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Individual Art Therapy Counseling with At-Risk Children in a School

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Individual Art Therapy Counseling with At-Risk Children in a School Individual Art Therapy Counseling with At-Risk Children in a School Setting By Margaret Ann Rastle A Thesis Submitted in Partial Fulfillment of The Requirements for the Degree of Master of Arts in Art Therapy & Counseling Ursuline College Graduate Studies May, 2008 Ursuline College Graduate Studies We hereby approve the thesis of MARGARET ANN RASTLE candidate for the Master of Arts in Art Therapy & Counseling Degree Approved by: ___________________________________________________ Dean of Graduate Studies ___________________________________________________ Director of Master of Arts in Art Therapy & Counseling Program Reading Committee: ________________________________________ ________________________________________ May, 2008 ii Copyright 2008 Margaret Ann Rastle All Rights Reserved iii Acknowledgments Thank you to all of the students, parents and teachers I worked with during my research study. This process was only possible through their willingness to participate. I would like to thank Sister Kathleen Burke and Kate Strazisar for their suggestions and encouragement throughout this study. I would like to thank my fellow art therapy counseling students for their constant support over the past three years. Thank you to the Ursuline College Art Therapy Counseling program faculty and staff. There is no adequate way to thank you for the knowledge and experience I have gained learning from all of you. I would also like to thank Sondra Radcliff and Heidi Larew for their guidance and support during my internship. I would like to thank my family; especially my mother for always encouraging me to pursue my dreams. Thank you to my friends and coworkers at the Kirtland Temple for their support and flexibility during my graduate studies. I would like to thank Cecile Brennan and Gail Rule-Hoffman for their editing skills and revision suggestions. A special thank you to Kate Strazisar for her supervision and insight during this study and also for serving as my thesis reader. iv Abstract Individual Art Therapy Counseling with At-Risk Children in a School Setting Margaret Ann Rastle This mixed methods research study examined the use of art therapy counseling with at-risk children in a private inner city school setting. The participants in this study attended 12 individual art therapy counseling sessions with an art therapy counseling student. Each participant, parent or guardian, and teacher was given pre and post-art therapy counseling surveys which were used to determine the effectiveness of the art therapy counseling sessions. A mixture of art making and psychotherapy was used with each participant and also used to evaluate the sessions. The individual sessions gave the participants a chance to build a therapeutic relationship with an adult. The numerical data collected in this study is of limited statistical significance; however the qualitative data collected demonstrates the need that children have for undivided positive attention from trusted adults. v Table of Contents Page Approval Pages ii Copyright iii Acknowledgments iv Abstract v List of Figures and Tables viii Chapter I Introduction 1 Chapter II Research Design 7 Chapter III Review of Related Literature 15 Chapter IV Case Study: John 26 Chapter V Case Study: David 46 Chapter VI Results and Conclusions 68 References 74 Appendixes Appendix A: Individual Results 78 Appendix B: Overall Participant Results 96 Appendix C: Art Release Form 99 Appendix D: Pre-Art Therapy Counseling Survey Cover Letters 100 Appendix E: Pre-Art Therapy Counseling Surveys 102 vi Appendix F: Post-Art Therapy Counseling Survey Cover Letters 105 Appendix G: Post-Art Therapy Counseling Surveys 107 Appendix H: Survey Scoring Forms 110 vii List of Figures Page Figure 1 Concurrent triangulation strategy 8 Figure 2 John's house 31 Figure 3 Lauren's bush 32 Figure 4 Ashley 33 Figure 5 John's drawing of his mother 35 Figure 6 John's kinetic family drawing 36 Figure 7 Rock 40 Figure 8 John's rescue drawing 41 Figure 9 John's bird family drawing 42 Figure 10 David's self collage 47 Figure 11 David's house drawing 50 Figure 12 David's train drawing 51 Figure 13 David's wooden cross 53 Figure 14 David's cheetah 56 Figure 15 Happy 57 Figure 16 Sad 58 Figure 17 Frustrated 59 Figure 18 Mad 60 Figure 19 Confused 60 viii Figure 20 Excited 61 Figure 21 Dreadful 61 Figure 22 Tired 62 ix Chapter I Introduction Statement of the Problem According to a report published by the National Advisory Mental Health Council (2001), 1 in 10 children and adolescents has a mental illness severe enough to cause significant functional impairment. The Center for Disease Control (2004) reported that only 1 in 5 children and adolescents with mental illness obtained services from qualified mental health professionals. Untreated mental and emotional disorders, as well as poor self-esteem, can be a barrier for children’s academic success (Becker & Luthar, 2002). Without appropriate treatment, children and adolescents suffering from these