The Dialogical Dimension of Art Therapy in Educational and Therapeutic Relationships: From Theory to the Practice of Creative Encounter

Abstract

The article explores the dialogical dimension of art therapy, considering its educational, therapeutic, and social contexts. Drawing on over thirty years of experience in both academic and therapeutic practice, the author presents art therapy as a space for authentic encounter, where dialogue is understood not merely as a method of communication, but as an attitude rooted in openness, attentiveness, and shared presence. Central to this reflection is the concept of accompaniment – a relational process characterized by a safe creative environment, a willingness to listen, sensitivity to the uniqueness of each encounter, and an embrace of diversity. Art therapy is portrayed as a collaborative process of meaning-making that demands authenticity and a readiness to engage with otherness. When approached dialogically, art therapy becomes not only a means of supporting individual development, but also a method of mutual exploration for both therapist and participant. The article outlines various qualitative research methodologies – including participatory observation, performative ethnography, hermeneutics, and narrative interviewing – applied within workshops conducted with children, adolescents, and adults. Particular attention is devoted to the concept of genius loci, understood not simply as the physical location of a workshop, but as the creation of an atmosphere and a distinct identity that nurtures emotional engagement and supports dialogical interaction. The author highlights the risks associated with poorly executed art therapy – such as insufficient training, oversimplified methods, and the neglect of ethical principles – which can exacerbate emotional difficulties and erode participants’ trust in the process.