Writing Therapy as Expressive Arts Intervention for Teens
This paper examines the use of writing therapy as an expressive arts intervention tailored to adolescent males between the ages of 14 and 18. It outlines the rationale for individual sessions focused on uncovering underlying trauma through journaling of thoughts and emotions. The paper also addresses the professional qualifications required to deliver expressive arts therapy, including credentials offered through the International Expressive Arts Therapy Association (IEATA). Finally, it connects the intervention to a broader vision for positive change in child and adolescent counseling, emphasizing how creative expression fosters openness, self-awareness, and therapeutic progress.
- Introduction to Expressive Arts Intervention: Writing therapy targets trauma in adolescent males
- Professional Credentials and Training Requirements: IEATA credentials and training for expressive arts therapists
- Creative Expression and Adolescent Counseling Goals: Creativity fosters openness and therapeutic progress in teens
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What makes this paper effective
- The paper clearly identifies a specific client population — adolescent males aged 14–18 — and ties every recommendation directly to that population's developmental needs.
- It connects the practical intervention (journaling) to a theoretical rationale (uncovering trauma), grounding the approach in clinical reasoning rather than mere description.
- The inclusion of professional credentialing requirements (REAT through IEATA) demonstrates an awareness of ethical and professional standards in counseling practice.
Key academic technique demonstrated
The paper effectively uses a single, well-chosen citation (Lindsey et al., 2018) to anchor both the description of the intervention and its therapeutic rationale. By returning to this source at two different points, the writer reinforces the evidence base without over-relying on a large bibliography, a useful technique in short applied-counseling essays.
Structure breakdown
The paper is organized into three functional sections: (1) an introduction that identifies the client, the intervention type, and the therapeutic focus; (2) a credentialing section detailing the professional requirements for delivering the intervention; and (3) a concluding section linking the approach to positive outcomes in adolescent counseling. This progression moves logically from "what" to "who is qualified" to "why it matters."
Introduction to Expressive Arts Intervention
The ideal client for an expressive arts intervention is an adolescent male between the ages of 14 and 18. The intervention is conducted individually to boost the client's confidence when interacting with the therapist. The specific expressive arts intervention selected is writing therapy, which involves recording emotions and thoughts in a journal (Lindsey et al., 2018). The area of focus is trauma, as there are often underlying traumatic experiences that adolescents may have undergone that they remain unaware of. Writing therapy allows the client to document their emotions and thoughts, and from this material, the therapist can uncover underlying trauma and develop treatment strategies to address it (Lindsey et al., 2018).
Professional Credentials and Training Requirements
To deliver an expressive arts intervention for an adolescent client, a therapist should hold a master's degree in counseling and have completed professional training in expressive arts through the International Expressive Arts Therapy Association (IEATA). The IEATA offers educational resources covering a range of expressive arts interventions suitable for adolescents, and practitioners can earn the designation of Registered Expressive Arts Therapist (REAT). Members of the organization have opportunities to network and interact with peers to deepen their knowledge of expressive arts. Additional support is available through discussion boards and ongoing research within the field.
References
Lindsey, L., Robertson, P., & Lindsey, B. (2018). Expressive arts and mindfulness: Aiding adolescents in understanding and managing their stress. Journal of Creativity in Mental Health, 13(3), 288–297.
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