disorders often display negative behaviors, caused by poor self-esteem and inadequate social supports (Lever et al., 2004). It is also believed that children who are having difficulties in school are more likely to display negative behaviors. The Institute of Medicine (1994) reported that 12 percent to 30 percent of school-aged children have severe educational problems due to emotional disorders. Purpose of the Study The purpose of this study was to better understand the impact of individual art therapy counseling on at-risk children in a school setting by combining both quantitative and qualitative data. In the study surveys were used to measure the relationship between art therapy counseling, self-esteem and decreased negative behaviors. At the same time, effectiveness of the art therapy counseling was explored using interviews with clients and information provided by the student art therapists, as well as written feedback from parents and teachers. Research Questions This research addressed the following question: What effect does individual art therapy counseling have on children’s behavior and self-esteem? Sub Questions Did parents report positive behavioral changes in their children? Did teachers report positive behavioral changes in their students? Did children report positive behavioral changes in themselves? Review of the Literature An article in the Journal of Community Psychology suggests children with behavior problems are taught less (Arnold et al., 1999). These children are routinely removed from the classroom as a consequence for negative behavior. Every suspension, timeout in the hallway and trip to the principal’s office is time away from classroom instruction. Behavior problems and their consequences often lead to academic failure and school dropout (Frick et al., 1991). The Editorial Projects in Education Research Center reported that of those who should have graduated from high school in 2006, 1.2 million students did not graduate on time (as cited in Hardy, 2006). According to the United States 2 Census Bureau (2006), in the year 2005, 19.6 percent of 18-24 year olds who were not in school, were not high school graduates (included equivalency exam). The same study showed that individuals with an income, who completed high school, had an annual mean income of almost $10,000 more than those who were not high school graduates (United States Census Bureau, 2006). The Alliance for Excellent Education (2006) estimated that nearly 7,000 students drop out of high school every school day. In 1988, the state of Maryland began the FUTURES Program (Lever et al., 2004). This five year program was designed to reduce drop-out rates for at-risk youth. The program provided the participants with increased academic, employment, community and mental health support. Participants in the FUTURES Program had access to school-based mental health professionals whose services could include family or individual counseling. The drop-out rate for participants in the program was 4% lower during the 1998-1999 school year than the average drop-out rate of the sponsoring school district. This program achieved success, not only for decreased drop-out rates, but also for focusing on the needs of the students outside of the classroom (Lever et al., 2004). Sylwester (1994) suggests that emotions play a more important role in education and learning than previously thought. He notes that attention is driven by emotion, thus driving learning and memory. If, through early intervention, 3 children and adolescents were better equipped to handle life stress, their chances of staying in school would be greater. Janet Bush (1997) acknowledges that children who do not respond well to conventional talk therapy often are more receptive to art therapy, which combines visual and verbal communication. Art is a natural communication tool, which is not often carried on past childhood. Bush (1997) also expresses that art therapy can be a catalyst for some children and adolescents to enhance their outlook on life. Definition of Terms Academic success takes place when a student is able to meet the standards for the educational institution, and that institution is able to meet the student’s individual needs. Art therapy counseling combines the use of art and more traditional counseling approaches to maximize the effectiveness of counseling. Art is used as an additional tool to allow clients to communicate visually, as well as verbally. Negative behaviors are any type of behaviors that impair the social, educational and emotional functioning of an individual. Delimitations and Limitations The delimitations in this study were that participants had to be referred to art therapy counseling by a parent or a member of the school’s staff. The school counselor then chose the participants from those referred and then only the 4 participants whose parent or guardian gave consent were accepted into the art therapy counseling program. This study was limited by space and time. The student art therapists involved in this study were all at the school one day a week for the art therapy counseling sessions and all sessions took place during school hours.
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