Date of Award

2022

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Child, Family, and School Psychology

First Advisor

Cynthia E. Hazel

Second Advisor

P. Bruce Uhrmacher

Third Advisor

Gloria E. Miller

Fourth Advisor

Shannon Sliva

Keywords

Counseling, Mental health, School psychology, Therapeutic art, Wellness

Abstract

The purpose of this study was to investigate the impact of a training experience on the use of therapeutic art-making for school psychologists, with a focus on how to incorporate these concepts into their school-based mental health practice. Therapeutic artmaking includes the use of visual art activities (drawing, painting, clay, and collage) with specific therapeutic intent. Although there are examples of art therapists providing inschool therapeutic art-making services to support the mental health needs of students, there is far less information regarding the use of therapeutic art-making by school-based mental health providers, including school psychologists. This single case study explored the effect of a training on the use of therapeutic arts in school psychologists’ counseling practice, specific to Tier 2 (targeted) and Tier 3 (intensive) levels of support, and how this training influenced practitioners’ knowledge base, their conceptualization of their counseling practice, and their beliefs around how therapeutic art-making may enhance student wellness. General attitudes around the use of therapeutic art-making in school psychology were also explored. School psychologists were trained in basic aspects of art therapy, with a focus on how these ideas can be integrated into their existing counseling practice to support the mental and behavioral health of students. Results indicated positive perceptions around the use of therapeutic art in school psychology, particularly in augmenting talk therapy, allowing for increased student self-expression, and enhancing mind-body connectivity. Particular benefit around the opportunity to participate in sample therapeutic art-making experiences within the training sequence was reported. Participants found the emphasis on integration into commonly used counseling modalities promoted accessibility, and all indicated they would recommend this training sequence to other providers. Visual art samples, including works created by the participants during sample activities and reaction art created by the researcher throughout the course of the study, were incorporated into the findings as artistic modes of data representation.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Alexandra G. Manion

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

310 pgs

Discipline

Psychology, Therapy

Download



Share

COinS