reasons for using the black color for the bird,
but in the drawing, the mama bird appears scary and unknown. I ended the session by telling her
that she did a great job with her drawing and thanked her for coming to talk about it with me.
Then I brought her back to her classroom.

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

33

Outcome
To connect to her experience as a satellite baby, she may have felt that she was “ugly and
scary” to her mother. Therefore she may have been scared to meet her mother for the first time
after approximately four years at the airport. When I mentioned this connection to Samantha, she
agreed. It was difficult to receive concrete descriptive answers from her; hence the many
questions I had to ask her to further explore the drawing. I was curious about why she was very
soft-spoken and did not provide the answers to questions about her family as well as her
experience of the reverse-migration. So I asked her, “Are you afraid that you will get in trouble if
you talk about your family?” She nodded indicating, “Yes.” This is consistent with the Chinese
culture, in which children should respect and obey their parents no matter what the parents do
(Lee, 1997). Additionally, if the children behave or say something inappropriately, the parents
may withdraw confidence and support. This may cause anxiety for the children especially
Samantha in this case, of losing her parents’ support (Lee, 1997). I attempted to reassure her that
it was okay to discuss about her experiences and family, and that she would certainly not get in
trouble. However, that was unsuccessful. To not make her feel any more uncomfortable, I ended
the session with complimenting her drawing and asked her how she felt at the end, which she
replied with, “happy.”
Analysis
In this drawing, the bird nest looks like a brown wreath, as the nest is tilted as well as
bottomless. This may reflect a sense of danger and vulnerability (Francis, Kaiser, & Deaver,
2003). There are three colorless eggs inside the nest and appear to be located in an unsecure
environment. The environment looks unsecure because there is a lack of background and has
only white space. This may implicate an unconscious representation of subjective experiences in

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

34

early life with attachment figures and feeling a lack of security from important affective
relationships (Kaiser, 1996). The great amount of white space that Samantha did not use on the
paper was consistent with the participants’ BNDs in Overbeck’s (2002) study and Trewartha’s
(2004) study (Kaiser & Deaver, 2009). The tree appears to have fragile branches and the
branches are not able to hold up the nest. This may provide a sense of danger. It is consistent
with a participant in Sheller’s (2007) study who stated the branch of the tree was “thin” and “not
so secure” (p. 122). However, the tree is not dying or dead. The whole tree is drawn except the
roots. Lack of roots may suggest insecurity and inadequacy or possibly clinging for
compensatory security (Kerr, 2014). Only three colors were used in this drawing: brown, black,
and green. The green does not dominate the other colors in the drawing. There is one bird drawn
that is black and is identified by Samantha as the mother bird. The black colored bird may
suggest that it is wish to appear mysterious (Kerr, 2014). It is not flying and there is no feeding
activity seen. The entire family is not drawn, as the father is not apparent in the drawing or
discussed in the discussion. It can be assumed that the main attachment figure Samantha
identifies with is her mother. According to Kaiser (1996), these indicators as a whole may
suggest that she has an insecure or avoidant attachment style.

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

35

Figure 1: Bird’s Nest Drawing (1)
Second session
Samantha finished eating her snack in the cafeteria and prepared to come with me to the
classroom for our second session. She brought her backpack. She notified me that she did not
complete her homework. She had a lot of homework to do. I reassured her that she was capable
of finishing her homework by dismissal time. Her smiling was congruent with her response. She
looked happy. I asked her, “What are you happy about today?” She replied, “We are having a
party. Today is Ms. V’s birthday.”
I provided the directive for this session, “I would like you to draw a picture with a bird’s
nest again like you did last time.” I reviewed what she could draw in her picture this time to
make sure she understood what she could include in this drawing. This was necessary because in
the first session, she appeared unsure of what she could draw in her picture. I reassured her,
“You draw whatever you want in the picture as long as you have a bird’s nest in it.” She was
familiar with the materials placed in front of her: oil pastels, markers, and pencil with eraser.
Samantha drew her bird, nest, tree, clouds and two people in that specific order. When she

