ART THERAPY IN THE SCHOOLS

RESOURCE PACKET FOR SCHOOL ART THERAPISTS

Updated Version
2003

American Art Therapy Association

 TABLE OF CONTENTS

Preface…………………………………………………………………………. 3

Sample Job Description……………………………………………………….. 4

Sample Job Specifications……………………………………………………. 6

Identifying Students for Art Therapy………………………………………… 10

Recommended Procedures for Art Therapy………………………………….. 11

Appendix: Sample Forms and Related Information

Referral Form for Art Therapy Assessment………………………….. 13

Confidentiality Issues in School Art Therapy………………………... 14

Release Forms……………………………………………………….. 15

Art Therapy Assessment Form……………………………………… 16

Art Therapy Goals and Short-Term Objectives…………………….. 17

Art Therapy Year-End Progress Report Form……………………… 19

 PREFACE

This resource packet is an updating of a packet originally developed by Barbara

Shostak and Nancy Schoebel. Updating was a project of the AATA Publications
Committee and was undertaken by Annette Shore and Frances Kaplan of that committee.
Special thanks go to Janet Bush who lent her considerable expertise in order to advise
this undertaking.

This packet is intended as a resource for school art therapists, those wishing to
become school art therapists, and school administrators. Student and professional art
therapists will find it a useful resource in meeting the educational and social/emotional
needs of students. Administrators will find it a valuable reference regarding art therapy
as a related educational service. The material provided here may also be adapted to suit
the needs of art therapists working under specific state department of public instruction
rules and regulations or under a particular school district’s educational policies.

Note that art therapists working in a school setting provide services that are not
limited to special education students. Art therapy services should be available to any
student who needs assistance – for whatever reasons – in making the most of their
educational experience. Also, it is assumed that art therapists interested in becoming
school art therapists will need to meet the basic educational and credentialing standards
of all art therapists, as well as acquiring any specialized training for school employment.
For information on standards for art therapy education, contact

American Art Therapy Association

1202 Allanson Road
Mundelein, IL 60060-3808
Fax: 847-566-4580
E-mail: arttherapy@ntr.net
Web: www.arttherapy.org

For information on criteria for art therapy credentialing, contact

Art Therapy Credentials Board

3 Terrace Way, Suite B
Greensboro, NC 27403-3660
Toll free number: 877-213-2822
Fax: 366-547-0017
E-mail: info@atcb.org
Web: www.atch.org
 SAMPLE JOB DESCRIPTION

POSITION:
School Art Therapist

QUALIFICATIONS:

Master’s Degree in Art Therapy from an accredited institution of higher learning that
adheres to the standards for art therapy education established by the American Art
Therapy Association (AATA)

And/or

Professional Credentials (ATR or ATR-BC) awarded by the Art Therapy Credentials

Board (ATCB).

DUTIES AND RESPONSIBILITIES:

Plans, organizes, and develops an ongoing art therapy program designed to meet the
individually assessed special needs of school aged children and the goals of the school.

Establishes criteria for referral to art therapy.

Administers art therapy assessments to referred students to determine eligibility for

service.

Develops individualized goals and objectives for each referred student, based upon
information concerning the student’s emotional, perceptual, cognitive, physical, and
social level of functioning gleaned from the art therapy assessment procedure and from
the student’s case history.

Documents results of the assessment in a narrative report, including recommendations for

treatment and individualized goals and objectives.

Incorporates the student’s art therapy goals and objectives in the individualized
education/treatment plan (IEP) if the student is in exceptional student education.

Implements treatment plan by providing individual and/or group services for the student.

Re-assesses student at appropriate intervals, changing treatment plan or IEP as indicated.

Evaluates and documents effectiveness of treatment plan for student, citing strategies and
techniques used in striving toward specified objectives in a narrative report, at least on an
annual basis.

Participates in ongoing staff meetings with interdisciplinary treatment team, collaborating

with significant participants involved in case management.
Communicates progress and results of art therapy services to educational staff, related
service providers, parents, and when appropriate and approved, to other professionals
treating the student.

Participates in IEP conferences if student is a special education student.

Conducts inservice presentations and otherwise participates in staff development

activities for school personnel.

Performs administrative tasks such as maintaining records, materials, and equipment;

requisitioning supplies; and organizing the art therapy room.

