Effectiveness of a School-Based Mindfulness and Art Therapy Group Program

Abstract

This program evaluation investigated the Mindfulness and Art Therapy Group Program’s (MATG-P) effectiveness for children’s mental health outcomes and interpersonal impacts. MATG-P provided eight weekly child therapy groups, two conjoint parent-child meetings, and ongoing meetings with teachers. Participants included 83 5- to 12-year-old children, 51 parents, and 22 teachers. Quantitative results from the pretest posttest nonequivalent control group design showed statistically significant decreases in internalizing and externalizing symptoms and significant increases in attention as rated by parents and teachers, as well as significant increases in peer relationship quality and mindful parenting as rated by parents. These results demonstrated the value of a child-centered, integrated art therapy and mindfulness curriculum in schools.

Keywords:

• Art therapy
• mindfulness
• group
• school
• parent-child

Additional information

Notes on contributors

Rebecca Bokoch

Rebecca Bokoch is an Assistant Professor, Clinical PhD Program, Alliant International, Alhambra, CA, and Noah Hass-Cohen is an Associate Professor, Couples Family Therapy Masters and Doctoral Programs, California School of Professional Psychology, Alhambra, CA.

Noah Hass-Cohen

Rebecca Bokoch is an Assistant Professor, Clinical PhD Program, Alliant International, Alhambra, CA, and Noah Hass-Cohen is an Associate Professor, Couples Family Therapy Masters and Doctoral Programs, California School of Professional Psychology, Alhambra, CA.