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

36

finished coloring her picture with the oil pastels, she asked, “Can I trace the images with
markers?” I replied, “Absolutely you can!” She took the markers and traced the images in her
drawing. She placed her drawing in front of me and said, “I’m done.”
Discussion and outcome
I asked her, “So what is the story you have for this picture.” She took awhile to respond.
She appeared to have some trouble coming up with a narrative. Consequently, I asked her, “Tell
me what did you draw.” She said, “This is a bird, the clouds, the nest, tree, and two people.” I
asked her, “What kind of weather is it?” I asked her this question because she colored the clouds
black. She replied, “It is sunny.” I was confused by this response. I further questioned, “It
doesn’t look sunny? Where’s the sun?” She took the pencil and was about to draw the sun, but I
let her know that she didn’t have to. She placed her pencil down. I asked her, “Why are the
clouds this color (pointing at the black clouds)?” She said, “It is nighttime.” Also I asked, “Who
are these two people?” Samantha said, “This is a boy and a girl.” I asked, “Who is older and the
younger?” She said, “This is the younger boy (pointing at the boy on the bottom corner left of
the drawing). She said that, “This is the older girl (pointing at the girl next to the boy).” I
questioned, “What are they doing?” Her response was, “They’re looking at the bird.”
When I wanted to ask questions to go deeper into the drawing such as “Why are there no
eggs in the nest?” and “What is the bird looking at?” she stopped answering my questions. She
may be resistant to answer. Or conversely, due to her developmental stage, she might not able to
comprehend the rationale for what she had drawn in her picture. I made this assumption because
when I attempted to connect the two people in her drawing to her and her brother, her facial
expression changed. She appeared confused. It is important to note that in her last bird’s nest

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

37

drawing, she had drawn a tree, nest, bird, and eggs. In contrast, this second drawing has a full
background and foreground, which appears more expressive than the previous drawing.
In this session, her drawing raises so many questions. However, I was not able to get
answers for these questions from Samantha. Also, I asked Samantha to look at some obvious
differences between her first BND drawing and this second attempt at this assessment. Again I
was unsuccessful in getting any response. She was quiet, but she did appear curious and
intrigued.
I asked her if she liked her first drawing better or the drawing she did in this second
session. She answered, “I like this one (pointing at her second drawing) better because the
pictures are bigger.” Samantha acknowledged that she was more comfortable with the materials
than the last session. When asking open-ended questions to Samantha, she seems to have more
difficulty answering these types of open-ended questions in contrast to close-ended questions.
Thus, she has difficulty fully expressing herself. I explained to her, “While you’re here, it is your
time to practice expressing yourself so you can tell teachers about how you feel and if there’s
anything wrong, the teachers are here to help you.” She appeared to understand this. I told her
she did a good job. I finished my conversation with her by asking her if she was comfortable. I
asked her, “How do you feel after this?” She replied, “Happy.”
Analysis
The second BND was significantly different from the first BND in terms of content. The
drawing has more content than the first drawing. There are three clouds that may represent her
brother, her mother, and herself, excluding her father. Clouds may suggest anxiety that is
“hanging over one’s head” and there are three clouds (Schwartz, 2014, p. 149). The nest is also
different from the first BND because in this drawing, the nest does not appear to be shaped as a

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

38

wreath. However, the egg appears to be tilted, which may suggest a sense of vulnerability. The
nest also has no eggs. This is consistent with a participant in Sheller’s (2007) study, which she
created a nest without eggs. It may implicate the inadequacy of the attachment figure to protect,
nurture, or provide. Similar to the first BND, the bird is black, nest is brown, and the tree has
green leaves with a brown trunk. The profile black bird may suggest evasiveness and mysterious
(Kerr, 2014). The tree also does not have roots in this drawing, which suggest clinging to
compensatory security or insecurity (Kerr, 2014). It also does not have branches to securely hold
the oversized nest. It may suggest a sense of danger. As Samantha has mentioned in the session
that she has a younger brother, it can be assumed that the boy and girl in the drawing are of her
and her brother. They are placed in the bottom right corner, which may suggest possible
withdrawn tendencies. The clouds are colored black. According to Samantha, the clouds are
black because it reflects nighttime in the drawing. However, this may suggest a sense of loss,
mystery, or darkness (Kerr, 2014). Overall, this drawing may also depict Samantha’s
insecure/avoidant attachment style.
Figure 2: Bird’s Nest Drawing (2)

