Background: Post-COVID-19 condition presents lasting physical and mental health challenges. Art therapy offers a non-verbal approach that may support emotional processing and well-being in individuals experiencing persistent symptoms.Aims: To investigate the potential effects of a six-week art therapy intervention on emotional and functional outcomes in individuals experiencing post-COVID-19 condition.Methods: 24 participants with PCC received a 6-week group art therapy intervention involving structured creative tasks ranging from mark-making to three-dimensional modelling. A control group of 30 individuals received no intervention during the same period.Results: The art therapy group showed significant improvements in mood, arousal, self-esteem, and post-COVID-19 functional symptoms across the intervention period, particularly during the later sessions. However, no significant changes were observed in anxiety, overall well-being, or life satisfaction measures. Feedback indicated the programme was experienced as personally meaningful and enjoyable.Conclusions: Art therapy may support aspects of emotional adjustment and perceived functioning in individuals experiencing post-COVID-19 condition, although changes were not observed across all measured outcomes.Implications for practice/policy/future research: These findings support further exploration of art therapy within multidisciplinary rehabilitation programmes for post-COVID-19 condition. Future research could explore online adaptations to increase accessibility.Plain-language summary: Many people who have had COVID-19 continue to experience health problems long after the initial infection. These long-term difficulties may include changes in mood, anxiety, and perceived everyday functioning. This study examined whether a six-week art therapy programme could support the psychological well-being of participants with post-COVID-19 condition. The art therapy programme involved group-based art therapy sessions in which participants used artmaking to express emotions, explore identity, and strengthen positive self-perception. Activities ranged from simple mark-making exercises to more complex 3D modelling tasks. Participants who completed the art therapy programme reported improvements in mood, energy levels, self-esteem, and a reduction in post-COVID symptoms. However, broader measures of well-being and life satisfaction did not show significant changes during the study period. Participants also described the programme as supportive and meaningful during group discussions and self-report evaluations. These findings suggest that art therapy may help individuals with post-COVID-19 condition feel more emotionally stable and better able to cope with the challenges of daily life, while also supporting self-esteem and emotional expression. Future research could further examine how art therapy may contribute to rehabilitation and psychological support programmes for post-COVID-19 condition.Plain-language summary: Many people who have had COVID-19 continue to experience health problems long after the initial infection. These long-term difficulties may include changes in mood, anxiety, and perceived everyday functioning. This study examined whether a six-week art therapy programme could support the psychological well-being of participants with post-COVID-19 condition. The art therapy programme involved group-based art therapy sessions in which participants used artmaking to express emotions, explore identity, and strengthen positive self-perception. Activities ranged from simple mark-making exercises to more complex 3D modelling tasks. Participants who completed the art therapy programme reported improvements in mood, energy levels, self-esteem, and a reduction in post-COVID symptoms. However, broader measures of well-being and life satisfaction did not show significant changes during the study period. Participants also described the programme as supportive and meaningful during group discussions and self-report evaluations. These findings suggest that art therapy may help individuals with post-COVID-19 condition feel more emotionally stable and better able to cope with the challenges of daily life, while also supporting self-esteem and emotional expression. Future research could further examine how art therapy may contribute to rehabilitation and psychological support programmes for post-COVID-19 condition.Plain-language summary: Many people who have had COVID-19 continue to experience health problems long after the initial infection. These long-term difficulties may include changes in mood, anxiety, and perceived everyday functioning. This study examined whether a six-week art therapy programme could support the psychological well-being of participants with post-COVID-19 condition. The art therapy programme involved group-based art therapy sessions in which participants used artmaking to express emotions, explore identity, and strengthen positive self-perception. Activities ranged from simple mark-making exercises to more complex 3D modelling tasks. Participants who completed the art therapy programme reported improvements in mood, energy levels, self-esteem, and a reduction in post-COVID symptoms. However, broader measures of well-being and life satisfaction did not show significant changes during the study period. Participants also described the programme as supportive and meaningful during group discussions and self-report evaluations. These findings suggest that art therapy may help individuals with post-COVID-19 condition feel more emotionally stable and better able to cope with the challenges of daily life, while also supporting self-esteem and emotional expression. Future research could further examine how art therapy may contribute to rehabilitation and psychological support programmes for post-COVID-19 condition.
Background Group art therapy is used to support student mental health, yet peer-reviewed empirical evaluations of student-facing group art therapy in UK further and higher education (FE/HE) appear to be very limited.Aims To examine how relational, material, and facilitation processes shaped therapeutic engagement in a short-term, mixed FE/HE art therapy group, and how these processes related to changes in distress and perceived academic impact.Methods Seven students enrolled in a 13-session art therapy group at a Scottish tertiary institution offering FE and HE programmes. Data comprised session notes, artwork descriptions, facilitator reflections, participant evaluations, and post-group reflexive material, alongside CORE-10 and CIAO scores used descriptively to contextualise qualitative findings. Qualitative analysis followed an iterative, reflexive approach within three process domains (relational, material, and facilitation).Results Qualitative material highlighted relational safety and 'not being alone', material exploration from tentative to embodied expression, and pluralistic facilitation combining non-directive art therapy, structured exercises, and selective self-disclosure. Six participants completed pre - and post-group outcome measures. Mean CORE-10 scores decreased from 17.33 to 13.00, with five participants improving and one increasing slightly. CIAO scores indicated small reductions in perceived academic disruption, alongside generally positive ratings for staying on course and improved overall student experience.Conclusions Within this small, single-site pilot, the group was feasible and valued by participants, with encouraging but non-generalisable reductions in distress and positive academic helpfulness ratings.Implications Findings suggest that group art therapy can offer a distinctive, studio-based relational space within FE/HE wellbeing provision, warranting comparative and longitudinal research.Plain-language summary Many students in colleges and universities struggle with their mental health, but not all feel comfortable with one-to-one counselling. Group art therapy offers another option: students make images together in a safe space, talk if they want, and use art materials to explore feelings and experiences. This project describes a 13-session group art therapy programme at a college that also offers degree-level courses. Seven students aged 19-57 took part, studying on a mix of further education (college) and higher education (degree) courses. The group was run jointly by an art therapist and a counsellor. Students could choose how much they spoke and how they used the art materials. The researcher collected information from several sources: notes written after each session; photographs and descriptions of artworks; end-of-group student feedback; post-group reflections by the facilitators; and short questionnaires about distress (completed before, during, and after the group) and about how difficulties were affecting studies (completed before and after the group). Six students completed the questionnaires. For most, distress scores went down. Scores about how much difficulties were affecting their studies also improved a little. Most students said the group helped them stay on their course and improved their student experience. Taken together, these sources showed that students valued the group as a non-judgemental space where they did not feel alone, could work at their own pace, and could use art to move from tentative images to more emotionally powerful ones. They also appreciated the facilitators' mix of gentle structure and openness, including sharing a little of their own experiences. This was a small, early-stage project, so the findings cannot be generalised. However, they suggest that group art therapy can be a meaningful addition to student wellbeing support in college and university