Continues to maintain and develop own professional competency.

Supervises art therapy interns and engages in individual or collaborative research as

indicated.

Assists in other departmental activities and duties as required.

 SAMPLE JOB SPECIFICATIONS

POSITION TITLE

School Art Therapist

Related Service Personnel

SUPERVISOR

Master’s or doctoral level mental health, educational or related professional (e.g. school
psychologist or principal)

PURPOSE

Art therapy, as a related service in a school, is designed to meet the individually assessed
special needs of students in order for these students to access and benefit from education.

RATIONALE

Art therapy services are designed to assist the student in benefiting from education by
enhancing the student’s potential for learning. Art therapy can facilitate appropriate
social behavior and promote healthy affective development so that the student can be
more receptive to academic involvement and can realize social and academic potential.

SUMMARY OF POSITION

The art therapist is responsible for evaluating, planning, and implementing individualized
treatment programs for both individuals and small groups of students according to the
principles and practices of art therapy.

QUALIFICATIONS

Art therapy related services are provided by a professional who holds a master’s degree
in art therapy from an accredited institution of higher education and/or who is
professionally credentialed by the Art Therapy Credentials Board (ATCB).

SALARY REQUIREMENTS

Salaries for school art therapists shall be commensurate with salaries for master’s level
certified teachers and other master’s level credentialed related service providers. Salaries
for art therapists shall be influenced by the possession of credentialing accorded by
ATCB and scaled according to the number of years experience in the field.
CASELOAD

The art therapist/student ratio is based upon the individual needs of the school program.
One art therapist per 18-20 students per week, in individual and small group sessions, is
recommended as a maximum individual caseload. The ratio may vary depending on the
following:

1. Type of art therapy services provided

a. art therapy assessments
b. individual sessions
c. small group sessions
d. class-size sessions
e. consultation service
f. supervision of other art therapists

2. Length of art therapy sessions

a. 60 to 90 minutes for diagnostic procedures
b. 30 to 60 minutes per individual session
c. 45 to 60 minutes per small group session
d. variable time per consultation
e. variable time per supervisory task

3. Length of professional day

a. full-time employee
b. part-time employee
c. part-time consultant

4. Available facilities
a. separate art therapy room fully equipped
b. no designated art therapy room

5. Scheduling factors
a. students’ individualized schedules
b. special education teachers’ schedules
c. other related service providers’ schedule
d. art therapist’s schedule

6. Assessed needs of student(s)

a. cognitive functioning
b. emotional functioning and overall level of personality development
c. level of physical maturity and functioning
d. social behavior
e. academic functioning

7. Age and developmental level of student

8. Availability of art therapy interns

RESPONSIBILITIES

1. Administer art therapy assessments of referred students for eligibility.

a. Use of formal art therapy procedures to assess student’s eligibility for art
therapy services, including the assessment of the student’s cognitive,
social/emotional, and physical levels of functioning.
b. Assess student’s difficulties and strengths.
c. Document assessment results within the appropriate time frame.

2. Prepare and develop an annual individualized treatment plan for eligible students.
a. Include art therapy goals and short-term objectives.
b. Develop appropriate and suitable activities for achieving the goal, and guide
the student in participating in the individualized program.
c. Document progress, ongoing recommendations, and goals and objectives.

3. Implement treatment plan.

a. Schedule art therapy sessions for individuals and/or groups of students as
specified in the plan.
b. Structure the art therapy milieu for effective treatment.
c. Provide art therapy treatment program according to the goals and objectives
outlined in the plan.

4. Engage in effective documentation.

a. Acquire and preserve written permission from parents or legal guardian(s) for
art therapy services.
b. Maintain documentation of student’s attendance.
c. Maintain documentation of art therapy sessions including process and content
of artwork, verbalizations, and behavior.
d. Submit narrative reports on monthly, quarterly, and/or annual basis as
assigned.
e. Maintain student’s artwork in manner to insure confidentiality.
f. Submit written assessment results, treatment plans, progress notes, and
narrative reports according to school standards.

5. Engage in effective oral communication.

a. Participate in interdisciplinary staff meetings.
b. Consult with classroom teacher, staff psychologists, and other related service
providers regarding case management.
c. Consult with student’s parents or legal guardian(s).
d. Participate in special education IEP conferences and/or other related student
review meetings.

