Effectiveness of a School-Based Mindfulness and Art Therapy Group Program
Rebecca Bokoch, Noah Hass-Cohen
Art Therapy September 16, 2020 DOI: 10.1080/07421656.2020.1807876 (opens in new tab) via Semantic Scholar
Summary
AI-generated from the abstractThis program evaluation assessed the Mindfulness and Art Therapy Group Program (MATG-P), which provided eight weekly child therapy groups, two parent-child meetings, and ongoing teacher meetings. In a pretest-posttest nonequivalent control group design with 83 children aged 5-12, 51 parents, and 22 teachers, results showed statistically significant decreases in internalizing and externalizing symptoms and increases in attention as rated by parents and teachers. Parents also reported significant increases in peer relationship quality and mindful parenting. The authors conclude the program demonstrates value for a child-centered, integrated art therapy and mindfulness curriculum in schools.
Study at a glance
| Characteristics | Pretest-posttest nonequivalent control group design Peer reviewed |
|---|---|
| Sample size | 83 |
| Population | 5- to 12-year-old children, their parents, and teachers |
| Duration | Eight weekly child therapy groups, two conjoint parent-child meetings, and ongoing meetings with teachers |
| Keywords | Psychology Education Art |
| Key finding | The program was associated with significant decreases in internalizing and externalizing symptoms and significant increases in attention, peer relationship quality, and mindful parenting. |
Abstract
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.