Date of Award
Spring 5-18-2021
Document Type
Thesis
Degree Name
MAE - Master of Arts in Expressive Therapies
Department
Expressive Therapies
Advisor
Madoka Urhausen
Abstract
This thesis explores the use of sensory-based art therapy interventions with preschoolers with self-regulation difficulties. The mental health intern (MHI) at a preschool program conducted multisensory art therapy interventions with 11 students over eight weeks. Students participated in either social skills small groups or individual therapeutic sessions with the MHI. Students were referred for services due to social, emotional, behavioral, and developmental concerns, specifically how those issues manifested in difficulties with self-regulation. These students exhibited unexpected and persistent periods of dysregulation as evidenced by disruptive and unsafe behaviors in the classroom including aggression towards peers. Students participated in different sensory-art based interventions each week. Developmentally appropriate interventions were designed for students to experience a variety of sensations, to increase autonomy, and to offer coping skills. Varying levels of engagement and enjoyment were noted among students. Students reported positive experiences during participation in most of the interventions. Teachers reported decreased negative behaviors displayed in the classroom. Information gathered in this thesis warrants further research regarding sensory-based art therapy treatment with preschoolers.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ferrara, Elizabeth, "Exploring Sensory Based Art Therapy with Preschool Students, Development of a Method" (2021). Expressive Therapies Capstone Theses. 888.
https://digitalcommons.lesley.edu/expressive_theses/888
Included in
Art Therapy Commons, Child Psychology Commons, Development Studies Commons, School Psychology Commons, Somatic Psychology Commons
Rights
The author owns the copyright to this work.
