Journal article
Characteristics of School-Based Art Therapy in the United States
Art therapy, pp 1-9
06 Apr 2026
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Models of school-based art therapy range widely. School-based professions were established through legislative, legal, and professional advocacy. The advancement of school-based art therapy in the United States lags behind the progress noted by other school professionals and school-based art therapy as practiced internationally. This sequential explanatory mixed methods study aims to identify characteristics to support the advocacy efforts toward national implementation. Survey findings from school-based art therapists (n = 103) are reported. Characteristics describing the education setting, position, format, collaboration, and administration of school-based art therapy models are shared. Disparities in implementation based on state licensing and funding impact the effective inclusion of art therapy in schools. Current models provide recommendations for the expansion of art therapy in schools. Highlighted strategies establish clear parameters for art therapy intervention and encourage effective collaboration with staff and parents. Understanding the nuances of school-based art therapy models may yield greater knowledge toward its national advancement.
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Details
- Title
- Characteristics of School-Based Art Therapy in the United States
- Creators
- Marygrace Berberian (Corresponding Author)Girija KaimalIkuko AcostaDonna BettsAbby E. DoughertySherry W. Goodill
- Publication Details
- Art therapy, pp 1-9
- Publisher
- Taylor & Francis
- Number of pages
- 9
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Creative Arts Therapies
- Web of Science ID
- WOS:001733429600001
- Scopus ID
- 2-s2.0-105035167602
- Other Identifier
- 991022172845604721
UN Sustainable Development Goals (SDGs)
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Source: SDGs in the Output
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychology, Clinical