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Dissertation
School-based art therapy models in the U.S.: characteristics, facilitators and barriers
Doctor of Philosophy (Ph.D.), Drexel University
Jun 2021
DOI:
https://doi.org/10.17918/00000818
Abstract
Background: Models of school-based art therapy range widely across the nation, as they are implemented through varied formats to meet diverse educational needs. Since the 20th century, school-based professions have been formally established in educational settings through legislative, legal, and professional advocacy. The advancement of school-based art therapy in the United States lags behind the progress noted by these other school clinicians and school-based art therapy as practiced internationally, limiting the potential for more students to receive arts-based mental health intervention. Methods: This sequential explanatory mixed methods study aims to identify characteristics as an initial effort to support the advocacy efforts towards national implementation. Survey findings from graduate trained school-based art therapists (n=103) are reported. Collected survey data aims to identify barriers and facilitators in relation to mapped characteristics. Qualitative data collected from semi-structured interviews were integrated with survey responses (n=103) to better explain the findings. Results: Key characteristics describing the variances in the education setting, position, intervention format, collaboration, and administration of school-based art therapy models are shared. These findings create a national landscape of prevalent characteristics and practices. Notable facilitators included knowledge to facilitate, translate, assimilate, and substantiate art therapy in educational settings and effective practices to collaborate with stakeholders. Barriers included limitations in licensing, funding, time, advocacy, and the broader demands for outcomes. Practical guidelines for collaboration are explored. These efforts are best supported through acquired skills termed in this paper as "strategic knowledge bases." Implications: The identification of key characteristics gleaned from current models can inform recommendations for effective expansion of art therapy in schools. Understanding the nuances of what facilitates and restricts the implementation of school-based art therapy in different geographical regions may yield greater knowledge towards its national advancement.
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Details
- Title
- School-based art therapy models in the U.S.
- Creators
- Marygrace Berberian-Hutchinson
- Contributors
- Girija Kaimal (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 292 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- Creative Arts Therapies; College of Nursing and Health Professions; Drexel University
- Other Identifier
- 991015241980404721