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Background: Displaced young people are at risk of adverse effects on their psychological wellbeing due to their experiences of war and resettlement. Art therapy can offer a safe space in which to address trauma and promote resilience. Context: This paper describes art therapy with a group of displaced Ukrainians aged 13–16 in a British secondary school. It focuses on the activity of making hanging mobiles in order to explore conflicted feelings around home and belonging. Approach: The intervention was informed by theories of resilience, with the intention of preventing the negative effects of traumatic experience by providing opportunities for creativity and reflection. The need of young refugees to experience psychological safety in order to continue with the developmental tasks of adolescence was also considered. Outcomes: Half of the group found the activity beneficial in gaining insight into conflicting feelings around belonging and providing a positive experience of agency and control through creativity. The other half of the group benefitted less and found it difficult to reflect on their artmaking. 'Feelings' Cups', an outcome measure devised for the group, was used alongside the YP-Core (Clinical Outcomes for Routine Evaluation for Young People) together with verbal and written feedback. Conclusions: The mobile-making activity has potential for use with dislocated young people and others in a position of uncertainty and change. Implications for research: There is a need for more research to examine and evidence the role art therapy can play in promoting resilience in displaced young people. Plain-language summary: This paper describes art therapy with a group of displaced Ukrainians aged 13–16 in a British secondary school. It focuses on the activity of constructing hanging mobiles to help explore difficult feelings around home and belonging. Refugees find it distressing to be without a home until they are able to resettle in a safe place. Adolescents may find it particularly difficult because they are already struggling with issues of identity and belonging as they move from childhood to adulthood. The mobile-making activity was designed to use creativity and insight to help build resilience. When young people are more resilient, they will suffer less from traumatic experiences. To measure changes during therapy, a form, 'Feelings' Cups', was devised for the group and used alongside a standard form together with verbal and written feedback from the young people. Half of the group found the mobile-making activity helpful. It gave them a positive feeling of being in control and helped them to think about their feelings. The other half of the group did not find the activity helpful. They did not enjoy the artmaking and found it too difficult to think about their feelings. For some refugees this activity might be helpful and could be used again. It is necessary to carry out more research to find out exactly how art therapy can help young people become more resilient. [ABSTRACT FROM AUTHOR]

This phenomenological qualitative study explored the experiences of adolescent girls with emotional disorders from post-hospitalization boarding schools who embroidered in an art therapy open studio group. A Youth Participatory Action Research approach and the bioecological model were used to shed light on the therapeutic process of embroidery. Through a thematic analysis of the focus groups and interviews with 13 participants, we identified five themes specifically related to embroidery: (a) control versus release/freedom; (b) calmness that comes from the repetitive action and focus; (c) the experience of being exceptional versus conventional; (d) the "stitch through time" experience, which involves a dialogue with the past, present, and future through embroidery; and (e) the overt-latent layers of consciousness. The findings suggest that embroidery has therapeutic benefits for this population and supports psychological development. This study reveals that embroidery, whose threads are intricately embedded in society and culture, and may provide a unique and meaningful activity for young people in post-hospitalization boarding schools and enables a social and cultural exploration of self and community. Limitations of this study and recommendations for further research are also discussed. [ABSTRACT FROM AUTHOR]

Arts and cultural engagement is a potential strategy for reducing or preventing reportedly antisocial or criminalized behaviors (those previously and problematically termed as "delinquent") in adolescence. However, most research to date has focused on arts-based interventions and has not tested arts and cultural engagement in large population-based longitudinal studies. This study investigated whether arts and cultural engagement reduced reportedly antisocial or criminalized behaviors in two large nationally representative cohorts, the National Longitudinal Study of Adolescent to Adult Health (n = 10,610; 50% female, 72% White, age range = 11–21 mean = 15.07) and the National Education Longitudinal Study of 1988 (n = 15,214; 50% female, 73% White, age range = 13–16 mean = 14.38). Structural equation modelling also allowed exploration of two potential mechanisms that might link arts and cultural engagement to reportedly antisocial or criminalized behaviors (self-control and attitudes towards these behaviors). More arts and cultural engagement was associated with fewer reportedly antisocial or criminalized behaviors, better self-control scores, and fewer positive perceptions of reportedly antisocial or criminalized behaviors concurrently and one to two years later. Arts and cultural engagement may provide opportunities for adolescents to realize positive developmental outcomes, reducing their risk of reportedly antisocial or criminalized behaviors. [ABSTRACT FROM AUTHOR]