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

39

Third session
In this third session, I attempted to engage her in sculpting the Bird’s Nest. Like usual, I
picked up Samantha from the cafeteria after she finished eating her snack. I asked her, “How are
you today?” She replied, “Good.” When we entered and sat down in the classroom, I introduced
Samantha to the new material that was placed in front of her, Crayola model magic. I had
packets of white model magic as well as a variety of primary colored model magic clay. I gave
her the choice of working with a single white color or with the variety colored packets. She
chose to work with the variety of colored clay. Samantha appeared very intrigued with the
texture and usage of the material. I demonstrated how she could combine the different colored
clay together to make a new color. For instance, I explained to her that combining red and blue
will turn purple, blue and yellow is green, and red and yellow turns orange. She experimented
with combining the different colored clay for a few minutes. She asked, “Can I make balloons?”
I responded, “Sure, but maybe next time we meet we can do that.” She nodded her head showing
that she understood.
Then I told her, “I would like you to make a sculpture of a bird’s nest using clay.” I
further explained what a sculpture is. I said a sculpted bird’s nest is “something that you can look
all around and it can stand up by itself”. I indicated to her that she could start. As she began, she
created round shapes with the colored clay and placed it on the sheet of paper that I provided. I
felt confused as I observed her making balloons. She put them onto her paper. I asked her, “Are
you making balloons? What makes you interested in making balloons?” She did not answer me.
She was most interested in how she can turn the clay into brown. I replied, “If you take some
black, red, and yellow clay, you can make brown.” For fifteen minutes, we worked together to
create the brown colored clay she wanted. When we were finally finished in making the brown

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

40

clay, she elongated the clay and took pieces of the clay to place on the paper. She shaped and
flattened it on the paper as it appears in Figure 3.
Discussion
During the last five minutes of the session, she expressed her dislike for her artwork. She
said, “I don’t like it. It doesn’t look like the way I wanted it.” I wasn’t sure how she wanted it to
look like so I told her to use her finger to outline what she imagined. I asked her, “So what is this
picture of?” She replied, “It’s a bird.”
Outcome
Samantha appeared frustrated throughout the process of making the brown colored clay.
At the end, Samantha was not able to create her envisioned Bird’s Nest sculpture. I let her know
that she can take the model magic clay off the paper. She did. Due to the lack of time, she was
not able to make a bird’s nest along with the bird. While creating the bird with the clay, she was
ripping the clay off the paper a few times to readjust it like she would with a pencil.
Unsuccessful attempt to follow this directive, she appeared to enjoy working with the model
magic clay rather than working with the oil pastels and markers. She was not able to give me a
reason why she liked the clay. She said she liked the clay because of the colors and molding and
sculpting the colored clay. This is consistent with children in a study who also responded
positively to the making Bird’s Nest sculptures because the enjoyable experience of building and
manipulation of materials (Sheller, 2007). I ended the session by saying how she did a good job
working with the clay. Also I let her know that in the next session, she would be able to make the
Bird’s Nest sculpture.

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

41

Analysis
Samantha wanted to create a bird with brown clay by making and shaping long pieces of
clay to press down onto the paper to make it look like a bird. At the end of the session, she
expressed dislike of the image and wanted to start over again in the nest session. It is difficult to
analyze this image as it is not a complete artwork and it does not reflect what Samantha had
imagined creating. Though, it is interesting that she desired to create brown clay to sculpt the
bird. Using brown for the bird may suggest fertility or reliability (Kerr, 2014).
Figure 3: Bird’s Nest Sculpture
Fourth session
When Samantha finished eating her snack in the cafeteria, we went up to our usual
classroom for our session. While walking up to the classroom, I asked her, “How are you
today?” She responded with her usual response, “Good.” Also I initiated a conversation about
her new glasses that I’ve noticed and how she liked them. Samantha smiled when I noticed her
glasses and she told me she liked them.