6. Develop art therapy program.

a. Identify target student populations.
b. Establish and maintain art therapy program objectives and protocol.
1. Re-evaluate and re-assess effectiveness of program on a periodic basis.
2. Render appropriate adjustments based on outcomes of evaluation.
c. Represent the art therapy program at professional meetings and conferences.
 d. Clarify the theory and practice of art therapy to administration, faculty, related
service providers, parents, and students. Present theoretical and practical
aspects of art therapy to outside professional and lay groups.
e. Identify needed resources, such as
1. additional staff (part-time, full-time, or consultant art therapists).
2. equipment (kiln, paper cutter, easels, etc.).
3. materials (paints, crayons, paper, etc.).
4. space (private art therapy room).
5. time (for charting, other documentation, and consulting).
6. inservice training, workshops and presentations.
7. team planning and coordination.
8. interdisciplinary consultation.
9. administrative support.

7. Adhere to and maintain high standards for safety within the facility.
a. Participate in all fire drills as specified in school manual.
b. Report accidents as specified in school manual.
c. Demonstrate proper purchase, use, handling, and maintenance of art therapy
supplies and equipment to insure cost effectiveness of program.
1. appropriate purchase of supplies and equipment that conform to standards
of safety established by school and art therapy program.
2. proper storage, maintenance, and handling of toxic, flammable, and
otherwise dangerous art supplies.
3. proper handling and maintenance of art equipment such as scissors, kiln,
etc.
d. Report defective supplies and equipment and remove such items from
circulation for repair or disposal.

8. Promote a professional atmosphere and maintain a professional demeanor.

a. Recognize and adhere to student’s rights and entitlements. Respect student’s
right to confidentiality.
b. Maintain art therapy credentials with the ATCB.
c. Promote and engage in continuing educational endeavors.
d. Favorably represent the art therapy program to the school and the community.
e. Maintain availability to other staff members as a resource person.
f. Promote and engage in professional research endeavors that demonstrate the
value of art therapy in schools.
 IDENTIFYING STUDENTS FOR ART THERAPY

How can eligible students who need supportive, related services like art therapy
be identified? It may not be practical for the art therapist to assess every student being
screened for special services. Therefore, one must rely upon referrals from professional
colleagues. This is not a problem as long as those professionals are familiar with art
therapy and can recognize the kind of student who could benefit from such an experience.
But art therapy is often misunderstood or confused with related fields, and as a result,
suitable candidates may be overlooked. Ongoing education of other school staff
members and provision of a handout of characteristics or indicators will be helpful to
school staff.

The following should be kept in mind when attempting to assess the suitability of
a student. This list is not definitive but is offered to highlight common indicators for art
therapy candidates.

A. Serious emotional or traumatic experience associated with environment outside

school.
1. crisis in home
2. death of significant other
3. parental separation, divorce, or remarriage
4. serious physical or mental ailment
5. physical or psychological abuse or neglect
6. substance abuse

B. Behavior problems manifested in school.

1. excessive absences
2. adjustment difficulties
3. peer pressure
4. poor peer interactions
5. difficulty with authority figures
6. academic failure

C. Other observable manifestations of behavior

1. chronically irritable/depressed/angry
2. withdrawn/nonverbal/language barriers
3. excessively verbal/over-intellectual
4. disruptive/destructive/aggressive
5. poor motivation
6. insecure/lacking self confidence
7. cries easily/shows inappropriate affect
8. poor body image
a. reflected in human drawing
b. reflected in how student situates self in physical space
9. excessive use of fantasy
10. often expresses self through art
11. confused sexual identity
 RECOMMENDED PROCEDURES FOR ART THERAPY

A. ART THERAPY AS COMPONENT OF STUDENT SERVICES

1. Parents or school staff request an art therapy evaluation. (This may occur as
part of initial determination of eligibility for a program such as special
education or after placement in a special education program, or it may be
based on other specific needs.)
2. Art therapist conducts art therapy assessment and makes recommendations.
3. Student team determines eligibility of students for art therapy services.
4. For eligible special education student, art therapy is written into the IEP based
on the information disclosed in the documented art therapy assessment. For
regular education student, art therapy is written into student services plan.\
5. Content of art therapy program component may include:
a. student’s current level of functioning
b. statement of art therapy goals and short-term objectives
c. statement of art therapy as a related service
d. commencement date and anticipated duration of art therapy services
e. length and frequency of individual and/or group sessions
f. description of service provider (art therapist)

B. IMPLEMENTATION OF ART THERAPY PROGRAM

1. The art therapist implements the treatment plan based on goals and objectives
of the IEP (for special education) or goals and objectives of student services
plan (for regular education)
2. The art therapist selects the methods, materials, and environmental structure
necessary to accomplish the goals and objectives.
3. The art therapist monitors and modifies the treatment plan as needed.

