Addressing Gaps in Pediatric Mental Healthcare by Removing Barriers: A School-Based Integrated Model for Group Art Therapy
Saved in:
| Title: | Addressing Gaps in Pediatric Mental Healthcare by Removing Barriers: A School-Based Integrated Model for Group Art Therapy |
|---|---|
| Language: | English |
| Authors: | Katie Hinson Sullivan, Erin Scherder, Laura Allen, Daniel L. Brinton (ORCID |
| Source: | Psychology in the Schools. 2025 62(8):2362-2372. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Art Therapy, Mental Health, School Health Services, Elementary School Students, Multi Tiered Systems of Support, Group Therapy, Interpersonal Competence |
| Geographic Terms: | South Carolina |
| Assessment and Survey Identifiers: | Strengths and Difficulties Questionnaire |
| DOI: | 10.1002/pits.23471 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | In the fall of 2021, experts declared a national emergency in children's mental health, urging organizations to put in place school-based mental health care services to reduce barriers and increase access to care. This paper describes implementation and acceptability of an innovative school-based model to deliver group art therapy that is integrated into the school's Muti-Tiered System of Supports, and changes in student social-emotional competencies that occurred in association with participation. The 7-week pilot was implemented in three successive semesters, serving 280 elementary students. Guardians completed Strengths and Difficulties Questionnaires (SDQ) before and after the intervention to describe changes in student social-emotional competencies. SDQ data suggest improvement in internalizing symptoms amongst participants (n = 17, mean decrease in 1.7 points [95% CI: 0.2-3.2]; p = 0.0314). Guardians surveyed (n = 12) strongly agreed that art therapy programs should be continued in the school and that the art therapy process gave their child an alternative form of safe expression [4.88 and 4.75 out of 5 (SD = 0.14 and 0.29), respectively]. All students completed the program. Cost was $170.00 per child. This school-based group art therapy model was found feasible and acceptable, and if scaled, can impact a large population of children with barriers to mental healthcare access. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477308 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In the fall of 2021, experts declared a national emergency in children's mental health, urging organizations to put in place school-based mental health care services to reduce barriers and increase access to care. This paper describes implementation and acceptability of an innovative school-based model to deliver group art therapy that is integrated into the school's Muti-Tiered System of Supports, and changes in student social-emotional competencies that occurred in association with participation. The 7-week pilot was implemented in three successive semesters, serving 280 elementary students. Guardians completed Strengths and Difficulties Questionnaires (SDQ) before and after the intervention to describe changes in student social-emotional competencies. SDQ data suggest improvement in internalizing symptoms amongst participants (n = 17, mean decrease in 1.7 points [95% CI: 0.2-3.2]; p = 0.0314). Guardians surveyed (n = 12) strongly agreed that art therapy programs should be continued in the school and that the art therapy process gave their child an alternative form of safe expression [4.88 and 4.75 out of 5 (SD = 0.14 and 0.29), respectively]. All students completed the program. Cost was $170.00 per child. This school-based group art therapy model was found feasible and acceptable, and if scaled, can impact a large population of children with barriers to mental healthcare access. |
|---|---|
| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23471 |
