Art Therapy Program
Purpose
The Art Therapy Program offers children growth in a safe and consistent environment. It offers a calm space in which students can freely express themselves through art that is not judged but is understood to have meaning specific to each child. Many children have difficulty verbally expressing their feelings but will more readily engage when using art materials as a means of significant communication when given such an opportunity. Students are provided an environment that fosters their creativity. The facilitator gradually builds a trusting relationship with the individual and works to foster an objective relationship with the child.
Strategies
Children individually attend 45-minute weekly art sessions throughout the school year. The method used is ‘non-directive,’ meaning the facilitator usually does not attempt to direct the students’ artwork or their verbal responses.
The art program is relatively free of motor limitations, social pressure, and the experience of failure. The facilitator accepts the student unconditionally and establishes a relationship in which the child feels free to express themself. The students' verbal associations to their artwork are received as offered and are recognized as meaningful. The facilitator promotes understanding of the student through contact with parents, teachers, the school support team, the vice-principal, and the principal.
Outcomes
Through non-directed art expression, many students experience improved well-being. It can help reduce stress, boost self-esteem, and increase confidence. Children with greater self-esteem and confidence may be more engaged in learning and make better behavioral choices. Over time, recurring themes may emerge in their artwork—insights that might not surface through conversation or observation alone. These patterns provide a deeper understanding of the child, helping parents and teachers better support their needs at home and in school. In some cases, this understanding may even challenge or reshape labels that have previously defined the child.
Appropriate Candidates for the Art Therapy Program
Children experiencing challenges such as;
- Emotional outbursts or emotional instability, in sadness or anger
- Selective mutism
- Withdrawal from others
- Bullying others
- Children experiencing emotional neglect
- A child with unresolved dependency needs
- Divorce or separation in the family
- Those who have experienced the death of a devoted caregiver
- Individuals navigating gender identity exploration
- Physical disabilities
- Those with learning disabilities
- A child engaged in extreme sibling rivalry
- Those experiencing excessive anxiety
- Children adapting to a new country or culture
Art Therapists
David Cho
David Cho (He/Him) is a registered Canadian art therapist and registered psychotherapist with 15+ years of experience working with children, youth, adults, and families. His experience within community mental health agencies has allowed him to support clients through a trauma informed, client-centered, and anti-oppressive lens. David teaches at Humber College in both the Criminal Justice Services and Child and Youth Care program and at the Toronto Art Therapy Institute. In his 5+ years at Lumenus, he was able to support children, youth, and families, as well as, staff through his role as both Individual and Family Therapist and Clinical Manager.
David was a key component in the creation of the mental health program through a partnership with MLSE (Maple Leaf Sports Entertainment) at Launchpad, with a focus on wellness through an inclusive and community-based lens. He also has 5+ years of experience of trauma treatment and assessment work with children and adolescents within the community counselling sector. David has a passion for program development, advocacy, and community building through the creative arts.
Beth Hamilton
Beth Hamilton (She/Her) has been an advocate for the power of art therapy programs in public school. Her journey began in 1996 at the Regent Park Duke of York Junior Public School, where she led individual and group art therapy sessions.
In 2004, she co-founded Coach House Art School, providing children ages four to six with a creative foundation through art. The curriculum emphasized fine motor skill development, socialization, and self-expression for kindergarten students. When the
Toronto District School Board introduced full-day kindergarten in 2013, Beth transitioned
her focus entirely to art therapy in schools, ensuring her expertise remained where it was needed most.
Beth is a member of the Canadian Art Therapy Association and the College of Registered Psychotherapists of Ontario. She holds a Bachelor of Fine Arts in Studio Art and Art History in 1989, became a registered art therapist in 1996, and completed her Art Therapy Diploma from the Toronto Art Therapy Institute in 1998. In 2017, she became a registered psychotherapist with the College of Registered Psychotherapists of Ontario. She remains deeply committed to advancing the field, currently training as a supervisor for student art therapists and staying engaged in professional development through
courses and conferences.