Login | Register

Mindfulness-Based Art Therapy in Working with School-Aged Children with ADHD in Emotional Regulation

Title:

Mindfulness-Based Art Therapy in Working with School-Aged Children with ADHD in Emotional Regulation

Sin, Jiah (2017) Mindfulness-Based Art Therapy in Working with School-Aged Children with ADHD in Emotional Regulation. [Graduate Projects (Non-thesis)] (Unpublished)

[img]
Preview
Text (application/pdf)
Sin_MA_S2017.pdf - Accepted Version
1MB

Abstract

This research paper examines and integrates existing studies to develop an intervention research that addresses the potential benefits of mindfulness-based art therapy (MBAT) with school-aged children with Attention-Deficit/Hyperactivity Disorder (ADHD) in emotional regulation. According to the ADHD Institute (2016), ADHD has a relatively high prevalence rate among children and adolescents of approximately 5.29% and 7.1% respectively. In view of this and the lack of studies specific to this research topic, the goal of this intervention program is to address specific benefits of MBAT in emotional regulation that foster focusing skills, reflective functions on emotions, and organizational skills. A theoretical perspective of “top-down” and “bottom-up” self-regulatory processing as well as the self-expressive and self-reflective functions of art therapy is integrated in this study. Components of the Expressive Therapies Continuum (ETC) are also integrated in the MBAT interventions developed for this population. The purpose of this study is to propose a 10-week group art therapy program geared towards improving emotional regulation in ways that can be practised in an interpersonal setting, giving participants an opportunity to work in a supportive group environment.

Divisions:Concordia University > Faculty of Fine Arts > Creative Arts Therapies
Item Type:Graduate Projects (Non-thesis)
Authors:Sin, Jiah
Institution:Concordia University
Degree Name:M.A.
Program:Creative Arts Therapies (Art Therapy Option)
Date:April 2017
Keywords:Keywords: Attention-deficit/Hyperactivity Disorder, mindfulness-based art therapy, school-aged children, emotional regulation, art therapy.
ID Code:982399
Deposited By: JIAH SIN
Deposited On:13 Apr 2017 15:32
Last Modified:10 Apr 2018 18:25

References:

ADDITUDE Strategies and Support for ADHD & LD. (n.d.). How art therapy tames impulsivity, distractibility, and anxiety. Retrieved from http://www.additudemag.com/adhd/article/10114.html
ADHD Institute. (n.d.). Retrieved from http://www.adhd-institute.com/burden-of- adhd/aetiology/neurobiology/
Anxiety BC Youth. (n.d.). Retrieved from http://youth.anxietybc.com/mindfulness-exercises
Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–143. doi: 10.1093/clipsy.bpg015
Barkley RA (2010) Deficient emotional self-regulation: a core component of attention- deficit/hyperactivity disorder. J ADHD Relat Disord 1:5–37
Beaucaire, M. (2012). The art of mandala meditation. Avon, MA: Adams Media.
Bertin, M. (2015). Mindful parenting for ADHD. Oakland, CA: New Harbinger Publications. Bishop, S. R.,
Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., ... Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230-241. doi: 10.1093/clipsy/bph077
Braaten, E. B., & Rosen, L. A. (2000). Self-regulation of affect in attention deficit-hyperactivity disorder (ADHD) and non-ADHD boys: Differences in empathic responding. Journal of Consulting and Clinical Psychology, 68(2), 313–321. doi: 10.1037//0022-006X.68.2.313 Britton,
W., Lepp, N., Niles, H., Rocha, T., Fisher, N., & Gold, J. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, 52(3), 263–278. doi: 10.1016/j.jsp.2014.03.002
Broderick, P. C., & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2(1), 35-46. doi: 10.1080/1754730X.2009.9715696
Brown, T. E. (2005). Emotions and motivation in ADHD: Implications for assessment and treatment [Keynote]. Retrieved from http://www.wpic.pitt.edu/oerp/adhd/MC83_Keynote.pdf
Brown, T. E. (2006). Executive functions and attention deficit hyperactivity disorder: Implications of two conflicting views. International Journal of Disability, Development
and Education, 53(1), 35-46. doi: 10.1089/cap.2009.0110
Bunford, N., Evans, S. W., & Wymbs, F. (2015). ADHD and Emotion Dysregulation Among Children and Adolescents. Clinical Child and Family Psychology Review, 18(3), 185- 217. doi: 10.1007/s10567-015-0187-5
Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133–144. doi: 10.1007/s10826-009-9282-x
Centre for Mindfulness Research and Practice. (n.d.). What is mindfulness? What is 'mindfulness' and how can it help? Retrieved from https://www.bangor.ac.uk/mindfulness/what-is-mindfulness.php.en
Chiesa, A., Serretti, A., & Jakobsen, J. C. (2013). Mindfulness: Top-down or bottom-up emotion regulation strategy? Clinical Psychology Review, 33(1), 82-96. doi: 10.1016/j.cpr.2012.10.006
Cicchetti, D., & Cohen D. J. (2006). Developmental psychopathology, risk, disorder, and adaptation. New Jersey, NJ: John Wiley & Sons.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.
Elia, J., Ambrosini, P., & Berrettini, W. (2008). ADHD characteristics: I. Concurrent co- morbidity patterns in children and adolescents. Child and Adolescent Psychiatry and Mental Health, 2(15), 1-9. doi: 10.1186/1753-2000-2-15
Fernando, R. (2013). Measuring the efficacy and sustainability of a mindfulness-based in-class intervention [PDF document]. Retrieved from http://www.mindfulschools.org/pdf/Mindful-Schools-Study-Highlights.pdf
Flook, L., Smalley, S., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J. ... Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied Psychology, 26(1), 70-95. doi: 10.1080/15377900903379125
Focus Family Resiliency Training Manual. (2009). Guided Imagery. Retrieved from http://hprc- online.org/family-relationships/families/managing-emotions/focus-calming-grounding- activities-pdf
Fraser, M. W., & Galinsky, M. J. (2010). Steps in intervention research: designing and developing social programs. Research on Social Work Practice, 20(5), 459-466. doi:10.1177/1049731509358424
Friedman, L. A., & Rapoport, J. L. (2015). Brain development in ADHD. Current Opinion in Neurobiology, 30, 106-111. doi: 10.1016/j.conb.2014.11.007
Green, E. J., Drewes, A. A., & Kominski, J. M. (2013). Use of mandalas in Jungian play therapy with adolescents diagnosed with ADHD. International Journal of Play Therapy, 22(3), 159-172. doi: 10.1037/a0033719.
Greenland, S. K. (2010). The mindful child. New York, NY: Free Press.
Hanh, T. N. (2011). Planting seeds: Practicing mindfulness with children. Berkley, CA: Parallax Press.
Henderson, P., & Rosen, D., Mascaro, N. (2007). Empirical study on the healing nature of mandalas. Psychology of Aesthetics, Creativity, and the Arts 1(3), 148-154. doi: 10.1037/1931-3896.1.3.148
Hinz, L. D. (2009). Expressive therapies continuum: A framework for using art in therapy. New York, NY: Routledge.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. doi: 10.1093/clipsy.bpg016
Keng, S., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review 31(6), 1041-1056. doi: 10.1016/j.cpr.2011.04.006
Kramer, E. (1971). Art as therapy with children. New York: Schocken Books.
Lowenstein, L. (2014, May, 23). Helpful thoughts: CBT activity [Video file]. Retrieved from https://www.youtube.com/watch?v=VNHPxkT0wIg
McMurray, M. & Schwartz-Mirman, O. (1998). Transference in art therapy: A new outlook. The Arts in Psychotherapy, 25(1), 31-36. doi: 10.1016/S0197-4556(97)00076-2
