ABSTRACT
This chapter reviews a combination of theory and experiential work of learning about the art therapy process and that it uses a group interactive approach to teaching and conducting experiential groups. It also examines the introductory programme which is not designed to enable them to practise art therapy afterwards but to enable them to understand its potential as a treatment modality. A group of art teachers at a conference were offered a short course in art therapy as part of the conference programme. There were other workshops available, such as 3-D design, curriculum development, and photography. A group of art teachers had avoided the image-making process but the presence of the images in abstract had seemed to lead to some insight about their personal situations outside the group and how these had been reflected in the group. They had also engaged in some 'conductor battering' which might have relieved angry feelings about authority.