settings.Plain-language summary Many students in colleges and universities struggle with their mental health, but not all feel comfortable with one-to-one counselling. Group art therapy offers another option: students make images together in a safe space, talk if they want, and use art materials to explore feelings and experiences. This project describes a 13-session group art therapy programme at a college that also offers degree-level courses. Seven students aged 19-57 took part, studying on a mix of further education (college) and higher education (degree) courses. The group was run jointly by an art therapist and a counsellor. Students could choose how much they spoke and how they used the art materials. The researcher collected information from several sources: notes written after each session; photographs and descriptions of artworks; end-of-group student feedback; post-group reflections by the facilitators; and short questionnaires about distress (completed before, during, and after the group) and about how difficulties were affecting studies (completed before and after the group). Six students completed the questionnaires. For most, distress scores went down. Scores about how much difficulties were affecting their studies also improved a little. Most students said the group helped them stay on their course and improved their student experience. Taken together, these sources showed that students valued the group as a non-judgemental space where they did not feel alone, could work at their own pace, and could use art to move from tentative images to more emotionally powerful ones. They also appreciated the facilitators' mix of gentle structure and openness, including sharing a little of their own experiences. This was a small, early-stage project, so the findings cannot be generalised. However, they suggest that group art therapy can be a meaningful addition to student wellbeing support in college and university settings.Plain-language summary Many students in colleges and universities struggle with their mental health, but not all feel comfortable with one-to-one counselling. Group art therapy offers another option: students make images together in a safe space, talk if they want, and use art materials to explore feelings and experiences. This project describes a 13-session group art therapy programme at a college that also offers degree-level courses. Seven students aged 19-57 took part, studying on a mix of further education (college) and higher education (degree) courses. The group was run jointly by an art therapist and a counsellor. Students could choose how much they spoke and how they used the art materials. The researcher collected information from several sources: notes written after each session; photographs and descriptions of artworks; end-of-group student feedback; post-group reflections by the facilitators; and short questionnaires about distress (completed before, during, and after the group) and about how difficulties were affecting studies (completed before and after the group). Six students completed the questionnaires. For most, distress scores went down. Scores about how much difficulties were affecting their studies also improved a little. Most students said the group helped them stay on their course and improved their student experience. Taken together, these sources showed that students valued the group as a non-judgemental space where they did not feel alone, could work at their own pace, and could use art to move from tentative images to more emotionally powerful ones. They also appreciated the facilitators' mix of gentle structure and openness, including sharing a little of their own experiences. This was a small, early-stage project, so the findings cannot be generalised. However, they suggest that group art therapy can be a meaningful addition to student wellbeing support in college and university settings.Plain-language summary Many students in colleges and universities struggle with their mental health, but not all feel comfortable with one-to-one counselling. Group art therapy offers another option: students make images together in a safe space, talk if they want, and use art materials to explore feelings and experiences. This project describes a 13-session group art therapy programme at a college that also offers degree-level courses. Seven students aged 19-57 took part, studying on a mix of further education (college) and higher education (degree) courses. The group was run jointly by an art therapist and a counsellor. Students could choose how much they spoke and how they used the art materials. The researcher collected information from several sources: notes written after each session; photographs and descriptions of artworks; end-of-group student feedback; post-group reflections by the facilitators; and short questionnaires about distress (completed before, during, and after the group) and about how difficulties were affecting studies (completed before and after the group). Six students completed the questionnaires. For most, distress scores went down. Scores about how much difficulties were affecting their studies also improved a little. Most students said the group helped them stay on their course and improved their student experience. Taken together, these sources showed that students valued the group as a non-judgemental space where they did not feel alone, could work at their own pace, and could use art to move from tentative images to more emotionally powerful ones. They also appreciated the facilitators' mix of gentle structure and openness, including sharing a little of their own experiences. This was a small, early-stage project, so the findings cannot be generalised. However, they suggest that group art therapy can be a meaningful addition to student wellbeing support in college and university settings.Plain-language summary Many students in colleges and universities struggle with their mental health, but not all feel comfortable with one-to-one counselling. Group art therapy offers another option: students make images together in a safe space, talk if they want, and use art materials to explore feelings and experiences. This project describes a 13-session group art therapy programme at a college that also offers degree-level courses. Seven students aged 19-57 took part, studying on a mix of further education (college) and higher education (degree) courses. The group was run jointly by an art therapist and a counsellor. Students could choose how much they spoke and how they used the art materials. The researcher collected information from several sources: notes written after each session; photographs and descriptions of artworks; end-of-group student feedback; post-group reflections by the facilitators; and short questionnaires about distress (completed before, during, and after the group) and about how difficulties were affecting studies (completed before and after the group). Six students completed the questionnaires. For most, distress scores went down. Scores about how much difficulties were affecting their studies also improved a little. Most students said the group helped them stay on their course and improved their student experience. Taken together, these sources showed that students valued the group as a non-judgemental space where they did not feel alone, could work at their own pace, and could use art to move from tentative images to more emotionally powerful ones. They also appreciated the facilitators' mix of gentle structure and openness, including sharing a little of their own experiences. This was a small, early-stage project, so the findings cannot be generalised. However, they suggest that group art therapy can be a meaningful addition to student wellbeing support in college and university settings.Plain-language summary Many students in colleges and universities struggle with their mental health, but not all feel comfortable with one-to-one counselling. Group art therapy offers another option: students make images together in a safe space, talk if they want, and use art materials to explore feelings and experiences. This project describes a 13-session group art therapy programme at a college that also offers degree-level courses. Seven students aged 19-57 took part, studying on a mix of further education (college) and higher education (degree) courses. The group was run jointly by an art therapist and a counsellor. Students could choose how much they spoke and how they used the art materials. The researcher collected information from several sources: notes written after each session; photographs and descriptions of artworks; end-of-group student feedback; post-group reflections by the facilitators; and short questionnaires about distress (completed before, during, and after the group) and about how difficulties were affecting studies (completed before and after the group). Six students completed the questionnaires. For most, distress scores went down. Scores about how much difficulties were affecting their studies also improved a little. Most students said the group helped them stay on their course and improved their student experience. Taken together, these sources showed that students valued the group as a non-judgemental space where they did not feel alone, could work at their own pace, and could use art to move from tentative images to more emotionally powerful ones. They also appreciated the facilitators' mix of gentle structure and openness, including sharing a little of their own experiences. This was a small, early-stage project, so the findings cannot be generalised. However, they suggest that group art therapy can be a meaningful addition to student wellbeing support in college and university settings.
