Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

Asperger’s syndrome (Brown, 1994; Elkis-Abuhoff, 2008). The need for a
collaborative approach and joint working between arts therapists and other
professionals is highlighted in much of the literature (Long and Soble, 1999; Oldfield,
2006a; Fearn et al., 2008; Twyford, Parkhouse and Murphy, 2008; Holmes et al.,
2011). It is also evident that the adolescent’s need for containment, trust and
acceptance, is central to most therapeutic approaches.
There is evidence of many school-based interventions using the creative arts. For
example, Weare (2000) cites Roberts (1997) who uses story-telling to improve the
behaviour of pupils with emotional and behavioural needs; Ings (2004) presents the
case for creative work and its ability to restore a young person’s sense of identity and
purpose; Walsh (1990) describe a creative arts programme in the UK that was set up
specifically to teach social skills to young adolescents; and Moneta and Rousseau
(2008) describe school-based drama workshops to help immigrant adolescents with
behavioural difficulties.
A six-week arts therapy project for sixth-grade students in the US (Long and Soble,
1999) offered students the opportunity to work together and explore their attitudes
and feelings about violence in their community. Through individual and group
activities such as art, writing, discussion and drama, all the students learned the
balance between individual expression and communication with others. ‘Combining
interactive art, drama and health education models to engage children in exploring
their attitudes, thoughts and feelings about violence in their worlds provided a living
laboratory for these students to express themselves’ (p.344). Students were able to
express feelings of despair and fear, and the therapists were the mentors and
containers for this expression. The class teacher was involved in discussions after
each session, showing the essential collaboration that is needed in schools work, and
one of the positive outcomes was the recognition by other schools of the need for
creative arts programmes.
Art therapy is a thriving and fulltime resource at a special school in East Sussex.
Arguile (1992) describes, through examples of case work, how trust, which comes
from offering adolescents a safe space and time to be themselves, is essential to the
success of the work.
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