Art therapy in schools – The therapist's perspective

Helpful and Hindering Factors in Psychodrama Field Training: A Longitudinal Mixed Methods Study of Student Development

“…The literature on school-based CAT indicates that one of the challenges that can influence the effectiveness of therapy itself and may impede the therapist’s work is role confusion ( Karkou, 2010 ; Leigh, 2012 ), as noted by the students here. As was the case for our students, studies have noted the challenges associated with changes in the location of the therapy room and outside disruptions that interfere with the safe and familiar therapeutic space, as well as school holidays, activities, and excursions that interrupt the continuity and stability of therapy ( Wengrower, 2001 ; Regev et al, 2015 ; Keinan et al, 2016 ; Belity et al, 2017 ).…”

Perceptions of Art Therapy in Adolescent Clients Treated Within the School System

“…This study examined adolescents' perceptions of art therapy in the school setting, thus contributing to previous research on art therapy in the education system from the perspective of therapists, counselors, educators, administrators, and supervisors (Regev et al, 2015;Snir et al, 2018), as well as previous studies that have examined the perceptions of elementary-school children in art therapy at school (Deboys et al, 2017;McDonald et al, 2019a). The findings were organized into five domains that emerged from the interviews: the first domain dealt with referrals and initial engagement with therapy, the second with the setting within school, the third with the nature of therapy at school, the fourth with the relationship with the art therapist, and the fifth with the impact of art therapy on the clients.…”

“…In recent years, increasing numbers of art therapists have been incorporated into the school system as part of the rise in therapeutic services offered by the education system, as well as the growth in interest and research on the school-based art therapy around the world ( Randick and Dermer, 2013 ; Snir et al, 2018 ; McDonald et al, 2019b ). Art therapy in school provides a broad support system for the client, generates an opportunity for collaboration between the various actors in the child’s life, and unlike work in private clinics, and allows therapists to engage in teamwork with teachers and staff, which helps alleviate their sense of isolation ( Regev et al, 2015 ; Snir et al, 2018 ). A recently conducted systematic review showed that the art therapy may be beneficial for children and adolescents with post-traumatic symptoms, delinquent behavior, and for those who have not been diagnosed with specific difficulties but are faced with other life challenges ( Cohen-Yatziv and Regev, 2019 ).…”

The Field of Work of the School Art Therapist and Its Unique Potential for the School’s Support Team

“…Furthermore, ascertaining the children's skills and competencies, emphasised by Kikas (2017), is aided by the art therapist's assessment and monitoring of the therapy process. When one compares school art-therapy development tasks with what was found in Israel (Regev et al, 2015), where art therapists had been working in schools for about eight years at the time of assessment, similar aspects emerge -there is still a need for raising awareness among school personnel and for increasing co-operation within schools. Since Estonia has accumulated no more than four years of school art-therapy practice, it is clearly vital to study the point of view of the students and the parents, so as to reveal where they see the benefits and possibilities of art therapy at schools as being.…”

“…Another group of Israeli researchers, Regev, Orlovich, and Snir (2015), involved 15 school art therapists in efforts to examine which aspects of the work of an art therapist needed improvement. The therapists noted a need to increase the awareness of school staff about the duties of the therapist and about the art-therapy process.…”