Arts Therapies in Schools: Research and Practice

Arts Therapies in Schools: Research and Practice

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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.

Product Details

ISBN-13: 9780857002099
Publisher: Kingsley, Jessica Publishers
Publication date: 11/15/2009
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 288
File size: 2 MB

About the Author

Katrina McFerran is Senior Lecturer in music therapy at the University of Melbourne, Australia. She specialises in music therapy with adolescents, and her clinical work spans a range of community and institutional settings, from palliative care to mental health and special education. Katrina has worked with a wide range of teenagers, including those struggling to cope with bereavement, substance misuse, homelessness, mental illness, chronic illness and a variety of disabilities.
Jo Tomlinson has been working as a music therapist in schools in Cambridgeshire, UK, for over 15 years. She was involved in setting up the music therapy service for Cambridgeshire Music in 1995, and was head music therapist from 2001 – 2005.

Table of Contents

Introduction. Part I - Mainstream Schools. Dance Movement Psycho/Therapy.1. From the Dance Studio to the Classroom: Translating the Clinical Dance Movement Psychotherapy Experience into a School Context. Dr Suzi Tortora, Dance/Movement Psychotherapist, Dancing Dialogue, New York, United States. 2. PEACE through Dance/Movement Therapy: The Development and Evaluation of a Violence Prevention Programme in an Elementary School. Lynn Koshland, Dance/Movement Therapist and Social Worker, Salt Lake City, Utah, United States. 3. Finding a Way Out of the Labyrinth Through Dance Movement Psychotherapy: 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. 4. Making Space Inside: The Experience of Dramatherapy within a School-Based Student Support Unit. Jo Christensen, Dramatherapist, Cornwall, England. 5. Solution-Focused Brief Dramatherapy Group Work: Working with Children in Mainstream Education in Sri Lanka. Genevieve Smyth, Dramatherapist, Edinburgh, Scotland. 6. The Searching Drama of Disaffection: Dramatherapy Groups in a Whole-School Context. Toby Quibell, Dramatherapist, Learning Challenge, Northumberland, England. 7. Educational Music Therapy: Theoretical Foundations Explored in Time-Limited Group Work Projects with Children. Emma Pethybridge, Music Therapist, Herdmandflat Hospital, Haddington, Scotland and James Robertson, Queen Margaret University, Edinburgh, Scotland. 8. 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. 9. 'Give me Some Paper': The Role of Image Making as a Stabilizing Force for a Child in Transition. Frances Prokofiev, Leeds Metropolitan University, England. Part II - Special Schools. 10. I am Here to Move and Dance With You: Dance Movement Psychotherapy with Children with Autism Spectrum Disorder and Pervasive Developmental Disorder. Hilda Wengrower, University of Barcelona, Spain. 11. Dramatherapy, Autism and Relationship Building: A Case Study. Lynn Tytherleigh, Dramatherapist, England and Vicky Karkou. 12. The Capacity for Imagination: Implications for working with Children with Autism in Art Therapy. Fuyuko Takeda. Art Therapist, England. 13. Music Therapy for Children with Autism in an Educational Context. Jo Tomlinson, Music Therapist, England. 14. Unmasking Hidden Resources: Communication in Children with Severe Developmental Disabilities in Music Therapy. Cochavit Elefant, University of Bergen, Norway. 15. Facing the Challenge: A Music Therapy Investigation in the Evidence-based Framework. Katrina McFerran, University of Melbourne, Australia and Jennifer Stephenson, Macquarie University, Australia. Summary and Conclusions. The Contributors. Index.

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