Abstract
The study explores facilitators’ experiences of the Open Studio Process (OSP) and its uses in school settings. Using a mixed method approach, the study conducted an online survey and six interviews of 27 OSP facilitators. Results underscore three general features of OSP: therapeutic rather than therapy; use for self-care; strengths and weaknesses. Facilitators also described applications, challenges, and potentials of OSP in schools. OSP emerges as a versatile preventative intervention, offering accessibility, meeting diverse needs, enhancing creativity, healing, autonomy, and self-esteem for facilitators and participants, and showing potential for use in schools. Practical implications include integrating OSP into therapeutic and educational settings. OSP exhibits promise in nurturing wellbeing and personal growth in diverse contexts, warranting continued exploration and implementation efforts.
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