Date of Award

Spring 5-2007

Document Type

Thesis

Degree Name

Master of Science (MS)

Program/Concentration

Art Therapy

Committee Director

Sarah Deaver

Committee Member

Marcia Rosal

Committee Member

Sherry Todd

Abstract

The transition to high school can be difficult for adolescents, especially those exhibiting disruptive behaviors and poor coping skills. This study was concerned with developing conducting a group art therapy intervention that would help increase coping skills and decrease disruptive behaviors in eighth grade students preparing for the transition to high school. Two girls and four boys from a private school in southeastern Virginia participated in the study after the start of their final semester in eighth grade. The study consisted of 8 sessions conducted on alternating days, twice a week for a four-week period.

During the group art therapy sessions, participants identified and expressed how they experience stress physically, the situations that are the most stressful for them and the manner in which they cope with the stressful situations. The group process allowed the participants to explore alternative ways to cope with stress and to practice employing new coping strategies through role-play with their peers.

A mixed-method, AB single case research design was used because of the heterogeneous nature of the participants. Individual changes, rather than changes across the group, were measured. The Adolescent-Coping Orientation for Problem Experiences (A-COPE) (Patterson & McCubbin, 1983) inventory, parent interviews, disciplinary referrals, and “Me in High School” drawings were used as qualitative and quantitative measures to evaluate changes in the participants. Results suggest that the art therapy group was helpful in decreasing disruptive behaviors and increasing coping skills.

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