Melinda J. Gould
Published: 2002
Total Pages: 148
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This study investigates behavioral changes that occurred during the course of a school-based art therapy group. A sample of 88 African-American children between the ages of 3 to 15 participated in a pilot program. These children reside in a public housing project in one of the most violent urban neighborhoods in the United States located in a large Midwestern city. Pervasive violence impacts these children on a daily basis and has numerous negative repercussions on their development (Attar & Guerra, 1994; Fitzpatrick & Boldizar, 1993; Jenkins & Bell, 1994; Martinez & Richters, 1993). Research indicates that children who are exposed to pervasive trauma externalize their symptoms; they exhibit increased restlessness, anxiety, conduct problems, and peer-related aggression (Cooley-Quille, Turner, & Beidel, 1995; Hill, Levermore, Twaite, & Jones, 1996; Jenkins & Bell, 1994; Richters & Martinez, 1993). This population also exhibits high-risk behaviors such as drug and alcohol use, carrying weapons, physical fighting, and difficulties in school. Limited studies have been conducted that have examined specific interventions aimed at reducing negative behaviors among youth exposed to pervasive trauma. The current study is unique because the therapy program is based in the public elementary school rather than in a clinical setting. In addition, there is little research supporting the effectiveness of group art therapy with children. Although past studies provide an important initial step toward reducing symptoms related to exposure to violence, their results are limited due to sample size, research design, and the specific nature of the traumas studied. In the current study, it is postulated that positive behaviors will increase and negative and passive behaviors will decrease as the amount of time (number of sessions) in group art therapy increases. To study this hypothesis, a chi-square analysis will be performed evaluating the efficacy of the art therapy groups on selected behavioral variables: good, cooperative, helpful, resistant, disruptive, defiant, manipulative, respond only, nonverbal, withdrawn, passive, and preoccupied.