C. ART THERAPY PROGRAM REVIEW

1. Annual (or other scheduled date) review of progress is conducted.

2. Review is documented in an art therapy narrative report.
a. Progress attained and strategies used in treatment are detailed.
b. Recommendations regarding continuation or termination along with any
necessary revision of goals and objectives are included.

D. STUDENT ANNUAL REVIEW MEETING

1. Art therapist attends an annual review meeting for each student in order to
present progress and continued eligibility for art therapy services and to
answer any questions regarding the individualized art therapy program. The
forum may be an IEP meeting or student services team meeting.
2. The art therapist attends review meetings to determine appropriateness of
pending referrals to the art therapy program.
 APPENDIX

SAMPLE REFERRAL FORM FOR ART THERAPY ASSESSMENT

To:_________________________________ Date:_______________________

Title: Art Therapist Referred by:_________________

Title:_______________________

_____________________________ is recommended for an art therapy evaluation

because of the following (please use the space below to describe any emotional
difficulties, behavior problems, or related factors that seem relevant).

In addition, this student may be eligible for art therapy because (check all that apply):

_____(a) This student often expresses self through art.

_____(b) This student appears to have difficulty expressing self verbally.

_____ ( c) This student does not seem to be a good candidate for verbal therapy.

_____(d) Art therapy adjunctive to verbal therapy may be beneficial for this
student.
 APPENDIX

CONFIDENTIALITY ISSUES IN SCHOOL ART THERAPY*

A. RECORDS

Under no circumstances may a student be identified by name, address, or other

specific information which may disclose the person to the public. Simply giving
age and sex may be sufficient to identify the student. All records of art therapy
treatment in the school setting must remain confidential.

B. ART WORK

Under no circumstance may any student’s products of art therapy be displayed

without the written consent of the student’s parent(s) or legal guardian(s).
Consent must be in the form of specific use of the product, date, place and
purpose of the display. Any accompanying written information accompanying
the display of art therapy products must also conform to these stipulations.

C. PHOTOGRAPHING ART WORK

Written consent should be obtained to photograph student art work for any
purpose including:

a. presentation at professional conference

b. inservice presentations
c. research
d. exhibitions
e. reproduction in articles for publication
f. video tapes
g. film

* See AATA Ethics Document (1/10/01) for further information on these issues.
 APPENDIX

SAMPLE RELEASE FORMS

PRESENTING A CASE STUDY

Authorization for Presentation

I, the undersigned parent or legal guardian, do hereby give my consent for my

child,________________________________, to be the subject of a paper presented
at_________________________________, taking place on_____________________. I
understand that my child’s identity will be protected and that information that would lead
to the identification of my child or his/her family will not be revealed. Slides of my
child’s art work will be included in the presentation and a paper based on the presentation
may appear in published proceedings or in a professional journal.

Signature of Parent/Legal Guardian_________________________ Date:____________

EXHIBITING ART WORK

Authorization to Exhibit Art

I, the undersigned parent or legal guardian, do hereby give my consent for the exhibition
of art completed in art therapy by my child, __________________________, subject to
the condition that he/she will not be identified by name on any art objects. I understand
such exhibition my be used for inservice presentations or other educational or research
purposes at__________________________school.

Signature of Parent/Legal Guardian__________________________Date:_____________

PHOTOGRAPHING ART WORK

Authorization to Photograph Art

I, the undersigned parent or legal guardian, do hereby give my consent for the
photographing of art completed in art therapy by my child,
______________________________, subject to the condition that he/she will not be
identified by name on any art objects, slides, of photographs thereof. I understand these
photographs or slides may be used for inservice presentations or other educational or
research purposes at_________________________________school.

