ARTE Research Image

The main goal of this initiative is to develop a practice of therapeutic education (Rogers, 1969; Freire and Freire, 1994) in creative, arts-based pedagogies and inter-disciplinarity: and for you as students and staff within the School of Education to be able to successfully grasp the multi-layered complexity  of contemporary world. The research will be interdisciplinary, integrating key ideas and approaches from a number of disciplines. The disciplinary emphasis will be on arts and social sciences, with important inputs from the fields of environmental studies, social anthropology and other related disciplines, but also economics, medicine, philosophy and fields that put an emphasis on individual creativity (such as movement, words, drawing/painting, photography and performative arts such as drama, movement, music), as well as religious studies and theology.  

The significance and methodological productivity of interdisciplinary approaches has already been pointed out in previous anthropological research (for the importance of psychotherapy and psychoanalysis, see Born, 1998; for intersubjectivity, Bošković, 2001).


The Arts-based Research in Therapeutic Education (ARTE) will combine academic professional training with practical mindfulness (Blyth, et. al 2015; Greenberg, & Mitra, 2015), counselling (Rogers, 1959; and allied professions – which form an important part of the qualitative inquiry. It will combine research programmes (including training for the degrees of PG Cert, PG Dip, MSc, M Phil, MRes, PhD) with practical education (Continuing Professional Development – CPD). Therefore, it will help people acquire skills to conduct counselling and psychotherapy that can be delivered in different cultural and social settings (Naraindas, Quack and Sax, 2014), with the important awareness of reflexivity (Krause 2012). It will also draw on an important work of the Edinburgh-based psychoanalyst Ronald Fairbairn (1994), who was crucial for the development of ‘object-relations theory’, as well as Swiss psychoanalyst Paul Parin (1916-2009) and his Zürich-based ‘ethno-psychoanalytical approach’ – which in recent years is successfully used in interviews with and counselling of the immigrants in Western Europe.


A diverse range of creative, arts-based pedagogies and interdisciplinarial methodologies which focus on an embodied, relational and ‘person-centred’ approaches will be considered. The final chosen approach will combine qualitative, reflexive and professional inquiry. This approach is supported by ‘relational aesthetics’ (Bourriaud, 1998) which emphasizes the space between things by engaging with a range of materials and practices such as ‘auto-ethnography’ (Siddique, 2011) and  ‘assemblage-bricolage’ (Levi Strauss, 1966) which is the practice of the everyday that challenges professional learning to develop process-based collaborations of “the fitting together of parts and pieces” (Seitz, 1961). There  will be collaboration with scholars and practitioners from different disciplines and  invited visiting practitioners, academics, performers and artists.


  1. Culture and reflexivity: Following up on Krause’s important work, which focused on the relationship between ethnicity and psychological well-being in a population of marginalised minorities, it is important to understand the cultural settings of both the therapists and their clients. There is a particular emphasis on the refugee, forced migration and professionals working in the field of Risk, Hazards, and Disasters.
  2. Violence and aggression: Violence is present in all aspects of human life, but anthropology and archaeology provide important data that it is actually a type of response to certain circumstances – not an inherent aspect of our humanity. Gender-based violence is especially troubling, as it occurs across all segments of populations, regardless of class, education, race, or ethnicity.
  3. Restorative Practice and Justice: The Centre is embedded in the philosophical approach of restorative practice and justice (Bickmore, 2011; Pranis, et. al 2003). Special emphasis will be put in exploring possibilities for the use of restorative justice through such methods as victim-offender mediation, family group conferencing and community restorative boards, among other aspects. The application of restorative justice with regard to hate crime and sexual offending cases will also be explored.
  4. Counselling in (school, further and higher) Education: According to Bond (1992), there are two distinctive systems of ethics in practice used by counsellors in education. The Centre will explore further the use of these systems and its consequences.
  5. Confidentiality and professionalism: As noted by Bollas, therapists are frequently asked to provide ‘evidence of how it [psychotherapy] works’ (2003: 163), placing both practitioners and clients in potentially awkward situations. Confidentiality and professionalism must always be set up to the highest standards, and the good of the patient should always come first.
  6. Expressive Arts Therapy for Healing and Social Change: Rogers N (1993) work to support the creative connection as a therapeutic process is based on humanistic principles to allow for self expression and self understanding through deepening the process by bring into awareness, feelings, emotions, behaviours and thinking leading ultimately to self-acceptance. Such moments can be expressed through public performance and art.


  • The use of creative, arts-based pedagogies and interdisciplinary methodologies in counselling and psychotherapy research
  • A Qualitative study into Counselling in Schools
  • Exploring the Cultural Aspects of Post-Traumatic Stress Disorder Using an integrated counselling and psycotherapy approach 

To apply please submit an application form with a research proposal, information on which can be here: