ABSTRACT
This chapter explores the question of whether attachment through art therapy can promote resilience in at-promise children. As an art therapist working in a therapeutic preschool setting, this author has developed a firm philosophy that there is no single approach that can be applied universally when working with children with developmental delays. Instead, an openness to various theories, materials, and practices is essential for therapists and educators to shape fruitful therapeutic experiences for young students. While therapeutic principles and methods may change to suit each student, one certainty is that children can exhibit cognitive and emotional growth when offered a safe environment and opportunities to form meaningful attachments. Indeed, it is usually through strong attachments, rather than prescribed art therapy directives or techniques, that children with special needs demonstrate progress. Art therapy materials and activities can be vehicles for children to form attachments, but the process whereby students interact meaningfully with others is much more significant than any finished art product. Attachment between instructional/therapeutic staff and students is particularly important when those students are at-promise, for example, due to disability, minority status, early trauma, or socioeconomic standing. When teachers and clinicians are deeply invested in the care of the children they serve, they can create an environment that nurtures secure attachments. Through these mutually caring therapeutic interactions, students can develop skills to help them cope and thrive in difficult circumstances.
