Schools

Art therapy works particularly well with children for they are often more comfortable at expressing themselves through art materials than through words. If a child has a limited vocabulary art therapy can be a more viable form of communication than talking.

I provide an assessment and referral service for schools to enable them to access placements for Child and Adolescent mental health Services (CAMHS).

Many behavioural issues that affect classroom time stem from emotional issues that are too frequently disruptive to both the child and the school. Unless the root of the symptom is addressed these behaviours can become unmanageable for the child and school. Art therapy is recognised to be a useful tool for schools as it provides a safe holding space during the period of engagement. Parental consent is required from the outset of any therapeutic intervention. At the end of therapy a clinical report is provided by the art therapist for the school and any relevant agencies.

Why might a child be referred?

  • Problems in relationships with others
  • Difficulty in naming/expressing feelings
  • Mental health problems
  • Coping with loss and/or change (e.g. transitions from primary to secondary school, divorce and bereavement)
  • Understanding sexuality issues
  • Physical or sexual abuse
  • Eating disorders
  • Relational issues such as Autism and Asperger’s Syndrome

Some long-term benefits of art therapy are re-engagement with the curriculum, a reduction in anti-social behaviour and the exploration of social care and child protection issues.

I am registered with both the HCPC (Health Profession Council) and BAAT (British Association of Art Therapists). I have enhanced DBS checks for working with children which are regularly updated. The Artling service provides a tailor made package for the individual needs of a school.

  • The Service offers a free informative, interactive and visual presentation/workshop on art therapy.
  • The duration of therapy can be as short as 10 weeks or as long as required.
  • The support provided can be individual/group or a combination of the two. (Sessions are timetabled by the school to ensure the minimum disruption to the curriculum and can also be before and after school hours).
  • Directive and non-directive approaches can be used depending on needs of child.
  • A choice of male or female therapist.
  • Parental involvement is encouraged from the outset. I am available to see parents/guardians.
  • Artling structures its work to complement teaching and specialist support such as behaviour management and learning support.