The secret lives of art therapists: An exploratory study about the nature of the work that art therapists do in schools.

摘要

This exploratory interview study examined the nature of work art therapists do in schools, their perceived effectiveness, and organizational experience. The eight participants were credentialed art therapists employed in New York State public schools as social workers, counselors, occupational therapists, and art or special education teachers. Although not employed as art therapists, all indicated using art therapy in their work and perceived that it facilitated students' social and emotional growth, improved behavior, and academic progress. From their perspective, art therapy theories and philosophy informed all aspects of their work.;The art therapists directly used art therapy in group and individual sessions, for crisis intervention and prevention, bereavement and family counseling, substance abuse problems, exploration of social and emotional issues, vocational training, conflict resolution, fostering cultural/community awareness, and supporting students' goal setting and self-evaluation. They also reported using art therapy when offering professional development for school staff.;The theories and philosophies of art therapy also informed their work as they supported academic and mental health curriculum and influenced their evaluations and grading practices, their choice of materials, their design of programs and work space, record keeping, and classroom management style. Regarding effectiveness, findings were consistent with prior research. The art therapists described identifying children at risk through analyses of art; addressing and resolving social and emotional issues; encouraging behavioral change; and supporting the development of cognition and learning. Inspired by art therapy philosophy, the art therapists emphasized individualism and the development of autonomy and personal creativity which supported effectiveness.;Within the school, while there was a reluctance to talk about art therapy openly, once people became aware of their work, attitudes were positive and colleagues frequently sought their advice about working with challenging students. Existing literature on the use of art therapy in schools focuses primarily on the development of programs and time-limited interventions. This study adds to that literature by providing descriptive portraits of art therapists employed in these different roles. It is a unique study in its focus on the actual work that art therapists do in public schools.