Background The usefulness of art psychotherapy with youth, aged 16-25, at risk of or experiencing homelessness in the UK is under-researched. Context I write from my experience working as an in-house art psychotherapist within London hostels for youth, many of whom have experienced complex trauma and face barriers to engaging in therapy. Approach The concept and impact of complex trauma are examined. A theoretical framework is proposed, integrating psychodynamic, phase-based, art-based, somatic and relational modalities. Trauma-informed adaptations to psychodynamic practice are outlined. A literature review examines therapeutic interventions, alongside consideration of risks of vicarious traumatisation and burnout. Outcomes A critical reflection of a case vignette and the therapist's countertransference highlights tensions, risks and potential vehicles for healing in this context. Conclusions This paper proposes a set of key ingredients in trauma-informed art therapy for young people in homelessness hostels: somatic, creative, a balance of guided and non-guided approaches, anti-oppressive practices, adaptability with boundaries, relational aspects, and therapist self-care and inner work. Together, these aim to prioritise client safety, minimise retraumatization and disengagement, and foster trust, resilience and agency. Implications for Research The paper identifies several gaps in research relating to art psychotherapy, youth homelessness, complex trauma, countertransference, agency, engagement, retraumatization and practice adaptations. Plain-language summary This paper explores how art therapy may help young people facing homelessness in the UK. This is a client group that has typically faced adverse childhood experiences and complex trauma. It aims to explore what parts of art therapy can support healing, and how approaches may need to be adapted. There are high levels of drop-out rates from therapy amongst those with Post-Traumatic Stress Disorder (PTSD), with a risk of increased dysregulation and retraumatization (Lewis et al. [2020]. Dropout from psychological therapies for post traumatic stress disorder (PTSD) in adults: systematic review and meta analysis. European Journal of Psychotraumatology, 11(1), 1709709). Complex trauma impacts nervous system regulation and the ability to trust others, which affects the therapeutic relationship (Van der Kolk [2014]. The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking.). Literature and research in this field are explored, and a theoretical framework is suggested. This combines approaches in psychodynamic, art, body-based, phase-based and relational therapies. Ways in which traditional psychodynamic psychotherapy may need to be adapted, to safely work with complex trauma, are outlined. This includes the therapist having a more active, directive and supportive stance. The emotional impact on therapists, and risk of burnout, are also emphasised. The theme of resilience is explored. I write about my experience, as an early career practitioner, of working with young people aged 16-25 in hostels in London. I describe the way that I deliver art psychotherapy. A case vignette gives an example of some work with one young woman. This shows the risks of therapy increasing distress, and how trust can breakdown. A critical reflection examines my own feelings and responses throughout delivering therapy. This includes exploration of saviour complexes, White fragility, secondary trauma and boundaries. The paper suggests ingredients of art therapy for youth in homelessness hostels. These are: somatic, creative, balance of guided and non-guided, anti-oppressive, adaptability with boundaries, relational, and therapist self-care and inner work. They hope to support youth in staying in therapy, support emotional safety, and foster trust, resilience and agency.
Background: Adolescents with social anxiety often experience significant challenges in participating in group-based therapies, particularly those relying heavily on verbal communication. Hybrid models may reduce barriers and enhance engagement. Aims: This pilot study examined the feasibility and acceptability of a hybrid group art therapy and cognitive-behavioural therapy (CBT) intervention, adapted from the Role of Emotional Processing in Art Therapy (REPAT) protocol, for adolescents with social anxiety. Methods: Four adolescent girls participated in an 8-week intervention combining 4 online sessions and 4 in-person sessions. Each session included structured art-making, psychoeducation and gradual social exposure. Feasibility was assessed through recruitment, retention and adherence rates, along with participant feedback. Social anxiety, general anxiety and emotional awareness were measured pre-, mid-, and post-intervention. Qualitative observations were also recorded. Results: Recruitment and retention rates indicated good feasibility, and participants valued starting online to ease the transition to in-person sessions. Qualitative data revealed increased comfort in group settings, enhanced peer connection and active participation in collaborative art-making. Quantitative trends suggested potential reductions in social and general anxiety, alongside mixed changes in emotional awareness. Conclusions: The hybrid format supported engagement and offered a safe, creative environment for socially anxious adolescents.
