The brain’s development varies by person, and the way people are brought to face challenges and manage their emotions become more complex as many approach adolescence. Children have limits to how they are capable of expressing their emotions as well as managing their own behavior. Depending on one’s background, or psychological makeup, it may influence the way many children express themselves. My mother is an educator for grades Kindergarten through the Fifth Grade in library and computer class. While this may not be the type of art you think of when art therapy comes to mind, my mom talked about the impacts simple computer games where you design a toy car or build blocks on a computer can do for children. In her twenty years of education she noticed the “rowdy” or fidgeting behavior of her students would decrease the second they began their computer activity. She also found that her students were much more immersed in her story times and had a better time listening to a good story in library class in contrast to completing a worksheet at the beginning of class. She has since implemented mindful coloring and diamond art stations into her curriculum. Children tend to need an outlet to focus their energies in order to help correct or dilute these behavioral issues being displayed. Hence why art therapy is a positive outlet to allow for a child to express their emotions, my moms class is just one method of how a creative outlet can benefit a child’s behavior. 

MaryGrace Berbarian discussed in her work “Creative Problem Solving in Art Therapy. “ The influences art therapy can have on a child’s resilience and problem solving skills. How many may wonder; How does painting or drawing a picture help you solve a problem in life? 

It is common to categorize art therapy as one of the more frivolous practices in psychology, but many do not understand there is more than just painting to art therapy, but an entire curriculum behind it. “For example, the tolerable access of traumatic memories via art processes is encouraged by the trusting, empathic relationship with the therapist and the reward derived from the sensorially pleasurable creative process. Further, by safely re- encoding terrorizing memories through art therapy, the child can construct new options for safety through mirroring from the art therapist and reap the rewards of feeling validated.” 

Berbarian discusses in her research the components of art therapy and how they can benefit the troubled youth. Art therapy is a healthy method of expression, and can help many people who cannot put experiences or memories into words, use visual aid instead. Many children cannot even begin to comprehend their feelings, let alone verbally explain them, sometimes the only thing they get is a picture in their head, a way to show that emotion visually may be the easiest way to explain their innermost thoughts. Have you ever heard of how many associate colors with certain feelings or emotions? A child being stuck in a dark red room could symbolize one being trapped in their own anger, or a child portraying their self image much smaller than their parent may be their form of expressing how they feel belittled by that figure. 

A Rowan university figure Jessica Anne Masino Drass published a paper on the programs of Rowan’s art therapy, in this she includes a background of various tactics and studies revolvings around the practice. In an effort to limit students’ disciplinary actions, they implemented an after school art program, and further recorded the results they uncovered through this program which consisted of a group of teenagers from South New Jersey. 

“All of the students reported that they enjoyed being a part of the program and had fun at the meetings after school. What they enjoyed most about the program was creating a permanent public art project by being able to paint on the walls of school. They also remarked that their involvement in the program gave them something positive to do with their time and kept them from getting in trouble outside of school.”

This after school activity ended up finding these adolescents to be grateful for their time spent in the program, rather than dreading the idea of showing up. Many students needed to just redirect their energy, and also how to express their rebellion. While the drawing on walls was sanctioned, they still felt a thrill from participating in something that tends to lie outside the norm. 

“By the end of the eight-week program it was easy to see that a bond had grown between the five students, and they looked out for each other. At one meeting in particular one of the students came in after school clearly upset about something. He had an incident with a teacher that had brought him to tears. Instead of making fun of showing his emotions, the other students tried to calm him down and listened to him tell the story of what had happened to make him so upset. They also gave him suggestions on ways to remedy his situation in a positive way. When the program began these were five high school students who didn’t know each other very well or at all and by the end they were sticking up for each other. “ 

Jessica’s program using these south jersey teens ended up having them grow a bond through art, and end up cultivating a friendship through the group art sessions they attended. These students, all who had behavioral issues in school, many involving their peers, ended up understanding each other better through their art, and felt special and unique through not only their work but the bonds they made. 

Many children are caught up in their own lives and never evaluate from a new perspective. Moving your thoughts from your mind into a visual, like a paper or canvas or screen really emphasizes a new way to face your emotions. Whether it is individually, or in a group setting, exploring a new hobby and finding a new outlet to leave negativity behind is an easily manageable form of therapy. This is mostly effective on young children and adolescents because their brains have not undergone full development, leaving sometimes certain limits to how they can express themselves. Art therapy not only gives them power over their own emotions, but even a sense of superiority in where they stand in their lives.

Refrences

Berberian, Marygrace. (2019). Creative Problem Solving in Art Therapy.

Drass, Jessica Anne Masino, “Using art to teach problem-solving and other social skills: the effectiveness of the RATE Program” (2009)