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By blending effective strategies from both disciplines, the approach offers students a structured therapeutic process that strengthens instruction, supports empowerment, and helps produce meaningful artwork. The model emphasizes classroom-based implementation and identifies key principles for maintaining art therapy integrity across educational settings.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/being-both-an-integrated-model-of-art-therapy-and-alternative-art-education/592348/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/being-both-an-integrated-model-of-art-therapy-and-alternative-art-education/592348.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What does the viewpoint propose?","Question",{"text":111,"@type":112},"It proposes an integrated model that blends art therapy into an alternative art education program using strategies from both disciplines.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why is integration needed in school settings?",{"text":116,"@type":112},"School standards and practical constraints can make it difficult to support clinical programs that remove students, especially those facing diverse stressors.",{"name":118,"@type":109,"acceptedAnswer":119},"What principles help maintain art therapy integrity when partnering with other disciplines?",{"text":120,"@type":112},"The viewpoint lists four principles: avoid reliance on a single model, keep creative partnerships open, retain art and depth psychology as the base, and stay closely attuned to the images created.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},592348,1792074379,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","viewpoint  \nBeing Both: An Integrated Model of Art Therapy and Alternative Art Education  \nRachel Albert, Alexandria, VA  \nAbstract  \nThis viewpoint proposes a model of art therapy integrated into an alternative art education program. Because of the pressure to meet educational standards, school systems may be less likely to support clinical programs that take students out of their classes. A blended model of art therapy and art education that utilizes effective strategies from both disciplines and provides students with a therapeutic process can support instruction, empower students, and produce art products the students can be proud to have created.  \nI am a registered art therapist. I am also a licensed art teacher in the state of Virginia. I am both. As Wadeson (1987) wrote,“being eclectic does not mean slipping into a ready-made garment and going to work . . . [but] requires far more creativity”(p. 300). This adaptation applies not only toa personal treatment style, but also to blending models to reach troubled clients in any setting. Students in need are everywhere, particularly in special education settings where they are identified with individualized goals and diagnoses. However, in the high school where I work students without diagnosed special needs also struggle with stressors: Many are dealing with teen pregnancy and parenting, sexual abuse, separation from families due to war and refugee status, illiteracy in new and native languages, criminal records, gang involvement, homelessness, and substance abuse. High rates of truancy and a mix of Spanish, Urdu, Farsi, and otherlanguages among the students make group cohesion difficult to attain. All of these students deserve a treatment-oriented approach, but that is not practical.  \nYet in a studio classroom, teaching strategies work. Pedagogical models for unit development that acknowledge these students’ varied developmental and educational backgrounds can be utilized as a therapeutic process that leads to increased self-esteem and personal expression.  \nEditor’s note: Rachel Albert (formerly Rachel Kreiger), MA, ATR, earned her master’s degree in art therapy from George Washington University and has been working in the schools for 11 years with a Virginia state teaching license. Correspondence concerning this article may be addressed to the author at [rachel.albert@fcps.edu](rachel.albert@fcps.edu)  \nAccording to McNiff (1997), when partnering with other disciplines the integrity of art therapy can be maintained by following four key principles: (a) avoiding identification with a single model, (b) keeping all options open for creative partnerships, (c) retaining art and depth psychology as the base, and (d) staying closely attuned to the images that are created. When art therapists become certified art teachers, study good pedagogy, and adhere to these principles, legitimate classroom-based art therapy can take place.  \nAs in all professional settings, schools hire teachers who are qualified for the job. Many art therapists have the studio skills necessary to teach art but lack the credentialing and coursework that would increase their marketability and effectiveness in a school setting. Conversely, art teachers are not necessarily qualified to handle the clinical concerns that accompany many students in alternative and special education settings. Bush (1997) wrote that art therapy and school partnerships can be beneficial to students’ emotional growth. Referring to the Miami-Dade County model, Bush proposed that art therapy take place outside the classroom setting because“assigning art therapists sole responsibility for class activity leaves little time for the important services that are an integral part of art therapy and that are best accomplished through small group or individual treatment-oriented sessions”(p. 13) . Nonetheless, I believe that if art therapists are educated in curriculum and unit development that follow district and state requirements while mee","cbCaigjpcgy0Xmm4","https://ap.wps.com/l/cbCaigjpcgy0Xmm4","pdf",200094,"English","# Abstract\n## Integrated model and rationale\n## Credentials and cross-disciplinary integrity\n## Classroom-based implementation\n## Principles for effective integration","[{\"question\":\"What does the viewpoint propose?\",\"answer\":\"It proposes an integrated model that blends art therapy into an alternative art education program using strategies from both disciplines.\"},{\"question\":\"Why is integration needed in school settings?\",\"answer\":\"School standards and practical constraints can make it difficult to support clinical programs that remove students, especially those facing diverse stressors.\"},{\"question\":\"What principles help maintain art therapy integrity when partnering with other disciplines?\",\"answer\":\"The viewpoint lists four principles: avoid reliance on a single model, keep creative partnerships open, retain art and depth psychology as the base, and stay closely attuned to the images created.\"}]","Being Both: An Integrated Model of Art Therapy and Alternative Art Education | PDF",15]