Holding and creating: A grounded theory of art therapy with 0–5-year-olds

Abstract

This research utilised grounded theory methodology to explore the current clinical experiences of art therapists who work with young children, formulating an art therapy frame that currently does not exist. Following a series of focus groups with art therapists who have worked extensively with 0–5-year-olds, additional written and creative responses were collected and further clarified the emergent theoretical frame. This theoretical frame posits art therapy as a modality that offers both creativity and structure, a dialectic integration that responds to identified issues at the early stages of life while combating pressures to over-standardise treatment.

Keywords:

• Art therapy
• early intervention
• young children
• zero to five
• grounded theory

Acknowledgements

The author is grateful to Eliza Pfister, Kari Rehman, Joyce Yip-Green, Shyanne Grandi, Brooke Bender, Joyce Ahn, Genia Young and Saira Masood Crawford, Theresa Grame, Aseye Allah, Emily Brozyna and several therapists who wish to remain anonymous, whose art therapy experiences with our youngest clients made this research possible.

Additional information

Biographical details

Einat S. Metzl, PhD, LMFT, ATR-BC is a licensed marital and family therapist (MFT) and a registered art therapist (ATR). She is a therapist in private practice, an assistant professor at Loyola Marymount University's graduate Marital Family Therapy/Art Therapy programme, and a mother of two incredible young beings. Einat is committed to expanding art therapy research and bridging the current paradigms about mental health, the use of art making and social justice.