Creative arts therapy in the United States school system

An integrative systematic review of empirically evaluated interventions from the past decade

Dados Bibliográficos

ID21376331
AutoresJason S Frydman (0000-0003-0898-3884, Division of Psychology and Applied Therapies Lesley University Cambridge Massachusetts USA, autor correspondente), Sarah Hyman (0000-0002-7367-647X, Department of Psychology School of Science and Engineering, Tulane University New Orleans Louisiana USA), Sydney Caputo (0000-0001-7901-367X, Department of Psychology School of Science and Engineering, Tulane University New Orleans Louisiana USA)
Ano2022
Volume59
Fascículo3
Páginas535-556
Data de publicação2022-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPsychology in the Schools (JOURNAL)
Identificadores do periódicoISSN: 0033-3085 • E-ISSN: 1520-6807
EditoraWiley (PUBLISHER • GB)
DOI10.1002/pits.22629
OpenAlexW4200597769
IdiomaEN
Citações recebidas5
Referências citadas60

Recently there has been an expansion of the literature on creative arts therapy (CAT) interventions in the United States (U.S.) school system. However, findings across studies in the field have yet to be systematically investigated on a national level. The present review is an integrative systematic review of empirically evaluated CAT intervention studies in U.S. schools from the past decade. This synthesis seeks to advance CATs in schools' evidence base and increase research and practice throughout the U.S. Three online databases were searched alongside a manual review of relevant journals. Inclusion criteria required studies to feature a CAT modality, implementation in a U.S. K‐12 school during the school day, and an empirical methodology. The systematic search yielded a total qualifying sample of six studies. General findings indicated that across studies, targeted improvement in psychosocial and behavioral domains was achieved, suggesting that CATs hold major promise due to their ecological responsiveness and versatility. Although the current scope of empirically evaluated CAT interventions in U.S. schools is minimal, findings suggest encouraging avenues for formulating a useful research trajectory and advancing practice. Further research recommendations for the promotion of CATs in schools are provided and situated within the school mental health literature

Inclusion (mineral) · Intervention (counseling) · Medical education · Mental health · Modalities · Political science · Promotion (chess) · Psychiatry · Psychological intervention · Psychosocial · Psychotherapist · Scope (computer science) · Situated · Social science · Sociology · The arts · Applied Psychology · Art Therapy and Mental Health · Child Therapy and Development · Medicine · Music Therapy and Health · Psychology · Social Psychology