BackgroundThis paper examines art therapy for autistic and gender-expansive (those whose gender expression is not defined by the binary of male or female) youth. Gender identity is explored through the wider lens of the LGBTQIA+ community (that is, lesbian, gay, bisexual, transgender, queer, intersex, asexual and persons holding other gender and sexual identities), while autism is understood as part of neurodivergence (neurological functioning that diverges from the societal 'norm').ContextExperiences of marginalisation are contextualised within a medical model and in relation to the client's lived experiences. The sessions were attended by an adolescent and delivered by a trainee art psychotherapist, at a Child and Adolescent Mental Health Service (CAMHS) in North West England.ApproachNeuroqueer-affirming practice, such as in making environmental changes, validating experiences and recognising both strengths and challenges of neurodivergence, is explored intersectionally. Sensory-integrative practice that supports the organisation of sensory information underpins the theoretical framework.OutcomesThese approaches in art therapy may support sensory integration, communication and self-discovery and mitigate the impacts of traumatic experiences for this client group.ConclusionsWhere youth mental health services are not adapted to best meet autistic, gender-expansive clients' needs, these clients may experience additional marginalisation, furthering existing mental health difficulties.Implications for researchSensory-integrative and neuroqueer-affirming practice may be of particular benefit for autistic gender-expansive youth, highlighting the lack of current and co-created research. Bodily experiences of countertransference (the therapist's emotional or physical response to the client) and the impact of the art therapy setting may be especially useful to consider.Plain-language summaryResearch about gender-expansive autistic young people has traditionally ignored their life experiences, wishes and opinions. These young people experience high levels of mental distress, which is made worse by societal prejudices. This highlights the need for mental health interventions, such as art therapy, to be tailored to the needs of these clients.This paper includes elements of art therapy sessions with a young person I worked with as part of my trainee placement, who identified both as non-binary and autistic. These sessions explore this young person's experience within the context of Child and Adolescent Mental Health Services (CAMHS) in the National Health Service (NHS).The paper explores intersecting themes that are present in art therapy with autistic gender-expansive young people and the wider LGBTQIA+ community. Additionally presented are ways in which art therapy may be beneficial to address the specific mental health needs of this client group.Plain-language summaryResearch about gender-expansive autistic young people has traditionally ignored their life experiences, wishes and opinions. These young people experience high levels of mental distress, which is made worse by societal prejudices. This highlights the need for mental health interventions, such as art therapy, to be tailored to the needs of these clients.This paper includes elements of art therapy sessions with a young person I worked with as part of my trainee placement, who identified both as non-binary and autistic. These sessions explore this young person's experience within the context of Child and Adolescent Mental Health Services (CAMHS) in the National Health Service (NHS). The paper explores intersecting themes that are present in art therapy with autistic gender-expansive young people and the wider LGBTQIA+ community. Additionally presented are ways in which art therapy may be beneficial to address the specific mental health needs of this client group.Plain-language summaryResearch about gender-expansive autistic young people has traditionally ignored their life experiences, wishes and opinions. These young people experience high levels of mental distress, which is made worse by societal prejudices. This highlights the need for mental health interventions, such as art therapy, to be tailored to the needs of these clients.This paper includes elements of art therapy sessions with a young person I worked with as part of my trainee placement, who identified both as non-binary and autistic. These sessions explore this young person's experience within the context of Child and Adolescent Mental Health Services (CAMHS) in the National Health Service (NHS).The paper explores intersecting themes that are present in art therapy with autistic gender-expansive young people and the wider LGBTQIA+ community. Additionally presented are ways in which art therapy may be beneficial to address the specific mental health needs of this client group.
BackgroundWithin research, there is little focus given to the profound psychological changes for a woman when she becomes a mother. Literature is held within patriarchal foundations where cultural imagery idealises maternity. Despite knowledge that suicide is the leading cause of death in women during the perinatal period, guidelines remain heavily focused on physical health implications during this time.AimsThe author explored her own transitional experience of new motherhood, positioning the mother as a creative, reflexive container within the mother-child dyad. In this, the author aimed to bring the complexity of the maternal experience to the forefront of knowledge.MethodsThe author used a heuristic arts-based method to keep the tacit dimension of creativity active, using process-led art practice as a means to make implicit knowledge available to research.ResultsThe art object was the container to hold the conflicting emotions that were part of the experience of new motherhood. The process of making art deepened connection to the sensory bodily understanding of the experience, increasing emotional availability and relational capacity in the maternal dyad.ConclusionsThere is a deep need to normalise the emotional and psychological shifts that accompany childbirth and mothering. Making art can create space to think about the reality of these experiences from a place of embodied understanding.Implications for policy, practice and future researchArt psychotherapy could help mothers by opening up relational dialogue and facilitating connections. This could support more realistic and honest perceptions of the complexity of the mothering experience.Plain-language summaryWithin research, there is little focus given to the profound psychological changes for a woman when she becomes a mother. Literature is held within male-dominated social systems where cultural imagery idealises maternity. Despite knowledge that suicide is the leading cause of death in women during the perinatal period, guidelines remain heavily focused on physical health implications during this time.The author explored her own transitional experience of new motherhood, positioning the mother as a thinking, feeling subject within the mother-child dyad. In this, the author aimed to bring the complexity of the maternal experience to the forefront of knowledge, moving the mother from the margins to the centre of understanding. The author used a creative research approach, using process-led art practice to explore and more deeply understand her own lived experience. Moving fluidly between theory and practice, without privileging either form of exploration, enabled the researcher to create new meaning and see in different ways.There is a deep need to normalise the emotional and psychological shifts that accompany childbirth and mothering. Making art can create space to think about the reality of these experiences from a place of embodied understanding. The art object can be the container to hold the conflicting emotions that accompany new motherhood. The process of making art can deepen connection to the sensory bodily understanding of an experience, increasing emotional availability and relational capacity in the dyadic experience.Art psychotherapy could help mothers by facilitating communication focused on building connection and shared meaning. This could support more realistic and honest perceptions of the complexity of the mothering experience. The author suggests that, as art psychotherapists, it is through our own bodily experiences that we are then able to bear witness, and have deep therapeutic engagement, in the experience of another.Plain-language summaryWithin research, there is little focus given to the profound psychological changes for a woman when she becomes a mother. Literature is held within male-dominated social systems where cultural imagery idealises maternity. Despite knowledge that suicide is the leading cause of death in women during the perinatal period, guidelines remain heavily focused on physical health implications during this time.The author explored her own transitional experience of new motherhood, positioning the mother as a thinking, feeling subject within the mother-child dyad. In this, the author aimed to bring the complexity of the maternal experience to the forefront of knowledge, moving the mother from the margins to the centre of understanding. The author used a creative research approach, using process-led art practice to explore and more deeply understand her own lived experience. Moving fluidly between theory and practice, without privileging either form of exploration, enabled the researcher to create new meaning and see in different ways.There is a deep need to normalise the emotional and psychological shifts that accompany childbirth and mothering. Making art can create space to think about the reality of these experiences from a place of embodied understanding. The art object can be the container to hold the conflicting emotions that accompany new motherhood. The process of making art can deepen connection to the sensory bodily understanding of an experience, increasing