Art Therapy Program Development for Elementary School Students By Anissa Ann Hollopeter ...

151 Pages·2008·1.98 MB·English

by  Anissa Hollopeter

Art Therapy Program Development
for Elementary School Students
By
Anissa Ann Hollopeter
Ursuline College

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

ANISSA ANN HOLLOPETER

candidate for the

Master of Arts in Art Therapy & Counseling Degree

Approved by:

Alison M. Benders
Dean of Graduate Studies

Gail Rule-Hoffman
Director of Master of Arts in Art Therapy & Counseling Program

Reading Committee:

Dr. Nancy Musarra

May, 2008

ii
Copyright 2008

Anissa Hollopeter

All Rights Reserved

iii
Acknowledgments

The students who participated in this research study should be thanked first and
foremost for their involvement because without their hard work none of this would have
been possible. The staff at the elementary school also deserve acknowledgement because
their commitment to the process was monumental. A special thanks to Michelle Jackson,
the school guidance counselor, for her support and supervision.
The instructors at Ursuline college have guided me throughout this process and I
cannot express enough gratitude for their involvement. Cecile Brennan and Gail Rule-
Hoffman were consistently available for consultation and provided me with the direction
I needed to complete this research study. Nancy Nierman-Baker served as my internship
supervisor and helped guide me in setting up the program and gave many suggestions for
improvement. Nancy Mussara served as my thesis reader and gave me the support and
confidence I needed to complete this project.
Lastly, I would like to thank Chrissie Check for being my “go to girl” when I had
questions or needed another opinion. My family, especially my Mother, also deserve
thanks because their love, faith and constant reassurance helped me believe in myself.

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Abstract

Thesis Title:
Art Therapy Program Development
for Elementary School Students:
Anissa Ann Hollopeter

The literature on art therapy in schools is sparse and research to support it’s growth is
necessary. The purpose of this mixed methods research study was to explore the
development and implementation of an art therapy program in an elementary school
setting in order to expand upon the current literature. The American School Counselor
Association has stated that academic achievement is intricately connected to students
social and emotional standards of development, yet little information exists on art therapy
programs that enhance these developmental standards and ultimately promote academic
success. The significance of this study was to discover how art therapy programs could
be developed and implemented in an effort to promote the developmental standards
expected of students in order to achieve academically. The study resulted in the
development of a workbook for elementary art therapy programs and contributes to future
development of art therapy programs in elementary schools.

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Table of Contents
Page
Approval Page ii
Copyright iii
Acknowledgments iv
Abstract v
List of Figures vii
Chapter I Introduction 1
Chapter II Procedure 10
Chapter III Literature Review 18
Chapter IV Guidelines and Collaboration 33
Chapter V Academic Achievement 44
Chapter VI Social Standards of Development 68
Chapter VII Emotional Intelligence 91
Chapter VIII Conclusions and Recommendation 114
References 121
Appendices Appendix A: Permission Slip 126
Appendix B: Photo Consent Form 127
Appendix C: Teacher Survey 128
Appendix D: Principal Survey 130
Appendix E: Guidance Counselor Survey 132
Appendix F: Interview Questions 134
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Appendix G: The Bulls Group Description 137
Appendix H: Description of Robert 141
Appendix I: Student Survey 143

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List of Figures
Page
Figure 1 Sequential Exploratory Design 11
2 The Bull’s Group Rules 47
3 Ray’s “Spinney and the Angry Lightening Boy” 52
4 Robert’s Soothing Picture 58
5 Robert’ “Book of Good Choices” 61
6 Jacob “Doing Something at School” 65
7 Christian’s “My World Collage 72
8 Compliment Cards 74
9 The Bull’s Group I Spy Scribble 79
10 “Robots Visiting a Boy” 83
11 Jamal’s “Sad Picture” 87
12 The Bull’s Group Feeling Box 93
13 Ray’s “Feelings Gumball Machine” 98
14 Ray’s “Angry Mask” 101
15 Christian’s “Angry Dog Monster Scar and 107
Roundy”
16 Robert’s “Anger Thermometer” 111

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Chapter I
Introduction
Statement of the Problem
A recent study of high school graduation rates revealed that one in four U.S.
students did not complete high school in 1998 (Holland, 2002). Failure rates were further
elevated in many urban school districts, with nearly three out of four students in
Cleveland, Ohio quitting school before receiving a high school diploma (Holland, 2002).
These statistics reveal serious problems in the United State’s current education system
and demands attention. The push for accountability by the American public is increasing,
and the greatest challenge schools face today is proving that they can respond positively
to pressures and improve academic performance (Busch, 1997). Fundamental changes,
then, are a necessity in the American public education system, and new options need to
be made available to promote student success.
The American School Counseling Association’s national model for school
counseling programs holds within its framework standards for academic and
personal/social development (American School Counseling Association [ASCA], n.d.).
Academic development requires that students develop the attitudes, knowledge, and skills
needed for effective learning. Personal/social standards of development require that
students develop the knowledge, attitudes, and interpersonal skills to help them
understand and respect self and others. These standards are considered to be the
foundation for student development and are intricately connected to academic success.
There is no defined protocol for nurturing the development of academic and
personal/social standards and the education system continues to search for viable
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methods of doing so.
The National Art Education Association recognizes the benefits of the creative
process and has dedicated itself to the development of art programs that further meet the
needs, interests, and abilities of students (The National Art Education Association, 1999).
The act of engaging in the art making process has been found to offer significant
educational and psychological benefits (McNiff, 1992) which can be utilized by the
education system to further promote student success. Art making is an inherent
component to the art therapy process and while the use of art therapy within the school
setting has only recently emerged, it has continued to grow in recognition (Busch, 1997;
Kearns, 2004). This recognition has developed because the inclusion of art therapy in
schools offers many advantages that can assist students in the development of positive
attitudes while also increasing academic success. Some of the benefits found to be most
relevant to elementary-aged pupils include: enhanced abilities to symbolize personal
experiences in words and images, greater regulation of emotions and impulses, increased
opportunities to observe the self and improved communication abilities (Ball, 2002;
Kramer, 1971; Regev & Guttmann, 2005; Rubin, 2005).
Children who have positive academic experiences in elementary school often
carry the success with them throughout the rest of their school years (Entwisle, 1995).
Thus, the beginning stages of the academic journey, elementary school, seem a good
place to begin the implementation of art therapy programs. Furthermore, elementary-aged
students respond positively to creative modes of counseling (Ray, Perkins, & Oden,
2004). Linares et al (2005) found that creative based programs designed to promote
cognitive, social and emotional skills in elementary school students were beneficial in