Abstract
Research in School-Based Art Therapy has been widely discussed in recent years, and the number of studies that examine staff perceptions and the special characteristics of art therapy within the education system has risen considerably. The current study explored the critical issue of adolescent clients’ perceptions of art therapy in school, from their point of view as clients. The methodology and data analysis were conducted according to the principles of Consensual Qualitative Research (CQR). The sample was composed of 12 adolescent clients, aged 14–18 (M = 16), who took part in in-depth semi-structured interviews. The findings were organized into five domains that emerged from the interviews: referrals and initial engagement with therapy, the setting within school, the nature of art therapy at school, the relationship with the art therapist, and the impact of art therapy on these clients. The analysis revealed that although some participants initially agreed to art therapy because it got them out of class and let them have fun instead, they realized after a period of time of art therapy that they were engaged in a personal and emotional process focusing on them which allowed them to express their feelings without the fear of judgment. Participants at times used the word “mother” to describe their relationship with the art therapist, and stated that the presence of the art therapist at school made them feel safer and helped them deal with day-to-day problems. School-based art therapy was seen as having specific advantages according to the participants. Having a therapeutic hour during a stressful school day was considered to give these students an opportunity to relax, and the art therapy room was perceived as a shelter. In addition, when the therapist was perceived as a supportive figure, the whole school experience tended to be perceived as supportive or enabling greater acceptance.
Highlights
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)
This study examined adolescents’ perceptions of art therapy in the school setting, 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
Summary
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). Effective involvement of the school system, including support from the educational staffs and parents, can contribute to the reductions in risk behaviors (Wang and Fredricks, 2014). This suggests that school may constitute an important place for identifying children and youth at risk, or those facing difficulties, and may be a setting that can provide them with appropriate early treatment (Dunne et al, 2017)
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