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

42

We arrived at our classroom and she sat in the same chair as she usually sat in the
previous sessions. I asked her, “So do you remember what we talked about what we are doing
today?” Samantha shook her head indicating “No”. I responded, “So I would like you to create a
Bird’s Nest sculpture. Do you remember what we were trying to do last week?” She shook her
head again indicating “No.” I reminded her, “Well, we were experimenting with the clay and
then we tried to make a bird’s nest by first making brown clay. But you didn’t like it at the end
so I told you that today we are going to make it the way you wanted it.” She said, “Ohhh okay”
as her face lit up indicating she remembered and understood the objective of this session. I
informed her of the directive and asked her, “Now I would like you to make a bird’s nest. Would
you like to use the brown clay we tried to make today?” She replied, “No.” I questioned her,
“What would you like to do first?” Samantha said, “The nest.” Then to help her, I asked, “What
color would you like to use then for your nest?” She replied, “Black.” I stated, “Well we have
some black clay left, is this going to be enough? (Showing Samantha the small ball of black
clay).” Samantha assured me that it was enough. As she proceeded with making the nest, I used
the white model magic clay to make something as well, with the possibility of her being less
resistant to share information about her experience as a satellite baby. In previous sessions, I sat
next to her and observed her art making process, which may have made her feel uncomfortable.
Thus in this session, I took a different approach by creating art with her to make her feel
comfortable with the hopes of Samantha being able to verbally express herself openly.
While Samantha was making the nest out of the black model magic, I was making a bird
out of the white model magic. She appeared curious and eager to see what I was making. She
asked me, “What is that?” I responded, “It’s a bird.” Immediately, she asked, “Can I have it?” In
response, I said, “Sure. Do you want to use it for your sculpture?” She said, “Yes!” However, I

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

43

wanted Samantha to use her imagination and creativity to make her own bird, so I said, “How
about you try to make your own first and if you really don’t like it, then you can use mine for
your sculpture.” She agreed with this suggestion. We proceeded with our art making. Samantha
was making the eggs with blue model magic and I was making the feet of the bird. Samantha
appeared to find it amusing when I asked her, “How many feet does a bird have? Is it supposed
to look like this?” She responded, “Two” and “Yes”.
During this process, I attempted to ask Samantha about her reverse-migration experience.
I initiated the topic to Samantha by saying, “So there are children who were born here and goes
back to China like you did. When they come back here to the U.S., they get angry with their
mommy and daddy because they don’t know whom they are so they hit and kick. How about
you? Were you also like that?” Samantha said, “After coming back to China, I used to hit mom
and dad when I got angry. I also didn’t listen to them.” This is consistent with research on
satellite babies, in which these children could be less obedient when they are reunited with their
parents in the U.S. (Kwong et al., 2009). The Bird’s Nest sculpture may have allowed her to gain
insight on what happened when she was reunited with her parents in the U.S. This may promote
the building of strengthening of a mutual connectedness (Kaiser, 1996).
I went further to ask, “How about in school? Did going to school help you listen to mom
and dad?” She responded, “Yes.” I was curious about her first experience in school in the U.S. so
I asked, “How was your first time being in school in the U.S.? Was it hard? How did you feel?”
Her response was, “Yes, I didn’t know any English. I didn’t know what teachers were saying. I
was scared. Teachers yelled at me a lot. I don’t know why.” After that, I wondered, “How about
now? How are you doing in school? Do you understand your teachers now?” She answered, “I
understand more now. I am doing okay in school. Sometimes I don’t understand.” I asked,

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

44

“What don’t you understand? Any subject you are having a hard time with?” She said, “Social
studies. It is hard to understand what is going on. Learning past events is hard.” I reassured her
that it is fine because I informed her that I had a hard time with social studies as well when I was
in elementary school.
Then Samantha was attempting to make her bird. She used the brown model magic clay
we had made in the last session to make the bird. She flattened the clay onto the table to shape it
into a bird and it was twice as big as her nest sculpture. Afterwards, she expressed her dislike
towards her sculpture and I asked her, “Do you want to use my bird for your sculpture?” She
said, “Yes.” I gave Samantha the bird that I created and she tried to make it stand on its four legs
onto the nest she created. However, the four legs on the bird were too delicate. Samantha knew it
was not going to stand so she pushed the bird down onto the nest. Then the bird looked like it
was sitting onto the nest. She pinched the sides of the clay bird making it flatter than it was
before I gave it to her.
Discussion
When she told me she finished, I asked her, “So what is the story about this sculpture?”
Like in the other sessions, she was not able to provide a narrative for the sculpture. Thus, I
adapted the question to: “Tell me about the sculpture. What did you make?” She said, “This is
the nest (pointing at the black clay) and these are the eggs (pointing at the blue round shapes that
were blended into the black clay). This is the bird (pointing at the white shaped clay).” My
response was, “Okay. Great! I’m wondering, why did you use black as the nest? You seemed to
like using black a lot as it shows in the other drawings. What does black mean to you? Weak?
Strong? Sad? Angry?” Samantha replied, “Strong.” Afterwards, I asked, “So what is the bird

