Homeroom Teachers' Perceptions of Art Therapy as Applied in School Settings in Israel (Les perceptions des enseignants titulaires quant à l'art thérapie telle qu'appliquée en milieu scolaire en Israël)

Keinan, Vered; Snir, Sharon; Regev, Dafna

doi:10.1080/08322473.2016.1233375

Cited by 15 publications

(1 citation statement)

References 13 publications

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“…Israel's educational system is primarily public, and creative arts therapists constitute the main source of therapeutic support, both in the special education system and the regular one [17]. Through a network of Regional Support Centers nationwide, children and youth get free professional therapy through creative arts therapies in Hebrew and Arabic [18,19]. The Ministry of Education is the country's main employer of creative arts therapists.…”

Section: Introductionmentioning

confidence: 99%

Revisiting the Experience of Art Therapists and Drama Therapists Working in Schools Two Years after the First Lockdown: A Qualitative Pilot

Mashiah,

Pendzik

2023

OBM Integr Complement Med

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This paper follows a preliminary study that examined how 6 (n = 6) creative arts therapists (3 art therapists and 3 drama therapists) coped with the transition to remote therapy in schools during the first lockdown in Israel due to the Coronavirus<span dir="RTL"> pandemic. The preliminary research explored the therapists’ experiences and views about working online upon returning to regular in-person meetings. The current paper adds a follow-up interview examining their perspective on this period, two years later. The 1<sup>st</sup> set of interviews was analyzed using the Six-Key Model, which shed light on the various aspects of the therapists’ clinical experience as creative arts therapists. The follow-up interviews were analyzed through thematic analysis and informed by Lakoff’s views on metaphor. The results suggest that, at the time, the therapists were preoccupied with the viability of the treatment, considering their little experience in remote therapy and the need to incorporate their specific art medium into the therapeutic setting. The results also highlight specific similarities and differences between art and drama therapists. The follow-up reinforces the preliminary findings, reiterating the framing of this period as a liminal space, from which the therapists emerged personally and professionally transformed, and more resilient.

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Section: Introductionmentioning

confidence: 99%

Revisiting the Experience of Art Therapists and Drama Therapists Working in Schools Two Years after the First Lockdown: A Qualitative Pilot

Mashiah,

Pendzik

2023

OBM Integr Complement Med

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In‐session behaviours and adolescents' self‐concept and loneliness: A psychodrama process–outcome study

Orkibi

Azoulay

Snir

et al. 2017

Clin Psychology and Psychoth

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As adolescents spend many hours a day in school, it is crucial to examine the ways in which therapeutic practices in schools promote their well-being. This longitudinal pilot study examined the contribution of school-based psychodrama group therapy to the self-concept dimensions and perceived loneliness of 40 Israeli adolescents (aged 13-16, 60% boys) in public middle schools. From a process-outcome perspective, we also examined the understudied trajectory of adolescents' in-session behaviours (process variables) and its associations with changes in their self-concepts and loneliness (outcome variables). Psychodrama participants reported increases in global, social, and behavioural self-concepts and a decrease in loneliness compared to the control group. In-session productive behaviours increased and resistance decreased throughout the therapy, but varied process-outcome relationships were found. The study suggests that conducting further research into the process-outcome relationships in psychodrama group therapy is warranted to pinpoint specific mechanisms of change. Suggestions for future studies are provided.

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Exploring factors leading to job disengagement among arts therapists employed in Israel's education system

Snir,

Regev,

Hachohen

et al. 2024

Psychology in the Schools

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Arts therapy is provided in most educational settings in Israel, but post‐Covid, many arts therapists working in schools resigned or took leave, and other therapists have displayed little interest in taking their place. This study explored the experiences of therapists who left the system, with the purpose of making their voices heard and promoting policy development pertaining to the employment of arts therapists in the education system. We conducted semi‐structured in‐depth interviews with 15 arts therapists who left their jobs in the school system, asking them about their initial expectations upon entering the educational system, their experiences and reactions to their work environment, and the issues prompting them to seek job opportunities elsewhere. The findings suggest that along with the need for arts therapists to be proactive and search for solutions, the Ministry of Education and Regional Support Centers need to promote flexibility in the systemic hierarchy, improve communication, and provide more supervisory evaluation and support of the system, especially during times of change and crisis. From a policy perspective, we advocate for a unique definition of arts therapists' working conditions and the provision of opportunities for career growth.

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Homeroom Teachers' Perceptions of Art Therapy as Applied in School Settings in Israel (Les perceptions des enseignants titulaires quant à l'art thérapie telle qu'appliquée en milieu scolaire en Israël)

Cited by 15 publications

References 13 publications

Revisiting the Experience of Art Therapists and Drama Therapists Working in Schools Two Years after the First Lockdown: A Qualitative Pilot

Revisiting the Experience of Art Therapists and Drama Therapists Working in Schools Two Years after the First Lockdown: A Qualitative Pilot

In‐session behaviours and adolescents' self‐concept and loneliness: A psychodrama process–outcome study

Exploring factors leading to job disengagement among arts therapists employed in Israel's education system

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