emotional availability and relational capacity in the dyadic experience.Art psychotherapy could help mothers by facilitating communication focused on building connection and shared meaning. This could support more realistic and honest perceptions of the complexity of the mothering experience. The author suggests that, as art psychotherapists, it is through our own bodily experiences that we are then able to bear witness, and have deep therapeutic engagement, in the experience of another.Plain-language summaryWithin research, there is little focus given to the profound psychological changes for a woman when she becomes a mother. Literature is held within male-dominated social systems where cultural imagery idealises maternity. Despite knowledge that suicide is the leading cause of death in women during the perinatal period, guidelines remain heavily focused on physical health implications during this time.The author explored her own transitional experience of new motherhood, positioning the mother as a thinking, feeling subject within the mother-child dyad. In this, the author aimed to bring the complexity of the maternal experience to the forefront of knowledge, moving the mother from the margins to the centre of understanding. The author used a creative research approach, using process-led art practice to explore and more deeply understand her own lived experience. Moving fluidly between theory and practice, without privileging either form of exploration, enabled the researcher to create new meaning and see in different ways.There is a deep need to normalise the emotional and psychological shifts that accompany childbirth and mothering. Making art can create space to think about the reality of these experiences from a place of embodied understanding. The art object can be the container to hold the conflicting emotions that accompany new motherhood. The process of making art can deepen connection to the sensory bodily understanding of an experience, increasing emotional availability and relational capacity in the dyadic experience.Art psychotherapy could help mothers by facilitating communication focused on building connection and shared meaning. This could support more realistic and honest perceptions of the complexity of the mothering experience. The author suggests that, as art psychotherapists, it is through our own bodily experiences that we are then able to bear witness, and have deep therapeutic engagement, in the experience of another.Plain-language summaryWithin research, there is little focus given to the profound psychological changes for a woman when she becomes a mother. Literature is held within male-dominated social systems where cultural imagery idealises maternity. Despite knowledge that suicide is the leading cause of death in women during the perinatal period, guidelines remain heavily focused on physical health implications during this time.The author explored her own transitional experience of new motherhood, positioning the mother as a thinking, feeling subject within the mother-child dyad. In this, the author aimed to bring the complexity of the maternal experience to the forefront of knowledge, moving the mother from the margins to the centre of understanding. The author used a creative research approach, using process-led art practice to explore and more deeply understand her own lived experience. Moving fluidly between theory and practice, without privileging either form of exploration, enabled the researcher to create new meaning and see in different ways.There is a deep need to normalise the emotional and psychological shifts that accompany childbirth and mothering. Making art can create space to think about the reality of these experiences from a place of embodied understanding. The art object can be the container to hold the conflicting emotions that accompany new motherhood. The process of making art can deepen connection to the sensory bodily understanding of an experience, increasing emotional availability and relational capacity in the dyadic experience.Art psychotherapy could help mothers by facilitating communication focused on building connection and shared meaning. This could support more realistic and honest perceptions of the complexity of the mothering experience. The author suggests that, as art psychotherapists, it is through our own bodily experiences that we are then able to bear witness, and have deep therapeutic engagement, in the experience of another.
BackgroundQueer and gender-diverse individuals frequently navigate trauma, digital harassment, and sociopolitical marginalisation that profoundly shape embodied identity. Arts-based autoethnography offers a meaningful approach for examining these experiences through material, symbolic, and somatic processes.AimsThis study investigated how mannequin-based artmaking functioned as an embodied site for exploring Queer identity, trauma integration, and self-reconstruction.MethodsUsing an autoethnographic research design, I engaged in a two-year process of modifying life-sized mannequins through cutting, reconstructing, painting, and layering. Data consisted of reflective journals, video documentation of somatic and emotional responses, and photographic records of sculptural progression. Data were analyzed through a reflexive thematic analysis informed by Queer, trauma-informed, and embodied frameworks.ResultsFour themes were developed: (1) transformation of gender presentation, (2) development of a symbolic material vocabulary, (3) movement from fragmentation toward subtle integration, and (4) resilience and post-traumatic growth expressed through somatic regulation and creative coherence.ConclusionsMannequin-based artmaking provided a generative form of embodied inquiry into the complexities of Queer identity and trauma. Although undertaken as a personal exploration rather than clinical practice, the findings illustrate how creative, three-dimensional processes can illuminate lived experiences shaped by oppression and digital violence.Implications for art therapy practiceThese insights point to ways in which three-dimensional, embodied artmaking could inform future art therapy practice, particularly when working with clients exploring identity, trauma, and body-based distress.
BackgroundHigh-profile evidence positions arts-based activities as viable and beneficial healthcare practices. However, studies do not sufficiently delineate the therapeutic actions of art psychotherapy from arts-for-health activity, resulting in lack of clarity about which type of art-based activity may be most appropriate for whom.AimsThe study aims to further our understanding of the therapeutic action of holding in art-based healthcare activities, referencing Donald Winnicott's theory of the developmental 'holding environment'.MethodsThree art therapists who practice in both roles attended semi-structured interviews and produced artworks on the theme of experiences of holding in art therapy and arts-for-health. Transcripts and artworks were analysed using Interpretative Phenomenological Analysis.ResultsFive superordinate themes emerged for each realm of practice, discussed alongside phenomenological concepts of identity, attention, relationship, temporality and accountability. In addition, two general themes transcended both practices, namely, (1) holding feels different in each role and (2) tensions and opportunities between professions.ConclusionsSome similarities in the experiences of facilitating art psychotherapy and arts-for-health activities are acknowledged, however phenomenological themes showed significant differences between experiences of holding within each practice.Implications for practice/policy/future researchResults may be useful to aid appropriate decision making about arts-based healthcare commissioning and may also support future positioning of activities on the continuum of arts-based healthcare practice. Results also indicate that there are considerable opportunities for mutual learning and collaboration between professions, and that experienced art therapists are well-placed to provide arts-for-health supervision and/or consultation.
Background: Evidence-based practice (EBP) generated a significant paradigm shift in clinical decision-making, along with rising concerns on neglecting the subjective and creative nature of practice-based evidence (PBE). Mixed methods research emerged as a promising approach to integrate EBP and PBE to enrich the body of evidence in various fields including art therapy research. Aims: To examine the characteristics of the effectiveness of art therapy studies within mixed methods research paradigm and how mixed methods studies can bridge EBP and PBE in art therapy. Methods: A literature review was conducted using nine electronic databases and additional sources. Four mixed methods studies examining the effectiveness of art therapy were identified. Results: The types of art therapy interventions and patient groups varied across the included studies. Most studies employed convergent mixed methods designs, but only one study explicitly specified its methodological approach, and none provided a rationale for using mixed methods approach. Only one study integrated quantitative and qualitative findings and interpreted narratives drawn from both components. Conclusions: Mixed methods research paradigm in contemporary art therapy research can be used to magnify the quantitative findings through qualitative insights and strengthen qualitative findings with quantitative evidence. Nevertheless, the overall rigour of both the quantitative and qualitative studies within mixed methods art therapy research requires critical enhancement. Implications for practice/policy/future: Future mixed methods studies in art therapy can be progressed with rigorous incorporation of randomisation, control group and larger sample sizes, clear presentation of method and methodology, and improved integration and synthesis of quantitative and qualitative results.