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

45

doing? Are the eggs hatched or not hatched?” She said, “Bird is waiting and watching the eggs
hatch. The eggs are not hatched.”
Outcome
Samantha was satisfied with the appearance of the sculpture at the end. I asked her if she
would like to take it home, she said, “No.” I offered her a chance to paint the sculpture in the
next session and she agreed to it. With the chance of painting her sculpture, she may feel proud
about her artwork and eventually would want to take it home. In this session, Samantha was
more verbal and expressive when making the sculpture than in the previous sessions. My
approach to make artwork with her may have allowed her to open up and verbalize her thoughts,
thus in this session, she was less resistant. In addition to that, Samantha found the manipulation
of materials and being able to build something was enjoyable. This may have helped Samantha
relieve her anxiety and release an appropriate amount of energy as well (Smilansky, Hagan, &
Lewis, 1988; cited in Sheller, 2007). However, it seemed apparent throughout these sessions that
it is difficult to ask open-ended questions. This is consistent with Overbeck’s (2002) and Francis
et al.‘s (2003) studies, in which the participants had a tendency to provide brief drawing
descriptions as well (Kaiser & Deaver, 2009). When I provide different choices to answer the
questions, she is able to respond. This session was successful in which Samantha was able to tell
me more about her reverse-migration and acculturation to the U.S. experiences. Consistent with
Sheller (2007), it is found to be easier to express feelings, thoughts, and perceptions about the
caregiving experiences through the Bird’s Nest sculpture.
Analysis
A bird is apparent in the sculpture. The bird appears large in contrast to the size of the
black nest. A participant in Sheller’s (2007) study also created larger attachment figures and

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

46

expressed concern that attachment figures should be bigger in order to provide safety. The eggs
are blue. The blue color may suggest calmness or loyalty (Kerr, 2014). The nest is black, which
may reflect a womb or mystery (Kerr, 2014). The nest is sculpted flat and without edges so the
bird and eggs may fall out of the nest. Although the nest has no edges, Samantha made sure she
securely placed the bird onto the nest and placing the blue eggs into the nest so they would not
fall out. This may suggest a slight sense of vulnerability and insecurity (Sheller, 2007).
Samantha’s sense of security may be improving from the last three sessions as demonstrated by
her securely pressing down the bird sculpture and eggs onto the black nest.
Figure 4: Bird’s Nest Sculpture (unpainted)
Fifth Session
This was our final session. The goal in this session was to finish Samantha’s sculpture
that she had previously made in the fourth session by painting it. I picked Samantha up from the
indoor playground as her class was there having playtime. We walked to the classroom and I
asked, “How are you today Samantha?” Samantha said, “Good.” I further asked, “Do you have a
lot of homework? Did you finish any?” She informed me that she did not finish any homework,

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

47

but she started working on it. I asked her, “Do you know what we are doing today?” She had no
idea. I reminded her that in this session, she was painting her sculpture to finish it. Her facial
expression and verbal expression of “Ohhh” indicated that she recalled our conversation.
We arrived at the classroom and the sculpture she had made in the fourth session was
already set up on the table. I introduced the materials that were on the table: watercolor palette,
an assortment of brushes, and a cup of water. I explained how to use the materials. Then I asked
her, “What color are you planning to use to paint your sculpture?” She answered, “Brown.” I told
her that she could start. She proceeded to paint the sculpture. Samantha painted the whole
sculpture that includes the eggs, nest, and bird. The bird was painted with brown watercolor. I
found it odd that she painted the black nest and blue eggs with black watercolor because these
parts of the sculpture were already colored.
Discussion and outcome
When she finished painting, we had five minutes for discussion. To answer my curiosity
about the nest and eggs, I asked her, “Why did you color the nest and especially the eggs?” Her
response was, “I wanted to add more color to it. I painted over the eggs because the bird will
make more eggs later.” It appears that she was creating a whole new narrative for the painted
sculpture. In the previous session, she did not like her sculpture as much to take it home. After
painting her sculpture, she asked, “Can I take it home?” I was shocked and responded, “Yes, of
course! Would you also like to take your drawings home?” She nodded her head. When I asked
her how these sessions has helped her and if it helped her express herself. She said, “I feel it is
easier to express my feeling and thoughts.” Sheller found that children are able to communicate
their perceptions and feelings about the caregiving experiences through the Bird’s Nest directive.
It seemed apparent throughout these sessions, especially in session four.

