A literature review exploring the use of art psychotherapy as an intervention with children and young people experiencing social exclusion and isolation in schools
Abstract
This paper presents a narrative review of literature surrounding the use of art psychotherapy
as an intervention for children and young people (CYP) experiencing social exclusion and
isolation in school. The purpose of this review is to first examine a range of literature which
identifies potential factors contributing towards social exclusion and isolation, including:
physical and/or learning disability, refugee status, poverty and attachment issues. Secondly,
literature which explores the impact of social exclusion and isolation on the health and mental
well-being of these individuals will be critically analysed. By exploring how this can be seen in
the therapeutic relationship, the artwork itself, group art psychotherapy and by examining
the integration of art psychotherapy within school, this review critically evaluates the use of
art psychotherapy in exploring these issues. A qualitative methodology is used in order to
reflect on the relevance of the work undertaken in this field so far. Thematic analysis will be
used as the method to gather, appraise and evaluate the literature. Ethical considerations are
made regarding the art psychotherapist’s position of privilege when working with this
demographic. Lastly, this review will address the gaps found within the existing research, with
a particular focus on the relevance of further studies regarding social isolation due to the
coronavirus pandemic. In undertaking this review, I acknowledge my own bias when
critiquing the literature, due to my own background, identity and previous experience as an
art psychotherapist within schools.