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

Harpazi, Shir; Regev, Dafna; Snir, Sharon; Raubach-Kaspy, Racheli

doi:10.3389/fpsyg.2020.518304

Cited by 18 publications

(9 citation statements)

References 32 publications

(53 reference statements)

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“…Engagement with the arts as a coping mechanism under difficult circumstances was highlighted, particularly in terms of expressing emotions and feelings which are complex and cannot be easily verbalised. These findings echo existing evidence on the importance of engagement with the arts as a non-verbal communication medium and crucial therapeutic element for children’s mental health and well-being [ 22 , 46 , 47 , 48 , 49 ].…”

Section: Discussionsupporting

confidence: 83%

“…The arts were particularly important for expressing complex emotions and feelings that cannot be easily verbalised. These benefits were linked to humanistic theories [ 49 , 50 ], self-determination and self-actualisation theory [ 53 ], PERMA theory [ 52 ], and empowerment theory [ 51 ]. This study employed a novel approach to working with children, embracing all arts therapies as one research domain and setting children’s verbal and non-verbal responses at the heart of outcome evaluation.…”

Section: Discussionmentioning

confidence: 99%

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Qualitative and Arts-Based Evidence from Children Participating in a Pilot Randomised Controlled Study of School-Based Arts Therapies

2022

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(1) Background: There is limited evidence on the impact of arts therapies as a tool for the prevention of mental health difficulties in childhood. This pilot randomised controlled study aimed to investigate the impact of arts therapies on children’s mental health and well-being; the qualitative and arts-based evidence is presented in this article. (2) Methods: Sixty-two children (aged 7–10) with mild emotional and behavioral difficulties were recruited across four primary schools and were randomly assigned to either art therapy, music therapy, dance movement therapy, or dramatherapy. All children were interviewed individually after their participation in arts therapies. (3) Results: Children verbally and artistically expressed that they experienced positive changes in their mental health and well-being, such as improved self-expression, safety, empowerment, hope, and optimism for the future. The arts were particularly important for expressing complex emotions and feelings that cannot be easily verbalised. Recommendations are provided to improve the quality of group arts therapies in future interventions, such as through smaller groups, longer sessions, and strategies to protect the therapeutic environment. (4) Conclusions: This study embraced all arts therapies as one research domain and set children’s verbal and non-verbal responses at the heart of outcome evaluation. This article highlights the importance of incorporating qualitative and arts-based methods to capture changes in children’s mental health well-being in future experimental studies.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Qualitative and Arts-Based Evidence from Children Participating in a Pilot Randomised Controlled Study of School-Based Arts Therapies

2022

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“…It is particularly useful for examining topics that have not yet been explored or for a practice for which there are few theoretical foundations ( Hill et al, 1997 ). For these reasons, it is used in fields that are relatively new in academic research, such as arts therapies (e.g., Belity et al, 2017 ; Harpazi et al, 2020 ).…”

Section: Methodsmentioning

confidence: 99%

Non-Haredi Arts Therapists’ Perceptions of Therapy With Ultra-Orthodox Children

2021

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Studies have underscored the complexity of the encounter between ultra-Orthodox (Haredi) society and psychotherapy, as well as the challenges involved in developing a therapeutic relationship in cross-cultural therapy. However, there is scant research on therapy for ultra-Orthodox children, especially when it comes to arts therapies that take place in a cross-cultural setting. The current study examined the perceptions of 17 arts therapists (including visual art therapists, dance/movement therapists, psychodramatists, music therapists and bibliotherapists) who are not ultra-Orthodox, and who currently work or have previously worked with ultra-Orthodox children. Semi-structured interviews were conducted with the therapists and analyzed using the principles of Consensual Qualitative Research. The study covered four domains: (1) perceptions of the significance and objectives of arts therapy with ultra-Orthodox children; (2) the influence of the cultural difference between therapist and client on the emotional experience and the therapeutic relationship; (3) the use of arts in therapy; (4) systemic aspects. The findings indicate significant perceptual and value-based disparities between therapists and clients, which pose difficulties and challenges to all participating parties and require therapists to be highly sensitive. Aside from the difficulties, the findings suggest that this cultural difference may also have certain advantages for clients as well as therapists. The findings likewise attest to the multifaceted process of change that is taking place within Haredi society in its attitude toward psychotherapy in general and arts therapy in particular.

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“…Understanding that a negative experience working with art materials may be related to the severity and nature of the child’s behavioral problems may help cope with this challenge. In addition, evidence from previous studies suggests that this relationship has two facets, and that enjoyment of the art in therapy may become a positive anchor that has a positive effect on the child’s experience at school [ 83 ].…”

Section: Discussionmentioning

confidence: 99%

Artmaking in Elementary School Art Therapy: Associations with Pre-Treatment Behavioral Problems and Therapy Outcomes

Snir

2022

Children

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Engaging in artmaking is one of the key components of art therapy. Theoretical conceptualizations posit that artmaking is not only influenced by the mental state of the artmaker, but can also modify it. The quantitative longitudinal study reported here examined these assumptions in the context of school art therapy. Seventy-seven elementary school students in art therapy in Israel completed the Art Based Intervention Questionnaire (ABI) three times during the therapy year. Their parents and homeroom teachers reported on the students’ behavioral and emotional problems on the Child Behavior Checklist (CBCL for parents, and TRF version for teachers). The results indicated an inverse correlation between the students’ externalizing and mixed problems before starting treatment and these clients’ experiences of artmaking during the first month of therapy. A regression model for predicting gain scores on the TRF internalizing problem indices was significant, whereas the significant regression predictor was the students’ experience of artmaking at T1. These findings provide initial support for an association between the experience of artmaking and mental state, and an improvement in mental state, and are discussed in relation to the context of school art therapy.

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

Cited by 18 publications

References 32 publications

Qualitative and Arts-Based Evidence from Children Participating in a Pilot Randomised Controlled Study of School-Based Arts Therapies

Qualitative and Arts-Based Evidence from Children Participating in a Pilot Randomised Controlled Study of School-Based Arts Therapies

Non-Haredi Arts Therapists’ Perceptions of Therapy With Ultra-Orthodox Children

Artmaking in Elementary School Art Therapy: Associations with Pre-Treatment Behavioral Problems and Therapy Outcomes

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