Arts Therapies In Schools: Research And Practice

Description

As arts therapists are increasingly working in schools, there is growing interest in identifying applicable therapeutic approaches and expanding on relevant research evidence. This book outlines the potential uses of music, art, drama and dance movement therapies in educational settings, and the contribution they have to make to the emotional and social development of children and adolescents. Drawing on international evidence, the book outlines a wide range of innovative applications of arts therapies across a range of settings, including mainstream classrooms, special schools and student support units. Examples of subjects covered include solution-focused brief dramatherapy groupwork in mainstream education, art therapy for children with specific learning difficulties who have experienced trauma and music therapy in special education. Particular emphasis is placed upon collaborative work, whether it be between arts therapists from different disciplines, arts therapists and teaching staff or arts therapists and researchers. "Arts Therapies in Schools" will be of great interest to arts therapists, and will also be useful to others who want to know about the potential of arts therapies in the classroom, including teachers and other education professionals, health professionals, educational psychologists, school counsellors and policy makers.

Author description

Vicky Karkou is Senior Lecturer and Programme Leader for the MSc in Dance Movement Psychotherapy at Queen Margaret University, Edinburgh, and Postdoctoral Research Fellow in Arts Therapies at the University of Hertfordshire. She has worked in mainstream and special schools as an arts therapist and teacher.

Table of contents

Introduction.; Part I - Mainstream Schools. Dance Movement Psycho/Therapy.; Chapter 1. From the Dance Studio to the Classroom: Translating the Clinical Dance Movement Psychotherapy Experience into the Classroom. Dr Suzi Tortora, Dance/Movement Psychotherapist, Dancing Dialogue, New York, United States.; Chapter 2. PEACE through Dance/Movement Therapy: The Development and Evaluation of a Violence Prevention Program in an Elementary School. Lynn Koshland, Dance/Movement Therapist and Social Worker, Salt Lake City, Utah, United States.; Chapter 3. The Labyrinth Project: Collaborative Work in a Mental Health Promotion Programme for Secondary Schools. Vicky Karkou, Queen Margaret University, Edinburgh, Scotland, Ailsa Fullarton, Art Therapist, Glasgow, Scotland and Susan Scarth, Queen Margaret University, Edinburgh, Scotland. Dramatherapy.; Chapter 4. Making Space Inside: The Experience of Dramatherapy within a School-Based Student Support Unit. Jo Christensen, Dramatherapist, Cornwall, England.; Chapter 5. Solution-Focused Brief Dramatherapy Groupwork: Working with Children in Mainstream Education in Sri Lanka. Genevieve Smyth, Dramatherapist, Edinburgh, Scotland.; Chapter 6. The Searching Drama of Disaffection: Dramatherapy Groups in a Whole-School Context. Toby Quibell, Dramatherapist, Learning Challenge, Northumberland, England. Music Therapy.; Chapter 7. Educational Music Therapy: Theoretical Foundations Explored in Time-Limited Group Work Projects with Children. Emma Pethybridge, Music Therapist, Hermandflat Hospital, Haddington, England and James Robertson, Queen Margaret University, Edinburgh, Scotland. Art Therapy.; Chapter 8. 'Give me Some Paper': The Role of Image Making as a Stabilising Force for a Child in Transition. Frances Prokofiev, Leeds Metropolitan University, England.; Chapter 9. Art Therapy in Education for Children with Specific Learning Difficulties who have Experienced Stress and/or Trauma. Unnur Ottarsdottir, The Reykjavik Academy and Art Therapy Studio, Iceland.; Chapter 10. Art Therapy in Finnish Schools: Education and Research. Paivi-Maria Hautala, University of Jyvaskyla, Finland.; Part II - Special Schools. Dance Movement Psycho/Therapy.; Chapter 11. I am Here to Move and Dance With You: Dance Movement Psychotherapy with Children with Pervasive Developmental Disorder. Hilda Wengrower, University of Barcelona, Spain. Art Therapy.; Chapter 12. The Capacity for Imagination: Implications for working with Children with Autism in Art Therapy. Fuyuko Takeda. Art Therapist, England. Dramatherapy; Chapter 13. Dramatherapy, Autism and Relationship Building. Lynn Tytherleigh, Dramatherapist, England and Vicky Karkou. Music Therapy.; Chapter 14. Music Therapy for Children with Autism in an Educational Context. Jo Tomlinson, Music Therapist, England.; Chapter 16. Unmasking Hidden Resources: Communication in Children with Severe Developmental Disabilities in Music Therapy. Cochavit Elefant, University of Bergen, Norway.; Chapter 17. Facing the Challenge: A Music Therapy Investigation in the Evidence-based Framework. Katrina McFerran, University of Melbourne, Australia and Jennifer Stephenson, Macquarie University, Australia. Conclusions. Index.