• We selected 20 research articles through a systematic literature review. • The total effect size was 1.81, which is a large effect size. • Psychology/emotion had the largest effect size, followed by sociability and ego. • Multicultural children had a larger effect size than multicultural youth. Various policies and support have been implemented to help children and adolescents from multicultural families in Korea to psychologically and socially adapt to society and to improve their quality of life as members of Korean society. In this regard, group art therapy has been widely used and numerous studies have demonstrated its effectiveness. Accordingly, this study investigated the effectiveness of group art therapy in children and adolescents from multicultural families and individual research results were aggregated and analyzed to use as a scientific foundation. A total of eight databases based on English or Korean (Scopus, Web of Science, ProQuest, PubMed, Google Scholar, RISS, National Library of Korea, and National Assembly Library) were utilized to retrieve all research articles published by August 2022. The final 20 research articles were selected through a systematic review according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. The comprehensive meta-analysis (CMA) 2.0 was utilized to analyze the effect size, possible causes of heterogeneity were explored, and publication bias was identified. As a major result, the total effect size was proven to be significantly large (Hedges' g = 1.81). Furthermore, the largest effect size among the dependent variables was found in the negative domain of psychology/emotion corresponding to emotional and behavioral problems, acculturative stress, and bicultural stress (Hedges' g = 2.55), followed by the static domain of psychology/emotion (2.29), sociality (1.93), and ego (1.83). [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Art Therapy is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Art Therapy Association Journal is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents the author’s views on the question of the creation of expressive remix therapy, a new form of engagement with clients. Topics discussed include the intention to use digital media art and technology in therapy in group settings to promote of a renewed appreciation for stories as the backdrop for all narrative work, to inspire people to look at the practice of mental health differently, particularly the tools used to positively impact clients.

Many communities across the United States are striving to foster positive social change, despite limited financial and human resources. Although there is no formula for change that will work in every community, transformation is happening through the efforts of artists and social workers using group methods. This article illustrates one model that connects contemporary art making, social practice art, and group art methods with art therapy activities. It will provide the foundational principles used in the ArtThrust Teen Empowerment Program to create positive change for lesbian, gay, bisexual, transgender, queer or questioning youth within a one-week intensive art-based program. [ABSTRACT FROM PUBLISHER]

This article describes the development of a 10-week arts-based mindfulness group program for youth aging out of foster care. This unique group program is briefly described, and examples of creative activities are provided. The use of an arts-based approach was engaging and relevant for the youth given the challenges they displayed such as paying attention and focusing. The authors discuss other convergent facets of the group including its strengths-based approach, social understanding of resilience, and holistic approach to facilitating mindfulness. This article contributes to an emerging field of practice regarding creative and holistic applications of mindfulness with youth who are marginalized. [ABSTRACT FROM PUBLISHER]

Advances in art based assessments in art therapy in clinical settings led to the development of objective measurements of various elements in drawing. The present study was aimed at assessing the elements that are related to depression manifested in the drawing task of "Person Picking a Mango from a Tree" (PPMT). The sample consisted of 60 adolescents in two groups-the depressive group of 30 with high scores of depression and 30 with low scores of depression, who served as the non-depressive group. The PPMT drawings were assessed using Formal Elements of Art Therapy Scale (FEATS) by two raters who had established high interrater reliability. The two groups had significant difference on 3 of the 14 subscales. [ABSTRACT FROM AUTHOR]

The Expressive Alternatives is a dramatic arts curriculum that is guided by social and emotional learning (SEL) and enjoyment theory. The purpose of this project was to examine the effects of Expressive Alternatives on social and emotional skills, self-esteem, theatre skills, and enjoyment level of youth at risk for violence. This project involved collaboration with three university programs (Therapeutic Recreation, Dramatic Arts, and Physical Education) and the Boys and Girls Club. A literature review was conducted prior to the development of the drama curriculum that was developed by the researchers and therapeutic recreation students. This project included youth in high-risk situations, ages 11-14, who expressed an interest in developing skills in expressive arts and who had limited opportunities for organized creative outlets. Despite design limitations, positive experiences during the dramatic arts program were indicated by all participants (N=11; mean age =13) with significant differences in their perceived abilities in conflict resolution and self-esteem. These findings indicate that this therapeutic recreation intervention using expressive arts can have a positive impact on social and emotional skills of youth at risk for violence. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article addresses a need of increasing importance: adolescents with disabilities have few opportunities to come to terms with illness and the isolation it often brings. This need is particularly urgent for children in America's inner cities, where poverty and lack of resources further exacerbates illness and isolation. The article describes how the Harlem Horizon Art Studio (HHAS) addresses these needs with an approach to painting with young people that falls between art education and art therapy. The purpose of this article is to help art educators reach this population more effectively by examining how adolescents find solutions to both artistic and physical problems with minimal intervention. Two case studies are offered as examples of what youngsters at HHAS experience as significant change as they challenge their daily obstacles by making art. [ABSTRACT FROM AUTHOR]

Presents a study which discussed the benefits of art therapy for adolescent adoptees. Adolescent developmental challenges; Sources of stress among adopted adolescents; Discussion on an art therapy program for adolescent adoptees.

Views the art expressive therapy that has been established in schools. Why nurturing of artistic adolescents within the structure of school requires a special attention; Challenge of being a mentor of artistic adolescent; Expressive therapy; Types of expressive therapy; Significant correlation between criteria of adult creativity and having a mentor; Creativity Incorporation; Syllabus of mentoring activity.

Presents a case study illustrating how art therapy was used with a grieving adolescent mother. Related research on parental grief; Use of expressive therapy as assistance to the mother's grieving process; Result supports the hypothesis; Discussion of the limitation of the study.

Discusses guidelines for drawing programs for emotionally disturbed high school students whose drawings contain violent imagery. Incorporation of elements of art therapy, art therapy literature, drawing program design and experience with students who use violent imagery.