Starting Your First Art Therapy Session with Young Children

How Do You Start Your First Art Therapy Session?
A similar question was posed to me in 2001 by Carmela Wenger, LMFT, RPT-S, for Volume 1, Issue 2 of the California Association for Play Therapy Newsletter. I was surprised by the positive response and requests for the paper. Since it was deemed useful, I have revised the article to focus on art therapy with young children, school age children, and adolescents. This is the first of three articles.

by Linda Chapman, MA, ATR-BC

For toddlers who arrive with a parent or caregiver, separation is unadvisable, particularly in the beginning of therapy. Young children are developmentally dependent and will rarely willingly nor comfortably separate from their significant caregiver.

Following a general acknowledgment of both the child and adult, I direct my attention first to the parent or caregiver, and establish a basic level of mutual comfort before shifting my attention to the child. This gives the child a chance to take cues from the caregiver’s reactions and behavior. I reassure caregivers by noting their care and concern for the child as demonstrated in the participation in therapy. In my experience, many adults are fearful of being told they are bad parents, or the cause of the child’s difficulties.

I nearly always begin by stating, “I thought we could begin with me telling you a bit about myself and what I do, and then I would like to hear from you how you think I may be able to offer help to you and your child.” Speaking about me gives the adult time to relax, gain first impressions, and to not be required to immediately answer questions. Most importantly, when adults are telling me about the child and/or their concerns, I refrain from interrupting with questions. Most adults respond positively to a concerned and attentive listener. I try to convey a sense that we are working together, rather than be an “expert” collecting data. I attempt to minimize stress in both the caregiver and child.

If a toddler is referred for acute trauma, or incident based crisis work, the child is invited to explore the art/room playroom setting, including a toddler size table and chairs with paper and large colored pencils, and toys and props designed to facilitate expression and gain mastery through replaying the event or aspects of the event. I make an effort to talk a bit slowly and move slowly in the presence of young children, and to avoid close, physical proximity to the child until I sense the child is comfortable with my presence. If the child is over active, I begin making random marks on the paper, developmentally what the child would do, and usually the child will want to participate in making random marks or scribbling. This stops the high energy motor activity and facilitates focused attention.

For chronic PTSD, depression, behavioral or other problems, I begin with a non-directive approach, allowing the child to gain a sense of mastery over the environment. My role consists of carefully observing and assessing, and interacting in ways that assures the child of their physical and psychological safety. I discuss child abuse reporting laws with the adult and if developmentally appropriate, with the child as well.

Terminating a first session with very young children requires transition time, and perhaps a transitional object such as a note or a sticker.

© Copyright 2009-2011 Linda Chapman.