Effectiveness of a School-Based Mindfulness and Art Therapy Group Program

Autor/inn/en	Bokoch, Rebecca; Hass-Cohen, Noah
Titel	Effectiveness of a School-Based Mindfulness and Art Therapy Group Program
Quelle	In: Art Therapy: Journal of the American Art Therapy Association, 38 (2021) 3, S.117-126 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bokoch, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-1656
DOI	10.1080/07421656.2020.1807876
Schlagwörter	Art Therapy; Group Therapy; Program Effectiveness; Metacognition; Mental Health; Peer Relationship; Parent Child Relationship; Child Rearing; School Activities; Children; Parents; Teachers; Integrated Curriculum; Conners Rating Scales + Suchen Sie Ihr Suchwort? Kunsttherapie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Psychohygiene; Peer-Beziehungen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindererziehung; Child; Kind; Kinder; Eltern; Lehrer; Lehrerin; Lehrende
Abstract	This program evaluation investigated the Mindfulness and Art Therapy Group Program's (MATG-P) effectiveness for children's mental health outcomes and interpersonal impacts. MATG-P provided eight weekly child therapy groups, two conjoint parent-child meetings, and ongoing meetings with teachers. Participants included 83 5- to 12-year-old children, 51 parents, and 22 teachers. Quantitative results from the pretest posttest nonequivalent control group design showed statistically significant decreases in internalizing and externalizing symptoms and significant increases in attention as rated by parents and teachers, as well as significant increases in peer relationship quality and mindful parenting as rated by parents. These results demonstrated the value of a child-centered, integrated art therapy and mindfulness curriculum in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01