Research demonstrates that addressing mental health issues in children can yield both increased academic performance and better social-emotional skills. In the past, school-based mental health services for students have been implemented inconsistently and usually in combination with community partners. When school mental health interventions are provided, they usually include traditional talk therapy with minimal focus on alternate methods of counseling. The expressive modalities (i.e., art, music, play, and drama) offer a way for children to share thoughts and feelings that might otherwise be difficult to articulate. The focus of this project was the development of a handbook to help school mental health professionals use the expressive therapies in school-based counseling. The handbook included descriptions of the expressive therapies and how they can be applied with specific populations found in the school setting. In addition, specific expressive therapy interventions were reviewed and described in detail. A full-day training to review how the handbook could be utilized with students K-12 in a public school district was conducted with school mental health professionals. The professionals rated elements of the presentation and handbook for efficacy. Results indicated that the majority of the professionals found the handbook useful, reporting that they would use it in their current practice with students. Future recommendations include continued training in how the expressive therapies might be utilized with specific populations and a more comprehensive treatment plan model, as opposed to merely using specific directives in isolation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]