BackgroundOpen studio is a non-directive, process-oriented approach supporting autonomy, symbolic expression, and relational engagement. One of its central features is a communal studio where participants create simultaneously. While therapeutic benefits have been explored, less is known about how adolescents in psychiatric care experience change through this modality.AimsThis qualitative study explored the lived experiences of adolescents in open studio art therapy within a psychiatric day treatment unit, focusing on how they perceived and understood therapeutic change over time.MethodsUsing a constructivist grounded theory approach, data were drawn from three in-depth interviews with nine participants at different stages of studio engagement. Participants' artworks were analyzed through an arts-informed lens. The design incorporated Youth Participatory Action Research principles, with adolescents contributing to analysis.ResultsThe analysis produced a process-oriented model, visualised as a flower growing in a shared garden. The model comprises three core categories: therapeutic aspects, process mechanisms, and experiences of change. Therapeutic aspects include the shared creative space, self-expression, and the therapist's supportive presence. These were interconnected through four mechanisms: connection, inspiration, exploration, and regulation, which supported emotional, creative, and relational engagement. The mechanisms operated within the studio environment and interacted dynamically with participants' evolving experiences. Therapeutic change was experienced as gradual, non-linear, and personally meaningful.Conclusions and ImplicationsFrom adolescents' perspective, the open studio provided a therapeutic space fostering growth, self-understanding, and belonging. Findings offer a conceptual framework for understanding change in adolescent art therapy and support integrating participant-centered methods in clinical research and practice.Plain-language summaryThis study explored how adolescents in psychiatric care experienced therapeutic change through participating in open studio art therapy. In this type of therapy, young people create artwork alongside each other in a shared space without set instructions or expected outcomes. They choose materials, work at their own pace, and are supported by art therapists who are present, attentive, and non-directive.Nine adolescents took part in the study. Each participated in three interviews during their time in the open studio. Their impressions and reflections on the artworks they created helped researchers understand what made the experience helpful and meaningful.The study identified three main elements that shaped the therapeutic process: Therapeutic aspects: These included the shared creative space, self-expression through art, and the therapist's supportive presence.Process mechanisms: These describe how participants engaged in the studio: Connection - forming bonds with others, with the studio space, and with one's own artworkInspiration - getting ideas from materials, peers, or inner imaginationExploration - trying new things and discovering personal interestsRegulation - learning to manage emotions, frustrations, and challengesExperiences of change: These were the personal changes participants described. For some, change was gradual and became clear only in retrospect; For others, change came through sudden insights or breakthrough moments that led to a sense of emotional clarity or new understanding.Together, these elements supported healing, self-understanding, and growth. The open studio became a space where participants could feel safe, creative, and connected.This research highlights how creating art alongside peers in a free, non-directive environment can support adolescents facing mental health challenges. It also emphasises the importance of listening to young people's voices when studying their care. The model developed in this study may be useful for art therapists, educators, and mental health professionals working with youth.Plain-language summaryThis study explored how adolescents in psychiatric care experienced therapeutic change through participating in open studio art therapy. In this type of therapy, young people create artwork alongside each other in a shared space without set instructions or expected outcomes. They choose materials, work at their own pace, and are supported by art therapists who are present, attentive, and non-directive.Nine adolescents took part in the study. Each participated in three interviews during their time in the open studio. Their impressions and reflections on the artworks they created helped researchers understand what made the experience helpful and meaningful.The study identified three main elements that shaped the therapeutic process: Therapeutic aspects: These included the shared creative space, self-expression through art, and the therapist's supportive presence.Process mechanisms: These describe how participants engaged in the studio: Connection - forming bonds with others, with the studio space, and with one's own artworkInspiration - getting ideas from materials, peers, or inner imaginationExploration - trying new things and discovering personal interestsRegulation - learning to manage emotions, frustrations, and challengesExperiences of change: These were the personal changes participants described. For some, change was gradual and became clear only in retrospect; For others, change came through sudden insights or breakthrough moments that led to a sense of emotional clarity or new understanding.Together, these elements supported healing, self-understanding, and growth. The open studio became a space where participants could feel safe, creative, and connected.This research highlights how creating art alongside peers in a free, non-directive environment can support adolescents facing mental health challenges. It also emphasises the importance of listening to young people's voices when studying their care. The model developed in this study may be useful for art therapists, educators, and mental health professionals working with youth.Plain-language summaryThis study explored how adolescents in psychiatric care experienced therapeutic change through participating in open studio art therapy. In this type of therapy, young people create artwork alongside each other in a shared space without set instructions or expected outcomes. They choose materials, work at their own pace, and are supported by art therapists who are present, attentive, and non-directive.Nine adolescents took part in the study. Each participated in three interviews during their time in the open studio. Their impressions and reflections on the artworks they created helped researchers understand what made the experience helpful and meaningful.The study identified three main elements that shaped the therapeutic process: Therapeutic aspects: These included the shared creative space, self-expression through art, and the therapist's supportive presence. Process mechanisms: These describe how participants engaged in the studio: Connection - forming bonds with others, with the studio space, and with one's own artworkInspiration - getting ideas from materials, peers, or inner imaginationExploration - trying new things and discovering personal interestsRegulation - learning to manage emotions, frustrations, and challengesExperiences of change: These were the personal changes participants described. For some, change was gradual and became clear only in retrospect; For others, change came through sudden insights or breakthrough moments that led to a sense of emotional clarity or new understanding.Together, these elements supported healing, self-understanding, and growth. The open studio became a space where participants could feel safe, creative, and connected.This research highlights how creating art alongside peers in a free, non-directive environment can support adolescents facing mental health challenges. It also emphasises the importance of listening to young people's voices when studying their care. The model developed in this study may be useful for art therapists, educators, and mental health professionals working with youth.Plain-language summaryThis study explored how adolescents in psychiatric care experienced therapeutic change through participating in open studio art therapy. In this type of therapy, young people create artwork alongside each other in a shared space without set instructions or expected outcomes. They choose materials, work at their own pace, and are supported by art therapists who are present, attentive, and