Information Resource

About Art Therapy and Schools*

esearch on the use of art therapy in schools is sparse. Advocates suggest it is an innovative
R way to help children who are manifesting learning or emotional problems. They stress that
schools enable art therapy to be provided with equity of access, flexibility, and
personalization. They propose integrating art therapy into school counseling, art education, special
education services, and after school programs (see Exhibit).

What is Art Therapy?

Wkipedia notes that “Definitions of art therapy vary due to its origins in two fields: art and
psychotherapy. It can focus on the art-making process as therapeutic in and of itself (‘art as therapy’)
or it can be ‘art in therapy’ (art psychotherapy).”
The American Art Therapy Association (2011) states:
"Art therapy is a mental health profession in which clients, facilitated by the art therapist,
use art media, the creative process, and the resulting artwork to explore their feelings,
reconcile emotional conflicts, foster self-awareness, manage behavior and addictions,
develop social skills, improve reality orientation, reduce anxiety, and increase
self-esteem. A goal in art therapy is to improve or restore a client's functioning and his or
her sense of personal well-being. Art therapy practice requires knowledge of visual art
(drawing, painting, sculpture, and other art forms) and the creative process, as well as of
human development, psychological, and counseling theories and techniques."

How Do Art Education and Art Therapy Differ?

In schools, the intent of art education is to develop knowledge, skills, and attitudes about art. With
specific respect to producing art, the emphasis is on what is produced and not the experience of
creating the work. Some have stressed that art education focuses on the art, rather than on the
individual producing the art.
In contrast, the intent of art therapy is treatment. Art therapy focuses on the individual and uses the
act of creating art as a therapeutic process. The underlying intervention rationale is that, because art
is a form of nonverbal communication, it facilitates expression of unconscious and conscious
thoughts and feelings. The act of creating art in and of itself is seen as having a therapeutic effect.
In addition, the therapist can use the product as a stimulus in efforts to help address personal factors
that may be impeding a student's learning, performance, and general functioning.
Art therapy has also been used as part of efforts to assess underlying problems. Professional art
therapists can also contribute to the professional development of teachers and student support
personnel by clarifying how art can be therapeutic and can promote healthy student development.

*The material in this document was culled from the literature and drafted by Jessica Neighbors as part of
her work with the national Center for Mental Health in Schools at UCLA. Key references used are cited
in the reference list at the end of the document.
The center is co-directed by Howard Adelman and Linda Taylor and operates under the auspices of the
School Mental Health Project, Dept. of Psychology, UCLA, Phone: (310) 825-3634
Email: smhp@ucla.edu Website: http://smhp.psych.ucla.edu Send comments to ltaylor@ucla.edu
Feel free to share and reproduce this document
Exhibit

Examples of Integrating Art Therapy into Schools

School Counseling. Advocates stress that art therapy is an easier form of communication
for children than talking and that counselors can focus on this aspect of art therapy to
help some students. To use art, counselors need to learn how to integrate art
therapeutically into counseling. In using art, they need to emphasize process over product
and clarify the potential benefits to the student. It has been suggested that art therapy fits
nicely into the American School Counselor Association’s national standards.

Art Education. When it comes to promoting social and emotional development and
overcoming social and emotional problems, art classes have long been seen as playing a
key role. Advocates see integrating art therapy into such classrooms as enhancing that
role. This is viewed as particularly important when schools have sparse resources and
few trained personnel for addressing social and emotional concerns. Art classes also are
seen as a venue for mainstreaming those special education students designated to receive
art therapy as a related service.
In integrating art therapy into the art education curriculum, the focus is on using
various class activities to facilitate social and emotional development and to help when
barriers to such development are encountered. This includes ensuring a positive
classroom climate (e.g., one that stresses empathy, warmth, mutual respect) (a) in the
process of teaching, (b) in exploring content, and (c) whenever activity involves student
creative self-expression as a focal point for fostering therapeutic impact. In addition, art
educators can collaborate with others, such as school counselors, school psychologists,
teachers, and administrators, in addressing specific concerns within a school.

Special Education. What evidence there is suggests it is not uncommon for schools to
specify art therapy as a related service in a student’s Individual Education Plan (IEP). In
such cases, an art therapist usually is involved in assessing whether the student is likely
to benefit from art therapy, collaborating with IEP teams to set specific objectives, and
documenting progress.

After School. After school approaches vary greatly. Some are open to all, others are for
special students; some are fee-based, others are free; some are offered every other day,
others are once a week. Here examples of a few programs that are described online:

• Art Expression Incorporated (Pittsburg, PA): Fully funded and inclusive; uses
art therapy in a group setting to accomplish generalized goals for any student
who wants to participate (Gain Important Education Outcomes).

• CREATE Arts Center, SmART Kids (Montgomery County, MD): Fee-based

with scholarships when needed. At-risk students referred by the school
(CREATE Arts Center).

• Children's After School Treatment Services (Bergen County, NJ): No cost to

at-risk referred students. Offers art therapy, play therapy, and recreation.
(Children's After-School Treatment Services – C.A.T.S).

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What Benefits Might be Accrued from Art Therapy?

Art therapy is described as having the potential to help any child experiencing learning, behavior,
and emotional problems. It is emphasized that it opens up a nonverbal form of communication for
those who have a hard time communicating their thoughts and feelings (e.g., young children, those
who are shy and withdrawn, those with limited vocabulary, those who have been traumatized). It
is described as having the potential to help all youngsters to better know their emotions, know
themselves, and cope with obstacles during pivotal developmental stages of life.

