Early interventions- art therapy in schools

Increasingly so, we are becoming more aware of the importance of fostering and promoting good mental health habits from early on in life.
Recent advances in neuroscience continue to validate previous studies and research in the areas of attachment, human development and psychotherapy. These studies are putting great emphasis on the importance of children growing up with good experiences as well as within safe and strong relationships crucial to their healthy social, emotional, and neurological development.
Schools, where children spend so much of their time, play a critical role in the healthy development of our society.
Though increasingly, teachers are pressed to deliver ever more and higher academic standards. Children are under enormous pressure to do well, when often at home their families spend less quality time together.

It is important to offer children a place where they can play and be creative;
to be children and grow!

​Children need to have safe and creative spaces of learning. Schools not only have the power to shape our young people's knowledge, but also to support the development of their minds and hearts.  
An experienced and skilful art therapist can help schools empower their pupils and staff in creating healthier and happier future generations.

When children are happy and are able to express themselves emotionally their academic work improves.
Art Therapy Derby has been working in schools (mainstream and EBD schools) offering individual therapy, running therapy groups for children and supporting staff in understanding their young people's behaviour and presentation as well as facilitating children’s social and emotional development.
Art Therapy Derby offers individual or group therapy work to children and young people, as well as individual or group consultation to education and supporting staff.

Art Therapy Derby aims within schools to:

• Increase children and young people's resilience.
• Facilitate children and young people's emotional and social development.
• Support children and young people in Looked After Care.
• Educate, prevent and heal from issues around bullying.
• Educate, prevent and heal neglect, abuse and trauma.
• Support children and young people during difficult transitional times (parental separation, bereavement, moving home across city, county, or country).
• Increase learning potential.
• Educate and support staff in building, strengthening, and healing relationships with their pupils.

Here is some feedback  collected from previous
art therapy groups in schools (as written by participants)

feedback from the inclusion leader

'I knew that this group would have a positive outcome but I was blown away by the scale of the positive impact it has had on all the participants, socially, emotionally and in attitude to learning.'

Feedback from the teachers

‘Much more positive outlook in general- academic and socially.’

Feedback From the children

‘The group has helped me to be better friend to others.’
‘(...) the group has made me to be more confident.’
‘I would say it is a good time to express your feelings’
‘The group is epic’
‘I like the group and I’d like it to continue, because we do great activities and I don’t even get bored.’
‘It made me feel more confident and happy’

feedback from the parents

‘The group has made my child more aware of her personal feelings and those around her’
‘My child has enjoyed the sessions and I feel it has helped him develop confidence’
‘The group has helped the child to have the confidence to share their feelings’
‘The group helps the child to develop a healthy positive relationship with others from different age groups and backgrounds and with themselves.’