non-directive.Nine adolescents took part in the study. Each participated in three interviews during their time in the open studio. Their impressions and reflections on the artworks they created helped researchers understand what made the experience helpful and meaningful.The study identified three main elements that shaped the therapeutic process: Therapeutic aspects: These included the shared creative space, self-expression through art, and the therapist's supportive presence.Process mechanisms: These describe how participants engaged in the studio: Connection - forming bonds with others, with the studio space, and with one's own artworkInspiration - getting ideas from materials, peers, or inner imaginationExploration - trying new things and discovering personal interestsRegulation - learning to manage emotions, frustrations, and challengesExperiences of change: These were the personal changes participants described. For some, change was gradual and became clear only in retrospect; For others, change came through sudden insights or breakthrough moments that led to a sense of emotional clarity or new understanding.Together, these elements supported healing, self-understanding, and growth. The open studio became a space where participants could feel safe, creative, and connected.This research highlights how creating art alongside peers in a free, non-directive environment can support adolescents facing mental health challenges. It also emphasises the importance of listening to young people's voices when studying their care. The model developed in this study may be useful for art therapists, educators, and mental health professionals working with youth.Plain-language summaryThis study explored how adolescents in psychiatric care experienced therapeutic change through participating in open studio art therapy. In this type of therapy, young people create artwork alongside each other in a shared space without set instructions or expected outcomes. They choose materials, work at their own pace, and are supported by art therapists who are present, attentive, and non-directive.Nine adolescents took part in the study. Each participated in three interviews during their time in the open studio. Their impressions and reflections on the artworks they created helped researchers understand what made the experience helpful and meaningful.The study identified three main elements that shaped the therapeutic process: Therapeutic aspects: These included the shared creative space, self-expression through art, and the therapist's supportive presence.Process mechanisms: These describe how participants engaged in the studio: Connection - forming bonds with others, with the studio space, and with one's own artworkInspiration - getting ideas from materials, peers, or inner imaginationExploration - trying new things and discovering personal interestsRegulation - learning to manage emotions, frustrations, and challengesExperiences of change: These were the personal changes participants described. For some, change was gradual and became clear only in retrospect; For others, change came through sudden insights or breakthrough moments that led to a sense of emotional clarity or new understanding.Together, these elements supported healing, self-understanding, and growth. The open studio became a space where participants could feel safe, creative, and connected.This research highlights how creating art alongside peers in a free, non-directive environment can support adolescents facing mental health challenges. It also emphasises the importance of listening to young people's voices when studying their care. The model developed in this study may be useful for art therapists, educators, and mental health professionals working with youth.
BackgroundAdolescents often exhibit considerable reluctance to engage in traditional emotional therapy. This paper explores the integration of smartphones, teens' primary social reality, into art therapy to enhance the therapeutic alliance and client engagement.ContextThe intervention was implemented by the second author over a three-year period with 50 adolescents (ages 13-18) in a school setting, integrating traditional art materials with Wi-Fi-enabled digital media.ApproachThe approach first involved negotiating explicit ethical boundaries related to privacy and confidentiality and then encouraging the students to use their devices to generate content for reflection. The interventions included sharing emotionally resonant photos, analyzing personal music playlists, and co-creating digital collages and memes that served to validate the clients' "techno-biographical lexicon".OutcomesThe clients reported feeling "seen" and validated when their digital language was used and stated that sharing images or music was "easier than talking" about difficult feelings. The smartphone functioned as a transitional space that fostered co-regulation and engagement, particularly for clients who found it difficult to express their concerns.ConclusionsIntegrating smartphones can enable art therapists to meet adolescents on their own terms, within their authentic mode of self-expression, which can help develop a strong, trust-based therapeutic alliance by overcoming resistance and facilitating deeper processing of identity and emotions.Implications for ResearchMore systematic research, notably longitudinal studies, is needed to investigate the efficacy of hybrid interventions and establish ethical frameworks for digital consent, data security, and clinical assessment of digital art narratives in this population.
BackgroundChildren and young people with long-term physical health conditions (LTPHCs), such as Juvenile Idiopathic Arthritis (JIA), are at increased risk of mental health difficulties, including anxiety and depression. Despite this, access to psychological support in paediatric healthcare settings remains limited. Group Art Psychotherapy Intervention for communicating the Needs of children with long-term health conditions (GAIN) was developed as an online, manualised group intervention to support the psychological well-being of children with LTPHCs and their families.AimsThis service evaluation aimed to assess the acceptability of the GAIN intervention as an online, home-based treatment, explore the suitability of standardised outcome measures, and develop a logic model to inform future implementation.MethodsTwelve young people with JIA participated in two age-stratified, six-session online art psychotherapy groups, facilitated by an HCPC-registered art psychotherapist. Data were collected via focus groups with therapists, patient and parent questionnaires (PedsQL, RCADS, SDQ), therapist session notes, and supervision reflections.ResultsThe intervention was well-received, with participants reporting increased social connectedness, emotional expression, and empowerment. Four themes were identified from the thematic analysis: Peer support and discussion, Youth centred empowerment, Barriers and revisions, Age group differences. A logic model for the GAIN intervention is presented, and the acceptability of the questionnaires is reported.ConclusionsThe GAIN intervention demonstrated strong acceptability and potential benefits for children with LTPHCs, particularly in promoting peer support and emotional expression.Implications for practice/policy/future researchThe evaluation informs future adaptations and the development of the evidence base for art psychotherapy in paediatric healthcare settings.Plain-language summaryChildren and young people with long-term physical health conditions, like Juvenile Idiopathic Arthritis (JIA), can sometimes feel worried, sad, or lonely. Getting mental health support is not always easy. The GAIN programme (Group Art Psychotherapy Intervention for communicating the Needs of children with long-term health conditions) is an online group art therapy designed to help children and their families. In this study, twelve young people with JIA joined online art therapy sessions led by a trained art therapist. They made art, talked, and shared their experiences. Feedback came from children, parents, therapists, and group discussions. The results showed that most children enjoyed the sessions and found them helpful. They felt less alone, more confident, and better able to express their feelings. The sessions also helped them connect with others going through similar challenges. Overall, GAIN seems to be a helpful and supportive programme for children with long-term conditions. The feedback will be used to make the programme even better and to guide future research on art therapy in children's healthcare.
