The Music Therapist in School as Outsider

This essay examines the institutional commonalities among several schools in which I have worked as a music therapist, illustrating how thinking about my role as an outsider has informed my therapeutic approach. I refer to the broader concept of the outsider as it relates to both fictional and historical figures and in particular to Sherly Williams's article 'The Therapist as Outsider: The Truth of the Stranger' (1999) in which she compares the therapist to the archetypal figures of the fool and the seer. Finally, I link these ideas to Winnicott's concept of play, presenting the music therapist's role in school as that of an advocate for fostering creative impulses, which can at times be at odds with (or perhaps complementary to) the central educational aims of the school

A Systematic Review Using Thematic Synthesis of Arts Therapies Therapeutic Actions and Perceived Benefits in the Treatment of People with a Diagnosis of Cluster B Personality Disorder

The objective of this study was to thematically synthesize literature about arts therapies specific in-session therapeutic actions occurring with this client population and the perceived effect of engaging in arts therapies. Using systematic review methods, qualitative and mixed method studies, reporting on arts therapies treatment for people with a diagnosis of personality disorder (Cluster B) were searched in Embase, Medline, PubMed and grey sources until June 2017. The search yielded 167 records. 32 studies were included in the analysis. Data synthesis was conducted by using extracts from the literature search which were coded and then subject to a thematic analysis and synthesis. The codes were then discussed and agreed by the research team. The thematic analysis and synthesis resulted in seven overarching themes: (1) Processing interpersonal experiences (2) Processing emotions (3) Developing agency (4) Symbolising (5) Structuring experience (6) Cognitive reappraisal (7) Developing a shared experience. This thematic synthesis provides some evidence that according to the arts therapies literature available regarding patients with a diagnosis of personality disorder, there are thematic similarities in terms of primary areas of therapeutic action and the relationship between the therapeutic action and the perceived effects of engaging in arts therapies. Our findings suggest that literature about in-session therapeutic actions focus mostly on processing interpersonal experiences and the largest frequency of coded excerpts concerning the perceived effect of engaging in arts therapies was in the area of processing emotions

Reflections on offering a therapeutic creative arts intervention with cult survivors : a collective biography

A new, evidence-based, multimodal, and creative psychological therapy, Arts for the Blues, was piloted with survivors of cultic abuse in a workshop within a conference setting. The five facilitators, who occupied diverse roles and perspectives within the workshop and research project, reflected on their experiences of introducing this novel intervention to the cult-survivor population. In this underreported territory of using structured, arts-based, psychological therapy with those who have survived cultic abuse, the authors used a process of collective biography to compile a firstperson, combined narrative based on those reflections. This approach allows for a visceral insight into the dynamics and obstacles encountered, and the countertransference responses of the facilitators. This reflexive process shined a light into aspects of research and practice that were not all visible to the individual researchers previously, with implications for research ethics, psychological therapy, and creative arts within the cult-survivor field

Arts for the Blues : the development of a new evidence-based creative group psychotherapy for depression

Introduction: Depression affects many adults in the UK, often resulting in referral to primary care mental health services (e.g. Improving Access to Psychological Therapies, IAPT). CBT is the main modality for depression within IAPT, with other approaches offered in a limited capacity. Arts psychotherapies are rarely provided despite their attractiveness to clients. However, the recent drop-out rate of 64% within IAPT suggests that clients’ needs are not being fully met. Therefore, in order to expand clients’ choice we developed a new creative psychological therapy integrating evidence-based approaches with arts psychotherapies. Method: A three-level approach was used: a) thematic synthesis of client-identified helpful factors in evidence-based approaches for depression and in arts psychotherapies; b) studio practice exploring Cochrane Review findings on arts psychotherapies for depression; c) pilot workshops for clients with depression and therapists. Findings and Discussion: Eight key ingredients for positive therapy outcomes were identified: encouraging active engagement, learning skills, developing relationships, expressing emotions, processing at a deeper level, gaining understanding, experimenting with different ways of being, and integrating useful material. These ingredients were brought together as Arts for the Blues for clients with depression: a 12-session evidencebased pluralistic group psychotherapy integrating creative methods as well as talking therapy. Conclusion: The evidence-based foundation, creative content, and pluralistic nature of this new approach aligned with eight client-identified key ingredients for positive therapy outcomes, make it a promising therapy option that can be adapted to individual therapy. Implications include consideration for NICE approval as an additional therapy for depression

A systematic review of the effectiveness of art therapy delivered in school-based settings to children aged 5–12 years

Background: School-based art therapy aims to facilitate children's personal change and growth through the use of visual arts media, such as drawing, painting, sculpture, clay, or digital art. Aims: To identify and synthesise the types of school-based art therapy interventions, and appraise the effectiveness for children aged 5-12. Methods: Systematic searching through ten major electronic databases, grey literature, and contact with experts in the field. Results: Six completed and two on-going studies were identified. Art therapy was delivered to children with asthma, behavioural disorders, oppositional defiant disorders, separation anxiety disorders, learning disorders, and disruptive behaviours. All interventions were delivered over 7-25 sessions, and lasted 40-60' per session. The sample sizes ranged between 20-109 participants, involving 247 participants in total. Conclusions: Art therapy can be effective in improving children's quality of life; anxiety; self-concept; problem-solving skills, attitudes towards school; emotional and behavioural difficulties. The follow-up findings were also promising; though confirmatory evidence is needed. Implications: The risk of bias was high and unclear, highlighting the importance of following standardised reporting guidelines. Future research needs to focus on the identification of primary outcomes and measures that are tailored to art therapy interventions, and explore the (cost-) effectiveness of shorter versus longer durations of treatment