A model for art therapy in educational settings with children who behave aggressively

This paper presents a model for improving the effectiveness of individual art therapy with children who behave aggressively. It addresses two major challenges. First, these children often present the therapist with several dilemmas, such as how to respond when faced with symbolic or direct expressions of aggression, and how to establish a treatment relationship when clients arouse strong emotions in the therapist. Second, when working in educational settings, art therapists often question whether they should strive to integrate themselves into the school and, if so, what should be their role with teachers and parents?The model presented here emerged from a phenomenological study that included a survey of a large sample of Israeli art therapists and in-depth follow-up interviews with two sub-samples of therapists, who treated aggressive children and whose cases showed the most and least improvement. The study, which focused on the relation between treatment outcomes and therapists’ practices, perceptions, and experiences, yielded a conceptual model for effective treatment. The model highlights the dual principal of conveying acceptance and directing toward change, which is applied on three levels: the child, teachers and parents, and the therapist. The paper presents the model and suggestions for its implementation.