BackgroundBurnout among healthcare professionals (HCPs) is a growing concern with wide-reaching implications. Manualised, evidence-based art therapy interventions offer a promising approach to staff support and have shown effectiveness in recent clinical trials. However, little is known about art therapists' experiences of delivering these structured models. Understanding these experiences is essential to inform future implementation and sustainability.AimsTo explore art therapists' lived experiences of delivering a manualised group art therapy intervention for HCPs at risk of burnout, and to identify factors influencing implementation.MethodsA qualitative study using Reflexive Thematic Analysis and Template Analysis was conducted. A focus group with four therapists who delivered the intervention was transcribed and analysed to explore personal, professional, and systemic influences on deliveryResultsThree interconnected domains were identified: (1) Art therapy groups as emotionally resonant, relational spaces that disrupted workplace hierarchies; (2) Therapist perspectives on balancing fidelity to the manual with flexible, relational practice; and (3) Organisational influences on delivery, including resource constraints and emotional labour. Therapists valued supportive relationships, the manual's containing function, and contextual knowledge. Embedded expertise enhanced delivery, while systemic barriers challenged sustainability.ConclusionsDelivering a manualised art therapy intervention in a medical setting was both meaningful and demanding. The structured framework supported emotional safety and creative expression, but long-term sustainability depends on organisational investment and integration into existing systems.ImplicationsFindings emphasise the need for dedicated art therapy roles, appropriate infrastructure, and further research into scalable implementation and long-term impact.Plain-language summaryThis study explored how art therapists experienced delivering a manualised group art therapy programme for healthcare professionals at high risk of burnout. Four art therapists who facilitated the sessions as part of a randomised controlled trial took part in a focus group to share their reflections. Transcripts of the discussion were carefully examined using thematic analysis to explore common themes and differences.Therapists described how working within a structured manual helped them feel organised and grounded in delivering the intervention. The manual provided a clear framework that was highly valued for keeping art-making central to the sessions, preserving the integrity of the model, and fostering authentic expression and connection. Therapists also highlighted the importance of remaining flexible and responsive to the needs of each group. Being open about the manual and the research context helped build trust and engagement with participants.Delivering the intervention was experienced as both professionally enriching and personally meaningful. However, therapists also identified challenges, including organisational pressures, unpredictable physical spaces, and the emotional demands of the work. Access to supervision, team support, and strong working relationships with clinical colleagues were seen as critical to sustaining therapist wellbeing and programme delivery.The study highlights that group art therapy was experienced as creating restorative spaces for healthcare professionals within hospital environments. To sustain programmes like this, healthcare organisations need to invest in supporting art therapists through dedicated roles, protected time, appropriate spaces, regular supervision, and opportunities for reflection and creativity. Future work should explore how to adapt and extend this kind of programme across different hospitals and staff groups while keeping its core relational and creative focus alive.Plain-language summaryThis study explored how art therapists experienced delivering a manualised group art therapy programme for healthcare professionals at high risk of burnout. Four art therapists who facilitated the sessions as part of a randomised controlled trial took part in a focus group to share their reflections. Transcripts of the discussion were carefully examined using thematic analysis to explore common themes and differences.Therapists described how working within a structured manual helped them feel organised and grounded in delivering the intervention. The manual provided a clear framework that was highly valued for keeping art-making central to the sessions, preserving the integrity of the model, and fostering authentic expression and connection. Therapists also highlighted the importance of remaining flexible and responsive to the needs of each group. Being open about the manual and the research context helped build trust and engagement with participants.Delivering the intervention was experienced as both professionally enriching and personally meaningful. However, therapists also identified challenges, including organisational pressures, unpredictable physical spaces, and the emotional demands of the work. Access to supervision, team support, and strong working relationships with clinical colleagues were seen as critical to sustaining therapist wellbeing and programme delivery.The study highlights that group art therapy was experienced as creating restorative spaces for healthcare professionals within hospital environments. To sustain programmes like this, healthcare organisations need to invest in supporting art therapists through dedicated roles, protected time, appropriate spaces, regular supervision, and opportunities for reflection and creativity. Future work should explore how to adapt and extend this kind of programme across different hospitals and staff groups while keeping its core relational and creative focus alive.Plain-language summaryThis study explored how art therapists experienced delivering a manualised group art therapy programme for healthcare professionals at high risk of burnout. Four art therapists who facilitated the sessions as part of a randomised controlled trial took part in a focus group to share their reflections. Transcripts of the discussion were carefully examined using thematic analysis to explore common themes and differences.Therapists described how working within a structured manual helped them feel organised and grounded in delivering the intervention. The manual provided a clear framework that was highly valued for keeping art-making central to the sessions, preserving the integrity of the model, and fostering authentic expression and connection. Therapists also highlighted the importance of remaining flexible and responsive to the needs of each group. Being open about the manual and the research context helped build trust and engagement with participants.Delivering the intervention was experienced as both professionally enriching and personally meaningful. However, therapists also identified challenges, including organisational pressures, unpredictable physical spaces, and the emotional demands of the work. Access to supervision, team support, and strong working relationships with clinical colleagues were seen as critical to sustaining therapist wellbeing and programme delivery.The study highlights that group art therapy was experienced as creating restorative spaces for healthcare professionals within hospital environments. To sustain programmes like this, healthcare organisations need to invest in supporting art therapists through dedicated roles, protected time, appropriate spaces, regular supervision, and opportunities for reflection and creativity. Future work should explore how to adapt and extend this kind of programme across different hospitals and staff groups while keeping its core relational and creative focus alive.Plain-language summaryThis study explored how art therapists experienced delivering a manualised group art therapy programme for healthcare professionals at high risk of burnout. Four art therapists who facilitated the sessions as part of a randomised controlled trial took part in a focus group to share their reflections. Transcripts of the discussion were carefully examined using thematic analysis to explore common themes and differences.Therapists described how working within a structured manual helped them feel organised and grounded in delivering the intervention. The manual provided a clear framework that was highly valued for keeping art-making central to the sessions, preserving the integrity of the model, and fostering authentic expression and connection. Therapists also highlighted the importance of remaining flexible and responsive to the needs of each group. Being open about the manual and the research context helped build trust and engagement with participants.Delivering the intervention was experienced as both professionally enriching and personally meaningful. However, therapists also identified challenges, including organisational pressures, unpredictable physical spaces, and the emotional demands of the work. Access to supervision, team support, and strong working relationships with clinical colleagues were seen as critical to sustaining therapist wellbeing and programme delivery.The study highlights that group art therapy was experienced as creating restorative spaces for healthcare professionals within hospital environments. To sustain programmes like this, healthcare organisations need to invest in supporting art therapists through dedicated roles, protected time, appropriate spaces, regular supervision, and opportunities for reflection and creativity. Future work should explore how to adapt and extend this kind of programme across different hospitals and staff groups while keeping its core relational and creative focus alive.
