What is 'Arts Psychology Tutoring'?
A trained art tutor facilitator, who has technical drawing, painting & teaching skills, plus training in basic theory of psychology understanding how the brain grows & develops in the home environment. Using technical drawing & painting skills in a step by step process as the primary mode of communication within a classroom setting.
We support & connect students/clients with external support in the form of outside registered & professional counsellors/therapists
who provide the one to one therapy sessions where appropriate as and when needed
Our courses are accredited through OCN London
HCPC has confirmed that Arts Psychology is not the same as ART THERAPY OR ART PSYCHOTHERAPY - As well as not being a protected title to describe our services. We are not registered through HCPC.
All students & clients go through an induction to make sure that they understand the clear services we provide to the public for their protection.
An ARTS THERAPIST is a psychological therapist who has arts-based experience plus training in psychological interventions using drama, music or art as their primary mode of communication.
What is Arts Psychology?
Take a look at a talk we did for the Worthing Rotary explaining how we use our technical drawing & painting knowledge as our primary mode of communciation.
Below is further information about what facilitators are trained to apply within the classroom setting
It is highly recommended to attend our weekend workshop introduction to Arts psychology so that you can learn about our programs as well as how it can work alongside your current practise or personal development.
Evolved to work alongside & enhance results with other therapies
After intense 20 years of research, our college has created a bespoke program called the Arts Psychology Tutoring Program. Our pre-course (Level 2) & stage 1 (Level 3) accreditation through OCN, where professionals can add to their current counselling or therapy practises offering our bespoke training to their clients, or invest in a new career.
Why is it evolved and enhances as well as creates quick results with clients?
There are many well known therapies & counselling industries, but none of them are presented for the facilitator to actively take part in the session with the client in a fun tutored approach within a classroom setting.
We have worked within many counselling, therapy industries, school programs, children residential care & mental health working alongside the specialists themselves or their clients to introduce a ‘creative tutored approach’ which provided quick turn around results, creative funding and clients willing to use the support offered within organisations to its full potential. The main part of our research and study, showed clients were more likely to suffer in silence & reject the funding available to receive therapy or counselling sessions. This prevented many clients who were suffering in silence to come forward because of fear of rejection, failure or labelled with a diagnosed prognosis. We worked with industries to encourage confidence to feel safe accepting therapies & counselling. Our program teaches 'students' in a small or one to one classroom setting how any technical arts project can trigger deep seated emotions, and how the facilitator can ensure they are tutoring art projects or adapt to their client's personal creative likes to give their client the best support creatively.
Our programs train the facilitator to learn how to tutor art in technical drawing and painting skills, based on classical fundamental rules in drawing and painting. The facilitator learns how to understand how the psychology of the brain triggers emotions from childhood patterns to past trauma, and how to balance the brain through their projects technically. All training is based on how to teach & draw technically with understanding how the brain needs support technically through the classroom set up. Depending on the clients within organisations or places we have worked, we discovered that clients would not always use art. We incorporated the 'arts' (examples would be play therapy, drawing, painting, sculpting, music, dance & writing) and adapted the theory of psychology in balancing the brain with creative problem solving as well as unknown 'creativity' that is not recognised. (Some examples would be gardening,baking and sports)
In our Art classes, when the facilitator delivers a session, they approach this as a standard 'art class' with highly skilled drawing and painting knowledge. This gives the facilitator the tools to subconsciously change a client's mood, and encourage them to feel supported whilst building self esteem, confidence, emotional resilience and lifelong learning.
The client witnesses how the facilitator easily places themselves directly in the session, not being afraid to make mistakes as well as participate in creating the art work into dynamic proportion. This creates a bridge for the client to feel not initially within a therapy session. When we found clients had felt they had ‘made mistakes within their art work’, the clients knew the facilitator would support & help them with clear techniques, as well as demonstrate within their own artwork the end result. Our programs have been used alongside many industries within education, residential care, and palliative care to encourage clients to explore therapy within the organisation we have worked with as effective support, instead of rejecting the help offered.
IS ART NOT ABOUT SELF EXPRESSION?
Of course it is! Our research within organisations and alongside therapies, found that clients felt frustrated not knowing where to start, how to approach their pieces of art, and feel a failure because they couldn't create what they saw in their minds eye into proportion on paper.
By initially setting up a ‘classroom environment’ demonstrating easy step by step techniques, clients felt they were becoming confident within themselves & their personal challenges.
Subconsciously, this altered their approach towards their thinking, continued to filter into their lives, changing self sabotaging patterns within themselves.
Clients would then want to explore further transferable skills through therapies available within the organisation to add to their skills within their lives.
When clients were not given enough direction in the form of specific tutored techniques to achieve an outcome beyond their expectation, they felt they were not receiving enough guidance. This led clients to experience triggers within their emotions from fear, insecurity, frustration and anger, especially if the tutor did not know how to draw or paint dynamically in proportion, support clients to be able to achieve proportion, or understand the technical skills within colour.