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

48

Analysis
Samantha painted the previous white bird brown. Painting the bird brown may reflect
new beginnings or fertility (Kerr, 2014). It is also considered an earthy color (Kerr, 2014). The
nest and eggs are painted black. Samantha has mentioned in the previous session that black
meant strong to her. Painting the nest and eggs black may suggest mystery or a new beginning,
which is evident when Samantha mentioned that she painted over the eggs because “the bird can
lay more eggs later” (Kerr, 2014). With positive feedback and perception of the art making
experiences by Samantha, it can be implicated that she has a better sense of security and she is
willing to repair her attachment with her mother.
Figure 5: Bird’s Nest Sculpture (painted)

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

49

Chapter V
Conclusion
Anecdotal reports and some studies have recognized that “satellite babies” is a growing
phenomenon and a significant problem (Chang, 2009; Kapoor, 2011; Bohr & Tse, 2009; Kwong,
Chung, Sun, Chou, & Shih, 2009; Kwong, 2014). These past researchers investigated what were
the parents’ motivations and resulting impact behind their decision to send their children back to
China to be with extended family during their child’s early years (Bohr & Tse, 2009; Kwong,
Chung, Sun, Chou, & Shih, 2009; Kwong, 2014). However, there is limited research on how the
children feel and perceive the separation from their birth parents as infants and then coming back
to the U.S. to reunite with their birth parents and also to go to an unfamiliar school.
The main objective of this single case study was to explore how an art therapy
intervention could reduce the negative effects of the reverse-migration separation. In this case,
the BND developed by Kaiser (1996) was used as the art therapy intervention. This investigation
aimed to provide additional insight on the phenomenon as well as substantiate previous research
on the negative effects of separating from the birth parents for a few years (Bohr & Tse, 2009;
Gindling & Poggio, 2012; Kwong, 2014; Rousseau, Mekki-Berrada, & Moreau, 2001; Suarez-
Orozco et al., 2002; Maki et al., 2003). The themes and indicators in the artworks were
examined throughout the sessions based on Kaiser’s (1996) criteria. Additionally, the
participant’s perceptions and feelings about the reverse-migration separation from their parents
and the return to the U.S. to start elementary school were explored.
In this single case study, it was found that engaging in the art making process could
provide a greater sense of security for these children. For instance, Samantha progressively
demonstrated through the sessions that she have sense of security to openly explore and reflect

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

50

her reverse-migration experience as a satellite baby. This was recognized during the fourth art
therapy session. This was consistent with previous research that found children were able to
openly discuss their relationship experiences and gain a positive attitude (Sheller, 2007).
The tilted nests that were drawn in Samantha’s first two BNDs indicated that she might
have an insecure/avoidant attachment style. This is consistent throughout other studies that found
tilted nest as an indication of insecure or avoidant attachment (Kaiser, 1996; Francis, Kaiser, &
Deaver, 2003; Sheller, 2007; Kaiser & Deaver, 2009). It can be suggested that this is an
important indicator for assessing an individual’s BND. A tilted nest may suggest vulnerability, in
which the nest is not able to securely maintain the contents (i.e. eggs) within it (Kaiser, 1996;
Francis, Kaiser, & Deaver, 2003; Sheller, 2007).
Administering the Bird’s Nest sculpture directive appeared to be therapeutic for
Samantha. She responded positively to the art making process. Samantha stated that she enjoyed
manipulating the model magic clay and it was fun feeling the clay. In the first three sessions,
Samantha was guarded and did not verbalize her reverse-migration separation experience during
our discussions. In the fourth session when we were working with the model magic clay, she
seemed to feel comfortable to open up about her experience of separating from her parents
during her early years. This is consistent with Sheller’s (2007) study in which participants
reported that they enjoyed the activity because they can build something and they had fun with
the clay texture as it “feels funny, all sticky, and sweaty” (p. 125).
The bird appeared to be a significant figure in all of her artworks in this study. It
represents the mother figure in all of the artworks according to Samantha. In the first two
sessions, she created a black bird, which may symbolize a mysterious figure. Since Samantha’s
mother was absent from her life for about four years, it may be an unconscious representation of

