Art Therapy in Primary Schools
I am not working in schools at present as I have chosen to centre my practice on adults with a later diagnosis of neurodiversity. I have experience working in pre-school, primary and secondary schools as well as for a child and family service. Art Therapy supports children to communicate and learn about; feelings emotions, thoughts, and experiences. Art Therapy uses processes, activities and materials familiar to children, centred on creativity and play.
Within schools I have worked with staff and parents to identify individual and group needs including; emotional, behavioural, and physical difficulties as well as religious, cultural or language barriers alongside family and environmental concerns.
Who might Art Therapy benefit?
Art Therapy sessions and treatment are planned to meet client’s individual emotional, therapeutic and basic ‘being’ needs through the therapeutic process, art making and the art object.
What do un-met ‘being’ needs look like in children?
- Difficulty regulating emotions unable to calm and sooth themselves
- Unable to keep themselves safe – to signal distress or ask for help
- Unaware of own needs.
- Untrusting of relationships – difficulties making friends
- Low self esteem
How do un-met ‘being’ needs present in children?
- Hyper-arousal response – oppositional; running away, hitting, spitting, swearing, shouting, throwing objects, kicking
- Hyper vigilant – anxious, increased heart rate and breath
- Dissociative response – avoidance – psychological and emotional flight; compliant, withdrawn, inward focused, detached, numb, low heart rate, rhythmic self-soothing movement.
How can we meet ‘being’ needs in Art Therapy?
As an Art Therapist, I support children and clients to regulate their emotion and make sense of their experiences through the therapeutic process, art making and the art object. Within the sessions I draw on child development and attachment theories.
What to expect from me as an Art Therapist.
As an Art Therapist, I aim to offer:
Professional integrity, practice and fitness to practice including; respect towards clients, reasonable care and criminal offence disclosure.
To promote equality and diversity, maintain a therapeutic framework and boundary.
To promote safe and equal access to therapeutic opportunities, whilst protecting individual rights, abiding by and adhering to key legislation, policy documents, rules and guidance of HCPC and regulatory bodies.
To maintain a safe, confidential and supportive space.
Practice clear communication with client’s, children, parents and professionals.
Promote and encourage appropriate behaviour and respect for others.
Model professional behaviour including organisational, communication and inter-personal skills.
Maintain accurate and up to date records.
Undertake regular supervision and continued professional development.
Wherever possible to ensure the safety and well-being of clients, students, staff and other professionals.
Sensory Circle 