Art Therapy Program Recommendations for Students from Non-Dominant Cultures in Schools

Abstract

Public schools educate many students of various cultural backgrounds and often provide mental health services to meet the needs of these students. This mixed methods study is comprised of a systematic literature review and survey that inquired about how art therapists in schools meet the needs of students from non-dominant cultures. Historical and current data about how art therapists in schools meet the needs of students from non-dominant cultures supported recommendations for a culturally sensitive art therapy program in public schools. Students from non-dominant cultures are those who have cognitive or physical disabilities, belong to a race or ethnicity other than white or Caucasian, have religious beliefs other than Christianity, have low socioeconomic status, are LGBTQ, have indigenous heritage, and/or are female (Hays, 2016). Results from the research show a lack of concrete knowledge regarding funding for art therapy programs in schools, a need for cultural sensitivity training for art therapists that addresses assessments, material choice and development of interventions, and a wide range of needs and goals for this population. The program recommendations include suggestions for funding, therapist credentials, structure of programming, culturally competent art therapy practice, and suggestions for cultural training.