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

51

feeling a lack of security from her mother (Kaiser, 1996). Samantha may have perceived her
mother as a stranger when she first arrived to the U.S. and met her mother at the airport (Bohr &
Tse, 2009; Gindling & Poggio, 2012; Kwong, 2014). After that, she decided to create a brown
bird instead. Samantha was not able to verbalize her reasons for changing the color of the bird.
However, it can be assumed that she sees the bird as less mysterious and more as an earthy and
motherly figure; the color brown may represent earthly qualities and fertility (Kerr, 2014).
Additionally, the father figure is absent in all of her artworks, which may suggest that
Samantha does not have a significant affective relationship with her father in contrast to her
relationship with her mother. My discussion with Samantha suggested that her relationship with
her father was not as important, “Dad work long hours and comes home late . . . Like at 9 or 11
at night . . . when he comes home, I am already asleep.” It is not typical for Chinese immigrants
to work long hours to help support the family (Ho, 1987). Due to the long work hours, the
parents are not able to bond with and discipline their children thus it creates parenting problems
as well as damaging their relationship (Bohr & Tse, 2009; Gindling & Poggio, 2012; Kwong,
2014). Creating art with Samantha was the quality time she may have needed to replace the
quality time she did not receive from her parents.
Limitations
There are significant limitations to this study. First of all, it is a single case study. The
findings from this study cannot be generalized to the greater population especially since it was
only a single subject. Secondly, the findings are subjective and can be biased because they are
my own views and perceptions. Another limitation is that when I attempted to ask open-ended
questions, Samantha appeared guarded when answering them or it may be difficult for her to
answer. To elicit responses, I asked questions that provided options of what may be her answer.

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

52

For instance, “What does black mean to you? Strong? Weak? Sad? Angry?” There is a
possibility that her answer to the question may be manipulated.
It should also be considered that the wording of the BND directive be clear and specific
(Francis, Kaiser, & Deaver, 2003). This should be considered because in the first session,
Samantha did not know what she could draw for the directive. In every session, it became a
routine to briefly review what she can include in her artworks before the art making process.
Suggestions for future research
The BND could provide valuable information to aid in the assessment and treatment of
individuals with attachment problems and gaining attachment security for satellite
babies/children. Children’s participation in studies to understand their perspectives is critical and
necessary to gain knowledge about insecure attachment patterns (Sheller, 2007). Therefore, it is
suggested for future researchers to repeat this study with satellite babies to continue to gather
findings to support the effectiveness of art therapy in reducing the negative reverse-migration
effects. By repeating the study, it will reduce the subjectivity and possible biases in this original
study. Therefore, it may increase the validity of the results of this study. The advantage of the
study is that the child’s perspective on the reverse-migration experience was examined unlike
researchers who have examined the parents’ perspectives on sending their children back to China
(Bohr & Tse, 2009; Kwong et al., 2009; Kwong, 2014). Building the research on the “satellite
babies” phenomenon will increase one’s knowledge on the negative effects of the reverse-
migration separation; in addition to how to reduce these effects in the future with art therapy
intervention, which can benefit the researchers, parents, and children.

ART
THERAPY
REDUCES
EFFECTS
CHILDREN

53

References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders
(5th ed.). Arlington, VA: American Psychiatric Publishing.
Baxter, P. & Jack, S. (2008). Qualitative case study methodology: Study design and
implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
Bohr, Y. (2010). Transnational infancy: A new context for attachment and the need for better
models. Child Development Perspectives, 4(3), 189-196.
Bohr, Y. & Tse, C. (2009). Satellite babies in transnational families: A study of parents’ decision
to separate from their infants. Infant Mental Health Journal, 30(3), 265-286.
Bohr, Y. & Whitfield, N. (2011). Transnational mothering in an era of globalization: Chinese-
Canadian immigrant mothers’ decision-making when separating from their infants.
Journal of the Motherhood Initiative for Research and Community Involvement (Special
Issue on Mothering and Migration: (Trans)nationalisms, Globalization and
Displacement), 2(2), 162-175.
Bowlby, J. (1969). Attachment and loss: Attachment (Vol. 1). New York, New York: Basic
Books, Inc.
Bowlby, J. (1973). Attachment and loss: Separation: Anxiety and Anger (Vol. 2). New York,
New York: Basic Books, Inc.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development.
New York, New York: Basic Books, Inc.
Chang, K. (2009, August 6). Don’t let your babies be satellite babies. . . [Web log post].
Retrieved from http://randomrantsbykc.blogspot.com/2009/08/dont-let-your-babies-be-
satellite.html.

Daisy Tan_thesis

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (19)

Destacado

Destacado (6)

Similar a Daisy Tan_thesis

Similar a Daisy Tan_thesis (20)

Daisy Tan_thesis