Processes of change in school-based art therapy with children: A systematic qualitative study

ABSTRACT

Although theoretical processes of art therapy with children have been suggested, they have lacked a systematic research basis. This systematic qualitative study explored children’s school-based one-to-one art therapy in order to create a theory of change. Across two primary schools, 14 children were interviewed individually, as were their parents, teachers and art therapists (total N = 40). All children had received art therapy within the previous 12 months. Children completed an art activity to aid the interview process. Interview data were analysed using grounded theory methodology. The analysis generated a preliminary model with three components. ‘Component 1—school context’ highlights the systemic nature of art therapy as well as its mystique to those not directly involved. ‘Component 2—core model’ describes art therapy as individualised and child-centred. Art-doing and making were considered central to children’s expression and developing understandings. ‘Component 3—change and no change’ describes the connection between identifying therapy aims and perceiving change. Recommendations are that art therapy be considered for children struggling to verbalise their difficulties; that therapists focus on therapeutic experiences being fun and enjoyable for the child, as well as embedded within the child’s system; and lastly that clear target problems are identified at the start of therapy.

KEYWORDS:

• Art therapy
• primary school
• children
• grounded theory
• qualitative

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Rachel Deboys is a clinical psychologist working in London. Rachel works within a specialist National Health Service (NHS) team supporting children and young people with moderate to severe learning disabilities. Rachel recently completed her doctorate in clinical psychology at Canterbury Christ Church University. Prior to doctoral training, Rachel worked with children and young people and their families, in the UK and abroad, within education and health settings. She is particularly interested in raising awareness of mental health issues among education professionals, and delivered a very successful Targeted Mental Health in Schools project in west London.

Sue Holttum is a senior lecturer at the Salomons Centre for Applied Psychology, Canterbury Christ Church University. She also acts as the research officer for BAAT. Sue teaches research methods on the doctorate in clinical psychology and the masters in cognitive behavioural therapy (CBT), and supervises doctoral research in clinical psychology and art therapy.

Karen Wright is a senior art psychotherapist at Sussex Partnership NHS Foundation Trust. She has a private practice offering supervision and also works in education. Karen is the chair of the Canterbury sub BAAT group, and founded the Social Justice in Art Therapy group after jointly developing a practice enhancement activity and resource hub for art psychotherapists in partnership with Canterbury Christ Church University. She is in the second year of a PhD at Goldsmiths University. Karen has jointly authored and published on critical praxis, feminist and intersectional approaches to art psychotherapy.