Using Creative Arts Therapy to Promote Academic Success in the Postsecondary Setting
A Secondary Narrative Review of Preliminary Findings from 2009 to 2019
Bibliographic Data
| ID | 21634641 |
|---|---|
| Authors | Jason S Frydman (0000-0003-0898-3884, Lesley University, corresponding author), Ravtesh Kaur (Lesley University), Sydney Caputo (0000-0001-7901-367X, Tulane University School of Medicine, New Orleans, LA, USA), Sarah Hyman (0000-0002-7367-647X, Independent Scholar, Cambridge, MA, USA) |
| Year | 2025 |
| Volume | 48 |
| Issue | 1 |
| Pages | 143-168 |
| Publication date | 2025-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Experiential Education (JOURNAL) |
| Journal identifiers | ISSN: 1053-8259 • E-ISSN: 2169-009X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10538259241260638 |
| OpenAlex | W4399785942 |
| Language | EN |
| Citations received | 1 |
| References cited | 72 |
Background: The application of creative arts therapies (CATs) in schools has become an area of interest among educational researchers. Much of the literature has concentrated on the K-12 setting, with a minor focus on how CATs have been utilized to achieve academic success. Inquiries examining how CATs in the postsecondary setting have targeted academic success have yet to be aggregated and reviewed for their specific contributions. Purpose: This secondary narrative review of CAT-based educational interventions analyzes preliminary literature gathered from a larger systematic review on the application of CATs in K-12 schools. In the present review, CATs are considered for their unique contributions to postsecondary academic success through experiential learning. Methodology: The identification procedure is situated in the context of the initial systematic review and outlined according to carryover elements useful for the present analysis. Findings/Conclusions: All CATs were represented, a majority featured undergraduates, qualitative data, and experiential interventions; all studies demonstrated academic utility via an empirical lens. Implications: Based on this initial analysis, CATs may be uniquely suited to promote academic success by developing affective awareness and leveraging group processes for institutional integration. Limitations and considerations to promote academic success via CATs in postsecondary education are offered
Art · Higher education · Liberal arts education · Literature · Mathematics education · Medical education · Narrative · Pedagogy · Political science · Postsecondary education · Sociology · The arts · Visual arts · Art Therapy and Mental Health · Child Therapy and Development · Medicine · Music Therapy and Health · Psychology
College Students’ Sense of Belonging
Writing narrative literature reviews for peer-reviewed journals
Narrative Reviews
A literature review
Writing narrative style literature reviews
Teacher–student relationship at university
Reflexivity in quantitative research
Assessment for Excellence
Wellness at Universities
Implementation of drama therapy services in the North American school system
Creative arts therapy in the United States school system
‘Don’t talk like that
Spirals dancing and the Spiral Integrated Learning Process
Kinesthetic ability and the development of empathy in Dance Movement Therapy
A measure of emotional empathy1
Appraising the Evidence
Qualitative and Arts-Based Evidence from Children Participating in a Pilot Randomised Controlled Study of School-Based Arts Therapies
A systematic review of child-focused outcomes and assessments of arts therapies delivered in primary mainstream schools
Theatre
Naturalistic inquiry
Emotional intelligence predicts academic performance
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |