Developing an online art therapy group for learning disabled young adults using WhatsApp

Abstract

ABSTRACT Background: Learning Disabled (LD) adults commonly experience barriers accessing the same services as non-disabled adults. Communication issues may also contribute to difficulties forming relationships, leading to increased loneliness and isolation. Art therapy groups can help to counter social isolation, providing opportunities to creatively explore challenges within a therapeutic relationship. Context: This paper describes the development of online art therapy during the Novel Coronavirus 2019 (COVID-19) pandemic. Using social media, an online group was developed from an existing studio group for LD clients at risk of isolation. Participants continue to take part and have consented to their images and viewpoints being used. Approach: Primarily influenced by studio models of art therapy, the original approach used is an enabling, art-based approach. After transitioning into online art therapy, art making remains central to the process and intersectionality and the role of touch are explored. Outcomes: Participants of the online group consistently engage, sharing creative responses via the social media platform, WhatsApp. Ongoing participation is perceived as a positive sign and members predominantly agree the adaptation is helpful, however, challenges gathering feedback have arisen. Conclusions: The use of online art therapy in an accessible format enables the group to continue accessing support during the pandemic. The variety of communication methods available on WhatsApp allows participants to remain included. Implications for research: Further research is required to establish whether this approach could be used as a template for other LD services and other client groups. Plain-language summary This paper describes the introduction of an online art therapy group to support young Learning Disabled adults during the COVID-19 pandemic. Online sessions were adapted from an existing studio art therapy group, in which five members met fortnightly in an artist community, with sessions facilitated by two art therapists and a support worker. Prior to the pandemic, Learning Disabled adults likely already had fewer opportunities to socialise. As a result, they may experience greater loneliness and social isolation. Communication issues and difficulties using technology also contribute to their widespread digital exclusion. In an ever-increasing digital era resulting from the pandemic, Learning Disabled adults are at higher risk of mental health issues. Hosting online sessions using the familiar and accessible social media platform, WhatsApp, allows our existing structure and aims to remain largely the same. This creates some sense of consistency in surreal and challenging circumstances. We describe the theoretical approaches which influenced our original model before outlining perspectives which inform and shape our online work. The practicalities of setting up the online group are summarised and online sessions are described with reference to artworks, emerging themes and the benefits and challenges which have arisen. Participants’ views are included, with our observations around the challenges of obtaining feedback with this client group. In conclusion, this paper describes how our approach and the creation of a virtual art therapy studio in absence of an actual studio environment may allow Learning Disabled clients to remain included, connected and supported during a global crisis. More accessible evaluation strategies are needed to establish how effective this model is and further projects may suggest whether this online approach could be replicated with other groups, both LD and other client groups.