In the 1970s, art therapy was primarily regarded as a therapeutic technique, applied within diverse psychological frameworks such as psychoanalytic, gestalt, humanistic, and phenomenological approaches. Today, however, it is recognized as a distinct therapeutic approach emphasizing:
- the therapist-client relationship
- exploration of the inner world
- behavioral change
Norbert Elias challenges the concept of an isolated “inner world,” asserting that individuals are shaped by a dynamic interplay of socioeconomic, cultural, and political forces. Art therapists use interactions with art materials as a means of understanding and connecting with clients. In art therapy groups, children may express unconscious thoughts and feelings, progressively developing connections with other group members and shifting from solitary expression to social cohesion.
Prioritizing Creative Exploration over Creating Perfect Artwork
As previously addressed, art therapy is a unique therapeutic approach that integrates the practice of art with the process of connecting to the inner self through creative expression. In therapy sessions, clients are often guided to use imagery, color, and shapes to help articulate their feelings and communicate with therapists in a non-verbal way.
When we think of communication, verbal expression typically comes to mind, requiring language skills and articulation. However, art transcends these language barriers, making it accessible to a wider audience—regardless of age, artistic experience, or cognitive abilities. The primary goal of art therapy is to create an inclusive, supportive environment that encourages individuals to explore and express the hidden parts of themselves.
For children in their developmental stages, art can serve as a more straightforward reflection of their inner world. While their technical skills may still be developing, their artwork often provides clearer insights into their thoughts and emotions.
As art therapists, our objective is to facilitate the expression of these messages through creative means. In group settings, we may observe a range of differences in age, gender, and artistic ability. Yet, we view each participant as an individual with unique cognitive insights—or inner conflicts—waiting to be expressed under the “right” conditions. As mentors rather than instructors, art therapists strive to foster a sense of equality, eliminating any hierarchical barriers in our interactions with clients.
Is there gender difference in creative capacity?
The answer to the question goes beyond a simple “yes” or “no”.
Research often shows minimal gender differences in creativity test scores and creative accomplishments among boys and girls. However, a noticeable gap in creative achievements between men and women tends to emerge later in life, suggesting that these differences are more likely influenced by social, cultural, and environmental factors than by inherent gender-based distinctions.
For example, studies indicate that women may excel in verbal and artistic forms of creativity, while men are often more represented in scientific and mathematical areas. This trend is echoed in educational environments, where girls may receive more encouragement to pursue language-oriented subjects like literature and social sciences. Women also show strong preferences and success in creative fields such as painting, music, and dance. Conversely, men are more frequently represented in science, technology, engineering, and mathematics (STEM) fields. Research has found that, on average, men score higher on spatial reasoning and mathematical problem-solving tests, a pattern that has been linked to stronger cultural encouragement for boys to engage with STEM subjects from a young age.
Art therapist, Man Chen, who practices at Montreal Art Therapy Centre and who offers group art therapy workshops at school, believes that art transcends all gender boundaries. In her experience, facilitating sessions with male clients is just as impactful as with female clients.
Yet of course, art therapy goes beyond binary genders.
How to create an inclusive space for everyone?
Creating a safe and welcoming environment for children from diverse backgrounds is essential in art therapy groups, especially in Toronto as families are looking for BI-POC art therapists. Inclusiveness and diversity encompass many aspects, including self-identity, personality traits, family history, and more. Today’s blog focuses on (binary) gender diversity, as it is not uncommon to encounter an imbalance in the number of male and female students within an art therapy group.
To reach our potential, we need to feel included within a group. Due to ingrained societal expectations for different genders, a third-grade boy, for instance, might feel self-conscious if he is the only male student in the group. While his reaction may vary based on personality, the art therapist’s role is to encourage each child to create art in ways that resonate with their interests, ensuring that any sense of being the minority doesn’t interfere with their creativity.
Nikki Agro, an art therapist at the Montreal Art Therapy Centre who also leads group art therapy workshops in schools, observes that children often have unique preferences for art materials: girls may gravitate toward drawing and painting, while boys might prefer sculpting, which involves more physical movement. By fostering a humanistic approach that emphasizes individual value, art therapists can help children further develop their competencies and creative potential.
How to Start Art Therapy with Children: A Step-by-Step Guide for Encouraging Creative Expression
Our art therapists in Toronto serve as mentors and companions rather than instructors. The goal is to create a space where children feel completely at ease and free to express themselves. We typically follow a basic structure with a few key steps:
- Create a safe and welcoming space: as mentioned earlier, this is essential for free expression, which helps the children feel more willing to take creative risks and connect with the therapists.
- Provide a variety of materials: offer a range of materials, like crayons, markers, paint, and clay. Children are more than welcomed to experiment with different textures, colors, and tools. In this way, they are more in line with their sensory experience and immersed in the creative process.
- Encourage exploration over perfection: emphasize that there is no “good” or “bad” art. It is important for the therapists to encourage children to explore colors, shapes and textures rather than amining for a specific outcome.
- Be patient and celebrate the artwork: the time involved for children to create their artwork may vary significantly, and the role of art therapists is to let them work at their own pace and celebrate their creations, no matter how simple they may seem. Positive reinforcement builds their confidence in expressing themselves creatively.
Written by: Linxuan (Skyler) Li
Edited by: Reyhane Namdari
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Reference:
Baer, J., & Kaufman, J. C. (2008). Gender Differences in Creativity. The Journal of Creative Behavior, 42(2), 75–105. https://doi.org/10.1002/j.2162-6057.2008.tb01289.x
Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Hyde, J. S., & Gernsbacher, M. A. (2007). The Science of Sex Differences in Science and Mathematics. Psychological Science in the Public Interest, 8(1), 1–51. https://doi.org/10.1111/j.1529-1006.2007.00032.x
Waller, D. (2006). Art Therapy for Children: How It Leads to Change. Clinical Child Psychology and Psychiatry, 11(2), 271–282. https://doi.org/10.1177/1359104506061419
What is art therapy?. Canadian Art Therapy Association. (n.d.). https://www.canadianarttherapy.org/what-is-art-therapy