School based Art Therapy & the ASCA National Model

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1 School based Art Therapy & the ASCA National Model An Adlerian Approach for Enhancing Resilience in High Risk Youth Nicole Randick MAT, ATR-BC, LPC Doctoral Student Governors State University Elizabeth Gardner MA, LPC Art Therapist Naperville Bridge School

2 Objectives Describe the special demands of working with high-risk youth. List three art therapy interventions to help build resilience in high-risk youth based on the PBIS model. Describe three areas in which an art therapy program can fit within the ASCA National Model for schools.

3 High Risk Youth High-risk youth are those from an at-risk environment whose choices make it highly likely that they will be overtaken by their circumstances. Under resourced neighborhood Minority youth Ages Engagement in serious criminal and violent behavior and/or lower-level offenses that may not necessarily include violence.

4 Risk Factors YOUTH: associating with antisocial peers Low educational aspirations, and low commitment and attachment to school Alcohol/drug consumption Low self esteem Abuse Low maternal attachment FAMILY: Family instability family conflict pro-violent parental attitudes Single-parent home ENVIRONMENT Drugs are prevalent Economic deprivation High crime rate Low graduation rate Low income community

5 Resiliency Resilience: Resilience refers to positive adaptation of a system during or following significant disturbances. Resiliency: Resiliency refers to the individual characteristics and personal attributes to be able to bounce back and overcome Focus is on the external (interconnectedness) and the internal (self-adapting)

6 Benefits of Art Therapy in Schools Brief-time limited Here and Now Nonjudgmental Safe/ caring environment Client controlled creativity Feelings are communicated safely Ability to focus on future and strengths internally as well as visually

7 ASCA National Model Four Domains Foundation Delivery System Guidance Curriculum Individual Student Planning Responsive Services Systems Support Management System Accountability

8 Bridging the Gap Art therapy School-based American School Counseling Association ASCA National Model (2003) Positive Behavior Interventions and Support (PBIS)

9 Goals The academic, social and emotional school counseling goals mirror those of art therapy increasing self-esteem increasing self-confidence self-advocacy developing coping skills healthy risk taking promoting healthy communication increasing social interest

10 Foundation Art therapy interventions can help support and strengthen student competencies that make up the foundation of a school counseling program. Improvement in one area effects another (Baskin et al., 2010) Academic Academic anxiety (Gibbins, 2010) Middle school transition (Spier, 2010) Career Sense of self (Wallace-DiGarbo & Hill, 2006) Personal/Social Social skills (Sutherland et al., 2010)

11 Adlerian Principles Human developmental stages Using strengths-based art therapy interventions The challenge for professional school counselors An example of hierarchical learning (Nicolle, 1994) based on Adlerian psychology includes: 1. Understanding of self and others 2. Empathy skill development 3. Communication skills 4. Cooperation skills 5. Responsibility skills

12 Adlerian Goals Four goals of misbehavior Attention Power Revenge Display of inadequacy Positive Behavior Attention Involvement/contributing Autonomy and selfresponsibility Justice and fairness Acceptance of other people s opinion

13 Art Therapy Increases Social cooperation Social skills; pro-social choices self-esteem/self confidence Reflection of feelings Connection with student Selfreflection/exploration Encouragement Decreases Stress Helplessness Hopelessness Anxiety Anger/Aggression Being stuck aggression

14 Delivery System The delivery system involves four separate, but integrated, components that outline methods of interventions. Guidance Curriculum Weekly lesson plans (Froeschle and Riney, 2008) Individual Student Planning Technology based (Nelson, 2010) Responsive Services Solution focused (Spier, 2010) System Support Staff development (Nelson, 2010)

15 Designing School-Wide Systems for Student Success Academic Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 1-5% 1-5% 5-10% 5-10% Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Assessments Open Studio Groups Art Passes Team Meetings Clinical Summary All have access 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive

16 Designing School-Wide Systems for Student Success Academic Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 1-5% 1-5% 5-10% 5-10% Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Focused Groups Individuals Skill Building Team Meetings Progress Reports 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive

17 Designing School-Wide Systems for Student Success Academic Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 1-5% 1-5% 5-10% 5-10% Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Student Centered IEPs & BIPs Response Services Scheduled Sessions 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive

18 Universal Interventions

19 Secondary Interventions

20 Tertiary Interventions

21 Inspiration Cards

22 Management System School counseling programs are organized, solid, and reflective of the overall school philosophy agreements, advisory councils, data collection, action plans, effective use of time, and calendars Team meetings (Nelson, 2010) Collaboration, share challenges, future goals Clinical Art Therapy Department (Isis et al., 2010) Establishment of support for students Referral process (Sutherland et al., 2010) Scheduling, IEP s, finding space, communication

23 Accountability Application of data collected (IEP s, grades, attendance, curriculum) Evidenced-based measurements A-COPE (Spier, 2010) Conners Teaching Rating Scale (Hoagwood & Erwin, 1997) Levick Emotional and Cognitive Art Therapy Assessment (LECATA) (Isis et al., 2010) Projective art therapy tests (Sassen et al., 2005)

24 Future Developments Goals Increase self esteem; self confidence; self advocacy; develop coping skills; healthy risk taking; promote healthy communication, and increase social interest Challenges Evidenced-based research ASCA National Model School systems

25 Conclusion Disruptive classroom behaviors American School Counseling Association (ASCA) Counseling needs of students Interagency collaboration Art therapy School counseling Blended Model Supports instruction Self confidence Healthy risk taking Validation of the individual

26 References Dreikurs, R., & Soltz, V. (1964). Children: The challenge. New York: Hawthom/Dutton. Froeschle, J. G., & Riney, M. (2008). Using Adlerian Art Therapy to Prevent Social Aggression among Middle School Students. Journal of Individual Psychology, 64(4), Klorer, P.G. (2000). Expressive therapy with troubled children. Lanham, MD: Rowman and Littlefield. Galassi, J. P., Griffin, D., & Akos, P. (2008). Strengths-Based School Counseling and the ASCA National Model. Professional School Counseling, 12(2), Gibbons, K. (2010). Circle Justice: A Creative Arts Approach to Conflict Resolution in the Classroom. Art Therapy: Journal of the American Art Therapy Association, 27(2), Gladding, S.T., (2011). The Creative Arts in Counseling. Alexandria, VA: American Counseling Association

27 References Isis, P. D., Bush, J., Siegel, C. A., & Ventura, Y. (2010). Empowering Students through Creativity: Art Therapy in Miami-Dade County Public Schools. Art Therapy: Journal of the American Art Therapy Association, 27(2), Kahn, B. B. (1999). Art therapy with adolescents: Making it work for school counselors. Professional School Counseling, 2(4), Lenz, A., Holman, R. L., & Dominguez, D. L. (2010). Encouraging Connections: Integrating Expressive Art and Drama into Therapeutic Social Skills Training with Adolescents. Journal of Creativity in Mental Health, 5(2), Naumberg, M. (1966). Dynamically oriented art therapy: Its principles and practices. New York, NY: Grune & Stratton. Malchiodi, C.A. (2011). Handbook of art therapy (2 nd ED). New York, NY: Guilford Press Riley, S. (1999). Contemporary art therapy with adolescents. London: Jessica Kingsley Publishers.

28 References Sutherland, J., Waldman, G., & Collins, C. (2010). Art Therapy Connection: Encouraging Troubled Youth to Stay in School and Succeed. Art Therapy: Journal of the American Art Therapy Association, 27(2), Sweeney, T. (1998). Adlerian counseling: A practical approach for a new decade. Muncie, IN: Accelerated Press. Wallace-DiGarbo, A., & Hill, D. C. (2006). Art as Agency: Exploring Empowerment of At-Risk Youth. Art Therapy: Journal of the American Art Therapy Association, 23(3), Watts, R. E. and Pietrzak, D. (2000), Adlerian Encouragement and the Therapeutic Process of Solution-Focused Brief Therapy. Journal of Counseling & Development, 78: doi: /j tb01927.x

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