1 Therapists’ Perception of their Relationship with Educational Staff In Secondary Inclusive Schools Meytal Fogel-Simhony Doctoral School of Psychology, Department of Psychology and Education, Alexandru Ioan Cuza University, Romania. MA Expressive and Creative Therapy Workshop Instructor Multi-Modal Expressive Arts Therapist, Chulalongkorn University, Bangkok, Thailand meytal@reveal-arts.com ABSTRACT Due to the disparities inherent in the role perception of expressive and creative therapists in the Israeli educational system, and the difficulty of fulfilling the role in an optimal manner for all parties involved, this study aims to examine the role perception of the therapist in secondary schools with inclusive education, examining the therapist’s work vis-a-vis the school’s educational staff and its management team. The sample included 11 therapists who have worked in a secondary school for over two years. The data was collected through semi-structured interviews. Findings of the study indicated a number of significant parameters in the therapist's work vis-à-vis the staff. Moreover, it is evident that the therapist's own role perception is related to the role perception as perceived by the educational and management team. The discussion examines the significance of the disparity between the therapist's role perception and the expectations and perceptions of the staff within the educational system. Keywords: Expressive and Creative Therapy, Therapist, inclusive secondary school, the role of the therapist, role perception, educational staff, management team of educational systems. 1 INTRODUCTION This study examines how the therapist perceives the nature of her work within the school setting and focuses on the therapist's interaction with the school's management and educational staff with whom he works collaboratively. The study examined the relationship with the following roles: school headmaster, counsellors and homeroom teachers, who are the first-circle with whom the therapist collaborates. The therapist’s perception of the nature of her work in the school system is comprised of the way in which she carries out her role in addressing the needs of the pupil-client. Part of the therapist’s job involves working collaboratively with the other educators who accompany the pupil-client, such as the pupil’s parents and the school's educational staff. In such a situation the therapist is required to collaborate with two other populations who become clients of sorts, although not treated in the classic therapeutic sense.