The Authentic Artistic Process: Implications to Deterring Aggression, Bullying, and Violence in Adolescents

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Endnotes

Notes

¹ Bickley-Green (2007) highlights images reflecting some of these concerns and commendably encourages a sensitive application of these practices within visual arts classrooms.

² Art education seeks to nurture expressivity, creative thinking, global intelligence, and aesthetic awareness, among other factors; art therapy typically administers to diagnosed physical or psychological disorders.

³ There are additional factors thought to cause aggression, including emotional/behavioral dysregulation, cognitive impairments, genetics, social, economic and environmental influences, and neurobiological aspects (Loeber & Pardini, 2008).

⁴ This need is generally greater for adolescents than for adults, given the dramatic psychological changes they are encountering. Additionally, adult behavior is more likely to be tempered by psychosocial aspects of maturity that include the cognitive processing of judgment, responsibility, temperance, and perspective (Steinberg & Cauffman, 1996).

Additional information

Notes on contributors

Joseph Amorino

Joseph Amorino is the Art Education Program Coordinator at Kean University, New Jersey. E-mail: [email protected]