Signature of Parent/Legal Guardian__________________________Date:_____________

 APPENDIX

ART THERAPY ASSESSMENT

Note: This procedure should be completed as necessary and at least once every
three years while the student is serviced.

Documenting the Assessment Procedure:

Procedures for art therapy assessments vary and can include both structured and
unstructured tasks employing a variety of media. Documentation of the assessment
should include: relevant identifying information, reason for referral, materials, procedure
used, descriptions and findings of art work and recommendations. Art therapist’s should
use instruments required by their schools and or those instruments deemed appropriate
for school populations.

Sample Art Therapy Assessment Form

Student:_____________________________ Date(s) of Assessment_______________

DOB:_______________________________ Art Therapist________________________
School______________________________

Reason for Referral: Most frequently, reason will be to establish eligibility of art therapy
or related services for student.

Materials: List of materials available during assessment session.

Procedure: Description of procedure used

Assessment Results: Description of the art products in the order created, including what
the child said about each piece and behavior while creating it.

Discussion and Summary: Discussion surrounding interpretations of formal qualities of

art, thematic content, child’s verbalizations, behavior, etc. Include a summary of
student’s strengths and weaknesses.

Recommendations: Statement of eligibility for service and reasons why. If

recommending art therapy, state the frequency and duration of sessions and whether
individual or group. Include recommendations for family, educational, and social
activities if appropriate.

Goals and Objectives: Propose art therapy goals and short-term objectives based on
issues identified under discussion.
 APPENDIX

ANNUAL ART THERAPY PROGRESS REPORT FORM

Note: This report may be completed once a year to document student progress. It
may be completed just prior to the IEP meeting if the student is in special education
or at the annual student services team meeting. If the student is in regular
education, art therapists should use instruments required by their school or those
instruments deemed appropriate for school populations. Preferably, the instrument
used in the initial art therapy assessment should be used for this progress report.
The results should be summarized.

Student:______________________________ Treatment Period:___________________

DOB_____________________________Art Therapist:___________________________

School_______________________________

Annual Goals:

Short Term Objectives:

Progress and Strategies: (A synopsis of the course of treatment for the period in question,
usually the school year, citing specific areas of improvement relevant to the goals and
objectives and the therapeutic strategies involved in achieving this progress. Include a
comparison of results from initial art therapy assessment and the results of the procedures
used in this re-assessment.)

Recommendations for Next Year: (Make recommendation for either continuation or

termination of service. If continuing, briefly outline treatment plan along with goals and
objectives.)

_______________________________________
Art Therapist’s signature and credentials
 APPENDIX
SAMPLE ART THERAPY GOALS
I. GOALS ARE
A. Relatively broad in scope and present desirable long-term changes.
B. Written from the perspective of student’s behavior
C. Specify the outcome that will be observed if treatment is successful.
D. Based on assessment findings and written in order of priority of addressing
problems.
E. Realistic and achievable given student’s strengths and weaknesses.
F. Generally formulated for achievement within one school year.
G. Often formulated to address four areas:
1. cognitive growth
2. emotional regulation
3. social behavior
4. physical development

II OBJECTIVES ARE
A. Narrower in scope than goals
B. Statements of one or more measurable steps taken to reach a particular goals
C. Individualized and realistic
D. Used to evaluate successful achievement of goals

III EXAMPLES OF GOALS AND OBJECTIVES

A. Promoting cognitive growth
1. Goal: Through the process of art therapy the student will demonstrate
improved cognitive functioning.
2. An associated objective: The student will broaden repertoire of graphic
symbols by 50% within 12 weeks.

B. Promoting emotional regulation

1. Goal: Through the process of art therapy the student will develop a better
regulation of emotions.
2. An associated objective: The student will improve frustration tolerance by
persisting with an art task after experiencing difficulties within 6 weeks.

C. Improving social behavior

1. Goal: Through the process of art therapy the student will evidence a
broader repertoire of adaptive interpersonal behaviors.
2. An associated objective: The student will participate in cooperative art
projects during 75% of the opportunities presented in group art therapy
within 8 weeks.

D. Facilitating physical development

1. Goal: Through the process of art therapy the student will demonstrate
improved sensory-motor skills.
2. An associated objective: The student will demonstrate 50% improvement
in eye-hand coordination by accurately filling outlined spaces with color
within 6 weeks.