The Relationship of School Art Therapy and the American School Counselor National Model

Abstract

Art therapists must overcome systemic challenges in order to continue to provide art therapy services in U.S. public schools. An understanding of how art therapy programs fit within the national standards of the American School Counselor Association (ASCA) and the ASCA National Model may help in this effort. This review article compares recently published literature on school art therapy with the guidelines set forth in the ASCA National Model. School art therapy programs can meet the core beliefs, philosophies, and missions that are currently identified with school counseling programs; however, evidence-based research is needed to validate school art therapy as an effective intervention.

Acknowledgments

Editor's Note: Nicole M. Randick, MA, ATR-BC, LPC, is a doctoral student in the Counselor Education and Supervision Program at Governors State University, University Park, IL, and the program director for the Alternative School Programs for Abraxas Youth and Family Services. Shannon B. Dermer, PhD, is an Associate Professor and Chair of the Division of Psychology and Counseling at Governors State University, University Park, IL.