Some studies report findings suggesting that children asked to draw while they talk about their
experiences reveal more information than children who merely talk about their experiences. Such
findings are interpreted as showing that drawing reduces children’s anxiety, anger, and fear, allows
for a stronger connection with the interviewer, helps them organize their communications, and
increases memory retrieval.

Art therapy can be integrated with other therapeutic approaches (e.g., cognitive behavioral therapy,
training in social skills and for problem solving, systematic desensitization) to facilitate cognitive,
social, and emotional outcomes (e.g., better problem solving, reduced stress and acting out,
increased coping mechanisms, reconstructed maladjusted thinking patterns, increased prosocial
behavior, increased self-control),

Concluding Comments

At a time when there is a renewed interest in the role of art in enhancing school
climate, facilitating social emotional development, addressing barriers to learning
and teaching, and re-engaging disconnected student, it is relevant to think about
how art therapy fits. At the same time, it is essential to remember that few schools
can afford to add an art therapist as yet one more professional specialist. As with
all mental health interventions, art therapy should be viewed as embedded into a
unified and comprehensive system of student and learning supports.

References Used
Albert, R. (2010). Being both: An integrated model of art therapy and alternative art education.
Art Therapy 27, 90-95.
American Art Therapy Association (2011). Gain important education outcomes: Implement a
successful art therapy program within k-12 schools. Alexandria, VA: Author.
http://www.americanarttherapyassociation.org/upload/toolkitarttherapyinschools.pdf
American Association of School Administrators (2014). Asthma: building capacity among
school system leaders to address childhood asthma.
http://www.aasa.org/content.aspx?id=186
Bull, S. & O'Farrel, K.. (2012). Art therapy and learning disabilities: "Don't guess my
happiness" New York: Routledge.
Case, C. & Dalley, T. (1990). Working with children in art therapy. London: Routledge.

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Children's After-School Treatment Services (C.A.T.S). (nd). County of Bergen: Department of
Human Services, Division of Family Guidance.
http%3A%2F%2Fnjbergencounty.civicplus.com%2FDocumentCenter%2FView%2F178
CREATE Arts Center (2014). What's Happening at CREATE! Silver Springs, MD: Author.
http://www.createartscenter.org/community-outreach/smartkids/ .
Dunn-Snow, P. & D'Amelio, G. (2000) how art teachers can enhance art-making as a
Therapeutic experience: Art therapy and art education. Art Education 53, 46-53.
Eaton, L.G., Doherty, K.L., & Widrick, R.M. (2007). A review of research and methods used to
establish art therapy as an effective treatment method for traumatized children. The Arts in
Psychotherapy, 34, 256-262.
Howie, P., Prasad, S., & Kristel, J. (2013). Using art therapy with diverse populations: Crossing
cultures and abilities. Philadelphia: Jessica Kingsly.
Kahn, B.B. (1999). Art therapy with adolescents: Making it work for school counselors.
Professional School Counseling 2, 291.
Malchiodi, C. A. (2001). Using drawing as intervention with traumatized children. TRAUMA
AND LOSS: Research and Intervention 1, 2-14.
Malchiodi, C.A. (2003). Handbook of art therapy. New York: Guilford.
Malchiodi, C.A. Art therapy and health care. New York: Guilford.
Montgomery, D., & Rogouin, P. (2013). Something to say: Success principles for after-school
Arts programs from urban youth and other experts. New York: The Wallace Foundation.
http://www.wallacefoundation.org/knowledge-center/arts-education/Community-Approaches
-to-Building-Arts-Education/Documents/Something-to-Say-Success-Principles-for-Afterscho
ol-Arts-Programs.pdf
Orr, P. P. (2007). Art therapy with children after a disaster: A content analysis. The Arts in
Psychotherapy, 34, 350-361.
Randick, N.M., & Dermer, S.B.. (2013). The relationship of school art therapy and the American
School Counselor National Model. Art Therapy, 30, 30-35.
Rubin, J.A. (2001). Approaches to art therapy: Theory and technique. 2nd ed. NY:
Brunner/Mazel.
Stuckley, H.L., & Nobel, J. (2010). The connection between art, healing, and public health: A
review of current literature. American Journal of Public Health, 100, 254-263.
Ullmann, P. (nd). Art therapy and children with autism: Gaining access to their world through
creativity. Arlington, VA: American Art Therapy Association.
http://www.arttherapy.org/autismtoolkit/ullmann.pdf
Van Meter, M.L. (2010). Art therapy and special education. Arlington, VA: American Art
Therapy Association. http://www.arttherapy.org/upload/toolkittexas.pdf .
Wadeson, H. (2010). Art psychotherapy (2nd ed.). Hoboken, NJ: John Wiley& Sons, Inc.

More Art Therapy Resources

>Art Therapy. http://www.internationalarttherapy.org/ .

>Art Therapy at DMOZ. http://www.dmoz.org//Health/Professions/Art_Therapy/

>Art Therapy in Schools Program Exhibition Showcases: The Work of NY City's At-Risk
Children. http://steinhardt.nyu.edu/site/ataglance/2013/11/art-therapy-in-schools-
program-exhibition-showcases-the-work-of-new-york-citys-at-risk-children.html

>National Alliance of Specialized Instructional Support Personnel (NASISP). Art Therapy

Services & Resources. http://nasisp.org/Descriptions.html .