“Flow” in Art Therapy: Empowering Immigrant Children With Adjustment Difficulties

Abstract

This qualitative multiple-case study explored the experience of flow in individual art therapy with three Korean immigrant children who had difficulties adjusting to their new home and school circumstances in the United States. Flow theory was used to interpret data collected from the children's engaged art-making experiences and illuminated the balance between challenge and skill that characterizes the attainment of flow in art. Data were collected from post-session video-stimulated interviews, discussions with parents, artwork, and case notes. Study findings highlight the value of an optimal artistic experience in coping with everyday challenges. Therapeutic implications of the challenges these young immigrants faced at school and at home also are discussed.

Acknowledgments

Editor's Note: Seung Yeon Lee, EdD, ATR-BC, LCAT, is Assistant Professor of the Clinical Art Therapy Program at the School of Visual and Performing Arts, Long Island University–Post Campus, Brookville, NY.