ABSTRACT
As stated in the introduction, many art therapy books are divided according to population, setting, materials, or general introduction, and art activity is derived from these. Another division of art therapy books is for general teaching. However, these do not always break theory or examples down into a set of transparent assumptions about art use (see literature referred to in Introduction). None of these divisions defi nes the theoretical assumptions behind the art activities suggested. This creates a danger that the question they answer becomes, ‘What should I do with the art?’ rather than ‘How do I address the problem and the solution I have identifi ed through the art, according to the theoretical glasses that I have committed to?’
