Art as an intervention with emotionally distressed children to improve health and wellbeing

Abstract

Introduction
When children are emotionally distressed, their capacity for learning is diminished and their self esteem is lowered. Not only is their behaviour often disruptive, reflecting their inner feelings and frustrations, but their health and wellbeing, physical, psychological, and spiritual is affected.
Art is a natural medium of expression for children and provides an emotionally distressed child with a means of self expression, enabling an emotional release, an opportunity for self-exploration, and a means of communication which may not be possible through the normal channel of language.
An art intervention program was implemented with a small group of emotionally distressed or withdrawn children at an A C T. primary school which holds a humanistic/holistic attitude to health and education. The study was undertaken between May and November 1992 in a first grade integrated classroom, where mainstream children are together with special needs children. The object of the study was to examine if art activities in small groups can provide a combination of personal and group experiences that result in a therapeutic change to the emotional health and wellbeing of the participating children.

Methodology
The action research method, using participant observation, was adopted. Action research is part of new paradigm research which prefers holistic approaches. In the new paradigm, holistic health recognizes the emotional, social, and spiritual aspects of the human being to achieve maximum potential and wellbeing. It seeks to achieve a harmonious balance between body, mind and spirit, and with other people in the environment. Humanistic art therapy approaches reflect the new paradigm and a humanistic/holistic approach has been utilized in this thesis.
A preliminary study, consisting of four sessions was undertaken to look at three aspects of the program: the selection of participants, the exploration of different themes, and the choice of appropriate art materials. This was followed by the main study, consisting of eleven sessions with a group of six participants, which wexplored the effects of art therapy on the individual and the group.
Any child in an emotional crisis was selected to participate in the program if he or she showed signs of attention-seeking and acting-out behaviour, or of isolation and withdrawal. The themes concentrated on feelings and emotions, and the building up of positive self esteem.

Results
The healing capacity of the artistic process is central to the use of art therapy with groups of emotionally distressed children. Through the process of "doing art", socially unacceptable emotions, such as anger and aggression, can be expressed in a safe, acceptable way.
The art activities within the group increased the level of social interaction and cooperation among the participants. The importance of building confidence and self esteem in children who are emotionally distressed and withdrawn was significant. Indeed, for all children these concepts are essential to maintain a healthy and well balanced individual.
One of the aims of the program was to increase the children's awareness of their total situation and of others, and help them to understand that by improving their relationship with family, teachers and friends they would be helping themselves and feel better and healthier within themselves. It was difficult to observe this directly at the time of the study as it would have required the observation of the children in their complete life situation over a longer period of time.

Implications
In view of the new paradigm of learning which emphasizes openness to new ideas and the evaluation of new concepts, the therapeutic use of art with emotionally distressed children in crisis is one way towards holistic education and learning. The study demonstrated the importance of creating an awareness of art therapy among educators within the Australian education system. Art as therapy could be offered as a component in the education of teachers. There should also be greater opportunities for the training of art therapists in Australia.
Early art therapeutic intervention in schools with special-needs or identified "at risk" children is seen as an important, positive, and effective method to deal with their individual needs before these turn into unmanageable behaviours. As such, the therapeutic use of art constitutes a positive holistic health preventive measure which benefits both education and the wider community.

Date of Award	1993
Original language	English
Supervisor	Robert Irwin (Supervisor)