Divergent Care: Disability-Affirming Art Therapy Program Design for Neurodivergent Children and Adolescents in Therapeutic Day Schools

Abstract

This paper presents the author's experiences designing a neurodivergent-informed, disability-affirming group program in a therapeutic day school. As a neurodivergent clinician-in-training, the author conducted this research at their fieldwork placement with neurodivergent students in a large Midwestern city. Utilizing qualitative research methods, program design, and participatory action research, the author co-created an art therapy group program with neurodivergent children and adolescents, recording notes and verbal feedback as data. Results were coded for themes and used to continually develop therapeutic. Using existing knowledge, lived experience, and participant collaboration, this author seeks to contribute to disability-affirming and neurodivergent-informed art therapy praxis.