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ABSTRACT
Background: Learning Disabled (LD) adults commonly experience barriers accessing the same services as non-disabled adults. Communication issues may also contribute to difficulties forming relationships, leading to increased loneliness and isolation. Art therapy groups can help to counter social isolation, providing opportunities to creatively explore challenges within a therapeutic relationship.
Context: This paper describes the development of online art therapy during the Novel Coronavirus 2019 (COVID-19) pandemic. Using social media, an online group was developed from an existing studio group for LD clients at risk of isolation. Participants continue to take part and have consented to their images and viewpoints being used.
Approach: Primarily influenced by studio models of art therapy, the original approach used is an enabling, art-based approach. After transitioning into online art therapy, art making remains central to the process and intersectionality and the role of touch are explored.
Outcomes: Participants of the online group consistently engage, sharing creative responses via the social media platform, WhatsApp. Ongoing participation is perceived as a positive sign and members predominantly agree the adaptation is helpful, however, challenges gathering feedback have arisen.
Conclusions: The use of online art therapy in an accessible format enables the group to continue accessing support during the pandemic. The variety of communication methods available on WhatsApp allows participants to remain included.
Implications for research: Further research is required to establish whether this approach could be used as a template for other LD services and other client groups.
Plain-language summary
This paper describes the introduction of an online art therapy group to support young Learning Disabled adults during the COVID-19 pandemic. Online sessions were adapted from an existing studio art therapy group, in which five members met fortnightly in an artist community, with sessions facilitated by two art therapists and a support worker.
Prior to the pandemic, Learning Disabled adults likely already had fewer opportunities to socialise. As a result, they may experience greater loneliness and social isolation. Communication issues and difficulties using technology also contribute to their widespread digital exclusion. In an ever-increasing digital era resulting from the pandemic, Learning Disabled adults are at higher risk of mental health issues. Hosting online sessions using the familiar and accessible social media platform, WhatsApp, allows our existing structure and aims to remain largely the same. This creates some sense of consistency in surreal and challenging circumstances.
We describe the theoretical approaches which influenced our original model before outlining perspectives which inform and shape our online work. The practicalities of setting up the online group are summarised and online sessions are described with reference to artworks, emerging themes and the benefits and challenges which have arisen. Participants’ views are included, with our observations around the challenges of obtaining feedback with this client group.
In conclusion, this paper describes how our approach and the creation of a virtual art therapy studio in absence of an actual studio environment may allow Learning Disabled clients to remain included, connected and supported during a global crisis.
More accessible evaluation strategies are needed to establish how effective this model is and further projects may suggest whether this online approach could be replicated with other groups, both LD and other client groups.
Acknowledgements
Firstly, heartfelt thanks must go to all members and their families, for their ongoing participation and feedback. Thanks also to Flisan Beard and Vroni Nietzold for supervising the project, and Alice Palmer for supporting our members. Special thanks to Corrina Eastwood, John Fulton and James D West for their inspiration, encouragement and support.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Gillian W. Datlen began her career as an art educator working in Secondary Schools with adolescents with Extended Additional Support Needs and Social, Emotional and Behavioural Difficulties. Gillian now works as a Lecturer in Further Education and as an Art Therapist. She has worked in paediatric and refuge settings and predominantly works with adults with Learning Disabilities and physical conditions. Email: [email protected]
Chiara Pandolfi has a background in using the arts to promote education and wellbeing in different contexts including museums, after school clubs, community centres and in supported living. She works as an Artist and Art Therapist in South London schools. She currently works for Place2Be and in private practice. She has previously worked in charities with people of all ages and SEN Schools. Chiara has significant experience working with people of different ages with Learning Disabilities and Physical Conditions. Email: [email protected]