Art therapist's interventions in terms of the potential space in an open studio for at-risk children: Vignette analyses

This study explored therapeutic interventions of art therapists working with at-risk, six to ten-year-old foster care children. The exploration was conducted with Winnicott's concept of potential space in mind; this space may be impaired in children who have suffered trauma and neglect. Three experienced art therapists conducted a reflexive thematic analysis of 27 vignettes documenting interactions between child, therapist, and artwork/materials, with special focus on intervention characteristics and children's responses. The findings reveal four types of therapeutic interventions relating to the potential space: a) Encouraging entry into the potential space; b) Joining the potential space; c) Disrupting the potential space; and d) Failure to facilitate entry into the potential space. The challenge of identifying the potential space in some vignettes is also addressed. The discussion reviews the findings through the lens of relevant psychodynamic theories, particularly object relations, while considering the unique characteristics of this population. Limitations of this study, therapeutic implications, and recommendations for future research are also presented.