A virtual art therapy curriculum for high school students during the COVID-19 pandemic: Informed by Bronfenbrenner’s Ecological Systems Theory

Author

Kendra SouleFollow

Date of Award

Spring 5-22-2021

Document Type

Thesis

Degree Name

MA - Master of Arts

Department

Expressive Therapies

Advisor

Dr. Ara Parker

Abstract

During the 2020, the COVID-19 pandemic became a global health threat. In order to maintain public safety many schools had to transition onto a virtual space using online programs and classrooms. Not only did schools move to an online platform, but also mental health therapy moved to telehealth platforms to serve those affected by the pandemic. Art therapy is a form of therapy that uses the tangible art making process, art piece, and therapeutic relationship as aspects of therapy. With the move to the virtual setting, art therapists had to modify their work to fit the new setting. Bronfenbrenner’s Ecological Systems theory, as a structural foundation, inspired a 5-session curriculum that utilized both traditional and virtual art making practices. Two sessions were done with two different groups of high school males at a New England therapeutic school. The goal was to not only use these hybrid methods of art making, but also to start the conversation on what supports the participants need during the pandemic. Despite technological challenges, these methods demonstrated promising potential for the future of school-based, telehealth art therapy practices.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Soule, Kendra, "A virtual art therapy curriculum for high school students during the COVID-19 pandemic: Informed by Bronfenbrenner’s Ecological Systems Theory" (2021). Expressive Therapies Capstone Theses. 422.
https://digitalcommons.lesley.edu/expressive_theses/422