In celebration of National School Counseling Week (Feb. 5–9, 2024) and recognition of the significant roles school counselors play in the lives of students, we are exploring one technique that has become increasingly effective—creative therapy.

Creative therapies, such as art, music, drama, etc., provide an outlet for students to express themselves and develop self-esteem. According to Counseling in Schools, they can also help students who struggle academically by providing opportunities to strengthen their belief in their abilities to learn and grow.

We recently spoke with two school counselors, Taneka Fuller and Susan Jones, about their experiences using creative therapies and the positive effects they have on the students they serve.

In your work, have you introduced creative therapies to help children/adolescents cope with emotional, behavioral, and/or cognitive behaviors? If so, which types of creative therapies, and were they effective? 

Susan Jones
Yes! Remember the Mannequin Challenge? The participant(s) portrayed an action in complete stillness while a moving camera filmed. Our school’s Natural Helpers (peer mediators) portrayed issues common to middle school. Our school news videoed and aired it to the entire school. It became an excellent individual counseling tool. When a student was dealing with impulsivity, for example, I would have them portray the situation in stillness. We would then process the “what ifs” of the situation and brainstorm the possible outcomes. This was very effective in helping them think through their decisions before acting on them. “Be a Mannequin” became our counseling catch phrase when helping kids put space between their feelings and the action they choose.

“Perspective pictures” (do you see a young girl or old lady, etc.) are great resources when working with students with strained relational skills. They love trying to see “both ways” of looking at each photo/artwork, which provides the perfect discussion for considering others’ points of view in a particular real-life situation they’re encountering.

I formed “Viking Connection” groups to pair my middle school students with high schoolers who experienced similar trauma (i.e., the loss of a parent). Team-building activities helped bond friendships, but some were still hesitant to take part. When I asked them to bring their iPads and phones to the next meeting, everything changed. They showed photos of their families and pets to each other, shared their favorite games, and began to recognize similarities outside their grief. They began taking selfies with their “buddy” to add to their photo libraries. Using familiar electronic devices helped ease the barriers of uncertainty. 

Taneka Fuller
I introduce art as a therapeutic tool for several students who struggle with anxiety, grief, stress, depression, etc. It helps them express themselves and center their minds in the present moment. I keep coloring books/sheets and art supplies readily available. 

Many of my students love music, and I therefore introduce deep breathing techniques with the aid of relaxation music. This has proven especially helpful with anger management. Music also helps me build rapport to learn more about my students. I also encourage them to create their own therapeutic playlists to help move them to a desired emotional state. 

I find creative therapies to be highly effective and have received positive feedback from my students who have used them. 

How would you proceed if a student does not feel “good” at a specific type of creative therapy? Is it beneficial to continue working through it, or is it better to then disregard this type altogether? 

Susan Jones
Groups are a magical solution to this issue. Countless times, I have witnessed reluctant students gradually emerge from their shell after the first few sessions when surrounded by others with common concerns. Children want to belong! Giving them permission to be a silent observer empowers them to choose the time to do so. When working with individuals, I often use what I call the “some kids” approach. It helps normalize their situation. “Some kids tell me it’s cool to come to my office and talk. Some say they’d rather write things down while they’re here, and others prefer to draw what they’re feeling. Some kids say they like it quiet, and others want some music. Some even like to go outside for a walk while we talk. Which sounds good to you?”

Taneka Fuller
I remind students that skill is not required. It’s about self-expression and the process, not the product. It will be “good” because it is theirs. We also explore various techniques (coloring, drawing, collages, poetry, music, etc.), as we never know what will work until we try.

Can creative therapies help in providing diagnoses? 

Susan Jones
Yes! I was one of the early pioneers of creative therapy in our county, and the insight it offers is immense. I once had a painfully shy 5-year-old in my children's handbell choir at church. He had very little interaction with other children. Placing a bell in his small hand brought squeals of delight and excited words from an almost entirely nonverbal child. They immediately bought a bell for him to have at home. His vocabulary grew, and he slowly became integrated into the group, all because of his fascination with the bell. He was eventually diagnosed with autism, and several years later, his teachers and therapists continue to use music therapy to help him with emotional regulation and expression. As an elementary counselor, I often asked children to draw their family. Countless times, this simple activity (and especially the conversation that followed) revealed issues of OCD/perfectionism, detachment, fear, and even abuse.

Taneka Fuller
Yes, creative therapies are very helpful with diagnoses. I use creative therapies for students with mental health concerns, as well as autism. 

Are creative therapies more effective in serving any particular behavior(s) more than others (e.g., anxiety, depression, ADHD, and/or suicidal ideation)? 

Susan Jones
I have found creative therapy in groups or pairs to be extremely effective for anxiety and depression. There are a lot of “me too” moments between them, which open the door to share coping skills with each other. I am a strong proponent of “kids helping kids.” I train our school’s Natural Helpers to assist their peers with common issues. Children and adolescents are heavily influenced by their friends. The Natural Helpers program identifies students who others trust, then trains them to help the school population with such issues as conflict resolution, decision-making, discouragement, and self-harm.

Taneka Fuller
I’m not sure if I would say “more,” but I do feel they’re very effective in helping students process through all of these particular mental health concerns. 

Are there any specific techniques you would recommend to other school counselors who want to introduce creative therapies in their work? 

Susan Jones
Be mindful of things you can use as object lessons. Kids being able to see and hold objects gives counseling another dimension of effectiveness. Keeping a ping pong ball afloat with a hair dryer helps them explore the effects of peer pressure. How near can you sit to that friend, or group, before they influence your decisions? Collect a variety of masks. Kids love to try them on. What feelings do we try to “mask” from others? Which masks do we put on in certain situations, and why? Regardless of your tools or techniques, build a relationship first. Don’t allow the issues a parent comes to you with, or the problems a teacher reports, to frame your counseling approach. They do know the child best, and they may be entirely correct, but as a counselor, we are their advocate. Watch for their nonverbals and applaud every positive nugget you can uncover from within that child’s being. Once they trust you, they will allow you to walk alongside them on their healing journey. Classroom teachers, especially language arts and creative writing teachers, are gold mines to a school counselor. Soak in the words on that “literary quilt” hung in the hallway, read those “all about me” stickies on the bulletin board, and mind their heartfelt words from a poetry unit.

Taneka Fuller
Keep art supplies! Purchase sketch books, coloring pencils, Mandala coloring books, markers, etc. They’re all helpful for students struggling to put their thoughts and feelings into words. I also keep journals in my office and encourage students to write and express their authentic voice. Pay attention to the tone of your school counseling office, too. Make sure your office is not too overwhelming and there is space for students to create. Positive affirmations that students visually see upon entering are key, as is a “cool down” area.


Susan Jones, MA, NCC, NCSC, LPC, began her professional career as a teacher and recently retired as a school counselor with over 33 years of service at the elementary and middle school levels in Jackson County, West Virginia. Her plans include focusing on opportunities for faith-based counseling. Jones was named WVSCA Middle School Counselor of the Year in 2020 and received the NBCC Award in 2021 and 2022. She has worked in children’s music ministries since the age of 15 and directs two youth handbell choirs. Jones recognizes the therapeutic value of music, both inside and outside the counseling environment. She and her minister husband, Aaron, have four adult sons and three grandchildren.

Taneka M. Fuller, NCC, NCSC, LPC-S, is a high school counselor at Bossier High School in Bossier City, Louisiana. She worked as a middle school counselor for 12 years and is currently working in her third year as a high school counselor. She also has a private practice, Fuller Counseling Services LLC, that she has owned and operated since 2014. She became a published author in 2014 upon release of her children’s book, “Taylor’s Strawberry." Fuller is a recipient of the 2022 NCSC Awards from NBCC. Fuller is currently serving as the 2023-2024 President of the Louisiana School Counselor Association.