What is an Art Therapy Approach? Part 1 - Setting up Activities and Intervention. 1 Uses. 2 Grouping. 3 Other Considerations. 4 Monitoring Outcomes and Reviewing Aims. 5 Introducing the Session. 6 The Approach. 7 Choice of Materials. Part 2 - Activities Using an Art Therapy Approach. 8 Introduction. 9 Feelings: Mood Pictures; Feelings; Happy Box; Trunk of Things That Upset Me; Images of Contrasting Feelings. 10 Self: Autobiography; Past/Present/Future; Star Trek; Safe Places; Me Ideas; Patchwork Quilt; Inside/Outside Portraits; I am...; What I Like About Me. 11 Bullying/Harassment/Conflict: Our Rights; Why Do People Bully? Role Play in Art; Feeling Good and Confident; Proud of Myself; Make it Better; What Happened; Friendship; Overcoming; Feel Like/Can Do. 12 Body Image; What the Papers Say; Map of Myself; Body Pictures. 13 Group Building: Describe and Draw; Beautiful Garden; Fruit Salad; Follow the Leader; Consequences. Part 3 - The Art Therapy Approach in Action. Examples 1 - 11.
Art therapy approaches that can be used by non-art therapists to address behavioural difficulties in children
Carol Ross is a teacher and registered art therapist. She has worked for many years in London schools and higher education on behaviour management, equal opportunities and pastoral issues, and has published extensively in these areas. She currently works with children with emotional and behavioural diffulties for Islington Learning Support Service
Carol Ross has produced a compact and easily assimilatable book of
activities and interventions using an art therapy approach. The
text is copiously illustrated with examples of art work produced by
children involved in the project. Clearly identifiable as a 'what
to do' and 'how to do it' manual, the book is likely to be of
appeal to busy professionals desirous of accessing the ideas
without ploughing through pages of dense print. The book deserves
support for the variety of ideas presented [...] many of which may
be useful to counsellors and therapists. -- Psychotherapy and
This collection of materials would be an excellent addition to the resources of all primary, special and secondary schools in promoting the personal and social development of children and young people. -- Jean French, Adviser for Personal, Social and Health Education, Islington.
Perhaps the greatest strength of Something to Draw On is its broad applicability to children of varying abilities, and with differing problems. She suggests that activities for the entire class use a thematic, curricular context. The author's work in schools clearly demonstrates the value of art therapy for all children, regardless of whether or not they have been identified as having emotional problems. Something to Draw On is a practical resource, useful to both art therapists and others, such as educators and counsellors, who are seeking alternative methods of working with students, as well as trying to determine the role of art therapy in schools. Ross's approach is to integrate art therapy into the educational curriculum, thereby promoting the use of art therapy to deal with a wide spectrum of problems. -- American Journal Of Art Therapy
Something to Draw On could be used as dip-into book for any professional carer -- Inscape