Primary-school-based art therapy: a review of controlled studies

ABSTRACT

This study aims to review controlled studies on the effectiveness of primary-school-based art therapy to assess quality, synthesise findings and make informed suggestions for future research. A systematic review was undertaken using database/hand searches, PICOS inclusion/exclusion criteria and the Downs and Black Checklist for Measuring Study Quality. A descriptive synthesis was used to present findings. Out of 201 found, only four papers met the inclusion criteria. Art therapy was reported as having a significant positive impact on some outcomes (classroom behaviour; Oppositional Defiant Disorder; Separation Anxiety Disorder) and non-significant greater gains towards Locus of Control. One paper reported no significant impact on outcomes but maintained scores for self-concept compared to a significant decrease for no intervention. Quality of studies was assessed to be between the 3rd and 5th quintile of possible scores on the Downs and Black Checklist. The studies provided important evidence of some positive effects and no negative effects. Benefits were reported for children struggling with classroom behaviour, Oppositional Defiant Disorder, Separation Anxiety Disorder, Locus of Control and self-concept. The lack of harm reported is also an important finding. However, to evidence clinical effectiveness, there is an urgent need for further robust research.

KEYWORDS:

• Art therapy
• primary-school-based
• schools
• school-based
• education
• children
• outcome-based
• research
• evidence-based

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Alex McDonald, SRA’sT (Art), MRes (Clinical Research), has worked as an art therapist with children, young people and families since 2005. Alex now also enjoys supervising, teaching and researching art therapy. Alex is affiliated with the School of Health Sciences, City, University of London, UK and is currently social media officer and tutor at the British Association of Art Therapists.

Nicholas StJ Drey, PhD, is a senior lecturer in Health Services Research at the Centre for Health Services Research, School of Health Sciences, City University of London, focusing on quantitative methods and research ethics. Previously he worked in academic roles in the Department of Midwifery (City University London) and the Department of Public Health Medicine, School of Medicine, University of Southampton. He has also worked in the NHS in the Public Health Department of Wessex Regional Health Authority.