Date of Award
Spring 5-5-2024
Document Type
Thesis
Degree Name
MA - Master of Arts
Department
Expressive Therapies
Advisor
Dr. Kelvin Ramirez
Abstract
Abstract
This literature review examines the use of zero tolerance policies and exclusionary practices in schools throughout the United States. The adolescent population is more vulnerable now than ever, particularly after the COVID-19 pandemic. An increasing number of students are struggling with behavioral misconduct, mental health issues, and suspension/expulsion from school. The research contained in this review explores how zero tolerance policies have contributed to the current state of our education system, behavioral misconduct in schools, student involvement in the juvenile justice system, alternative methods of discipline such as restorative practices and therapeutic interventions like Art Therapy. The current exclusionary discipline approaches found in the education system, such as zero tolerance policies, are exceedingly inappropriate considering the developmental, emotional, and social needs of this population. The research shows evidence that students need to be provided opportunities within school to repair the harm that they have caused and remain a part of the school community. In addition, the research indicates that alternative styles of discipline, such as restorative justice practices, can reduce violent, aggressive, and high-risk behaviors in disenfranchised students. Lastly, a recommendation is offered on how restorative justice practice might be integrated into school settings using Art Therapy.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Day, Catherine, "Speak My Language: Art Therapy Restorative Justice Hybrid for Disenfranchised High School Students" (2024). Expressive Therapies Capstone Theses. 782.
https://digitalcommons.lesley.edu/expressive_theses/782
Included in
Art Practice Commons, Developmental Psychology Commons, Disability and Equity in Education Commons, Educational Psychology Commons, School Psychology Commons, Social Justice Commons
Rights
The author owns the copyright to this work.
