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)
Study at a glance
AI-extracted from the abstract| 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 |
| Topics | Meditation |
| Keywords | Education |
| Key points | 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.