Fulltime Diploma Graduates

2003 – Abbotsford, BC

Since graduating from VATI, I have continued teaching in public schools. The first year, I worked four days a week at a middle school as a learning support teacher, helping students in grade six with difficulties in their classrooms. The following year, I did the same for approximately 200 students in grade seven. I was able to utilize art therapy on an individual basis with several students, addressing issues such as depression, illness, difficulties with siblings, social issues and selective mutism. I also worked with small groups, addressing problems with anxiety, bullying and learning disabilities.

I noticed several changes as a result. One student who struggled with obsessive-compulsive disorder utilized art therapy to combat compulsions and feelings of depression and inadequacy. Another student was significantly helped through dog therapy. Apparently, the girl’s mother still sings the praises of art therapy.

The seven teachers with whom I worked during those first two years supported the use of art therapy, and so I facilitated a workshop for them as well as a grief support session for staff members who had worked with a student who died during the school year. The teachers wondered about including an art therapy check-in time at our weekly meetings but unfortunately, time constraints prevented this idea from being realized.

Despite the many successes, there were also challenges. The environment, in general, was not supportive For example, an opportunity to utilize a bigger room to increase the number of students who could be benefit from art therapy, as well as to provide room for the supplies (and student work) was not facilitated. It was then suggested that parent volunteers use the space I did move into. My efforts to educate people I worked with seemed effective in some situations but not in others.

Currently, I am teaching at William A. Fraser Middle School where art therapy has been well received. I work in an integrated setting focusing on the emotional and behavioural needs of students requiring intensive behaviour support. Furthermore, because of the team atmosphere within the school, I am able to use art therapy with other students who are referred for counselling. Various staff members attended an art therapy workshop and have requested another session. Parents have heard about my programme and are requesting art therapy for their children. In addition, school board office personnel, care team members from agencies such as community services and MCFD and our school’s mental health liaison person have all become more knowledgeable and interested in the benefits of art therapy.

The road has been hard, but I’m slowly realizing that art therapy is becoming accepted by the educational system. It became especially apparent when a student who was to return to our school after a suspension and board of review was given a contract containing various stipulations, including one that stated he must participate in art therapy!

Therefore, even though it has sometimes seemed as though I have gone forward two steps and then back one during the three and half years since graduating from The Vancouver Art Therapy Institute, I know that persistence is one of the key factors in using art therapy to provide well-rounded support for students. Of course, another key element is finding an environment conducive to the growth of art therapy. With the support of “bosses” who are open to new ideas and who put kids first, anything is possible.

In addition to my work in schools, until early this year, I did volunteer work with the Abbotsford Hospice. My work with children and adults there began when I was a first year student and has been so rewarding and inspirational that I hope to return to it in the near future.

My private practice continues. Since I already work full-time within the school system, I work with a maximum of five clients in my studio in order to be able to still give them professional attention. I have not needed to advertise; as soon as one client moves on, another is referred. I am currently working with people who are managing Autism Spectrum Disorders, Fetal Alcohol Syndrome, depression, Down’s Syndrome and anxiety.

I love being an art therapist. Using my skills with students in schools encourages me. Although my dream of being a full time school art therapist may not be realized, I am heartened by my conversations with administrators, learning support teams, school board office staff and mental health system professionals who all express a need for a programme, which helps students, thrive both emotionally and mentally. So, the moral of my story is don’t give up! And don’t be afraid to move on if your message is not accepted. When you find the right place and the right people, art therapy will thrive!

I would like to dedicate this article to Bonnie Maclean for bringing her therapy dogs - Bria and Teesha - to school every week and to John Roberts, Charlotte Siemens, Maureen Toth and the entire staff of William A. Fraser Middle School in Abbotsford, BC. As our school motto says, “Fraser Falcons Soar!”

- Liz McKnight

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