| Art Therapy In Schools | | | | manner can help students find alternative means of |
| Art Therapy Definition: | | | | expressing their emotions, rather than acting out by |
| Art therapy uses the creative process involved in | | | | hurting themselves, or others. |
| making art to increase self-awareness, cope with | | | | Depressed students often communicate their feeling |
| symptoms, relieve stress and traumatic experiences, | | | | more effectively through the use of art. Often this |
| and enhance cognitive abilities. Art Therapy is used to | | | | leads to the student verbally identifying feelings they |
| treat depression, anxiety, anger, and aggression, | | | | were unable express in the past, and identify |
| substance abuse, oppositional tendencies, | | | | healthier coping skills. |
| post-traumatic stress, attention deficit and | | | | Students with poor impulse control benefit from the |
| hyperactivity, self-injurious behaviors, and physical and | | | | use of art materials. Many of these students are |
| cognitive delays. | | | | kinetic learners. Talking about their choices and |
| Registered Art Therapists (ATR) are professionals | | | | consequences may not connect with these students. |
| trained in both art and therapy and hold a Masters | | | | They may hear the outcome of their behaviors, |
| degree in art therapy. Skilled in the application of a | | | | however, some are unable to fully process and |
| variety of art modalities (drawing, painting, clay, and | | | | integrate this information. Using the art materials they |
| other mediums), Art Therapists use art to treat, | | | | are able to identify choices and the outcomes of |
| assess, and conduct research, as well as provide | | | | their choices; this information is often relatable to |
| consultation to allied professionals. Art Therapists the | | | | experience they are having in the classroom or at |
| creative process to help the client identify issues, | | | | home. |
| create goals to address their concerns, and develop | | | | Students abusing substances to mask their feelings |
| objectives with the clients to meet their goals. The | | | | can use art to effectively explore their unhealthy |
| use of art materials allows the client to explore issues | | | | means of coping and how their choices impact their |
| in a safe and productive manner and allows for the | | | | lives (academically and socially). These students are |
| client to sublimate unhealthy emotions into the | | | | often in denial of the influences substances have on |
| creative process. | | | | their lives and have not learned other means of |
| Benefits of Art Therapy Within an Alternative School | | | | coping with their feelings. In the artwork they may |
| Setting: | | | | express their attachment to substances, with the |
| Most students in an alternative setting have not been | | | | development of a trusting relationship they are able |
| successful in more traditional school settings. Many | | | | to identify other means of meeting their needs. The |
| have had difficulty with relationships with peers and | | | | art images change from being centered on |
| adults and have not learned healthy social skills. As a | | | | substances to a healthy identification of self and |
| result they may see adults as a threat and use | | | | relationships with others. |
| oppositional behaviors when engaging with adults. | | | | Students with cognitive disabilities benefit from the |
| Many alternative students are kinetic learners and | | | | use of art to help enhance decision-making skills and |
| integrate information more readily while participating in | | | | mastery of the materials. During the progression of |
| an activity that reinforces the information presented. | | | | the art sessions it becomes evident through the |
| With this population, the use of art therapy reduces | | | | artwork that the student is developing cognitively. |
| the initial resistance encountered in traditional verbal | | | | This is often reflected in the art as the work |
| therapy. | | | | becomes more developmentally advanced through |
| Issues of anger and aggression can be diffused | | | | the use of form and schematic development. |
| through the use of appropriate art materials. | | | | Individuals with physical disabilities also benefit from |
| Students prone to self-injurious behaviors can use | | | | the use of fine and gross motor skills during the art |
| the art materials as a means of exploring control | | | | making process. |
| issues. The act of discharging feelings in a safe | | | | |