Martel, M. (2009). Research review: A new perspective on attention-deficit/hyperactivity disorder: Emotional dysregulation and trait models. Journal of Child Psychology and
Psychiatry, 50(9), 1042-1051. doi: 10.1111/j.1469-7610.2009.02105.x
Martel, M & Nigg, J. (2006). Child ADHD and peronality/temperament traits of reactive and effortful control, resiliency, and emotionality. Journal of Child Psychology and Psychiatry, 47(11), 1175-1183. doi: 10.1111/j.1469-7610.2006.01629.x
Meppelink, R., Bruin, E. I., &
Bögels, S. M. (2016). Meditation or medication? Mindfulness training versus medication in the treatment of childhood ADHD: A randomized control trial. BMC Psyhchiatry, 16(267), 1-16. doi: 10.1186/s12888-016-0978-3
Monti, D. A., Kash, K. M., Kunkel, E. J. S., Brainard, G., Wintering, N., Moss, A. S., ... Newberg, A. B. (2012). Changes in cerebral blood flow and anxiety associated with an 8- week mindfulness programme in women with breast cancer. Stress and Health, 28(5), 397–407. doi: 10.1002/smi.2470
Monsell, S. (2003). Task switching. TRENDS in Cognitive Sciences, 7(3), 134-140. doi: 10.1016/S1364-6613(03)00028-7
Monti, D. A., Peterson, C., Shakin Kunkel, E. J., Hauck, W. W., Peguignot, E., Rhodes, L., & Brainard, G. C. (2006). A randomized, controlled trial of mindfulness-based art therapy (MBAT) for women with cancer. Psycho-oncology, 15(5), 363-373. doi: 10.1002/pon.988
Myers, J., Shoffner, M., & Briggs, M. (2002). Developmental counseling and therapy: An effective approach to understanding and counseling children. Professional School Counseling, 5(3), 194-202. doi: 10.1080/2326716X.2015.1113903
Nissimov-Nahum, E. (2008). A model for art therapy in educational settings with children who behave aggressively. Arts in Psychotherapy, 35(5), 341–348. doi: 10.1016/j.aip.2008.07.003
Ontario Centre of Excellence for Child and Youth Mental Health. (2014). Evidence in-sight: Mindfulness training for children and youth (Report to Evidence In-Sight).
Onwuegbuzie, A. J., Frels, R. K., & Hwang, E. (2016). Mapping Saldana’s coding methods onto the literature review process. Journal of Educational Issues, 2(1), 130-150. doi:10.5296/jei.v2i1.8931
Ott, M. J., Norris, R. L., & Bauer-Wu, S. M. (2006). Mindfulness meditation for oncology patients: A discussion and critical review. Integrative Cancer Therapies, 5(2), 98-108. doi: 10.1177/1534735406288083
Peterson, C. (2014). Mindfulness-based art therapy. In L. Rapport (Ed.), Mindfulness and the art therapies: Theory and practice (pp. 42-58). London, UK: Jessica Kingsley Publishers.
Peterson, C. (2015a). ’Walkabout: Looking In, Looking Out": A Mindfulness-Based Art Therapy Program. Journal of the American Art Therapy Association, 32(2), 78–82. doi: 10.1080/07421656.2015.1028008
Qiu, M., Ye, Z., Li, Q., Lui, G., Xie, B., & W, J. (2011). Changes of brain structure and function in ADHD children. Brain Topography, 24(3), 243-242. doi: 10.1007/s10548-010-0168-4
Reddy, L. A., & Alperin, A. (2016). Children with attention-deficit/hyperactivity disorder. In C. H., & S, Aronson (Ed.), Handbook of children and adolescent group therapy: A practitioner's reference (pp. 322-334). New York, NY: Routledge.
Reddy, L. A., & Hale, J. (2007). Inattentiveness. In A. R. Eisen (Ed.), Treating childhood behavioural and emotional problems: A step-by-step evidence-based approach (pp. 156- 211). New York, NY: Springer.
Riley, A. W., Spiel, G., Coghill, D., Döpfner, M., Falissard, B., Lorenzo, M. J., ... Ralston, S. (2006). Factors related to Health-Related Quality of Life (HRQoL) among children with ADHD in Europe at entry into treatment. European Child and Adolescent Psychiatry, 15(1), 1-45. doi: 10.1007/s00787-006-1006-9
Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2004). Handbook of self-regulation. In R. F. Baumeister & K. K. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 283-300). New York, NY: Guilford.
Safran, D. S. (2003). An art therapy approach to attention-deficit/hyperactivity disorder. In C. A. Malchiodi (Ed.), Handbook of Art Therapy. Psychiatric Services (pp. 181-192). New York, NY: The Guildford Press.
Saltzman, A. (2014). A still quiet place: A mindfulness program for teaching children and adolescents to ease stress and difficult emotions. Oakland, CA: New Harbinger Publications.
Santorelli, S. F., & Kabat-Zinn, J. (2014). Mindfulness-based stress reduction (MBSR): Personal
education and training. Retreived from https://community.cfmhome.org/uploads/default/880/35462948847c58fa.pdf
Schiffer, A. B., Rae, S. M., & Fogel, B. S. (2003). Neuropsychiatry. Philadelphia, PA:
Lippincott Williams & Wilkins.
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137-151. doi: 10.1007/s12671-010-0011-8
Sears, R. W., Luberto, C. M., & Sell-Smith, J. A. (2016). Mindfulness-based group approaches.
In C. H., & S, Aronson (Ed.), Handbook of children and adolescent group therapy: A practitioner's reference (pp. 322-334). New York, NY: Routledge.
Semple, R., Reid, E., & Miller, L. (2005). Treating anxiety with mindfulness: An open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy: An International Quarterly, 19(4), 379–392. doi: 10.1891/088983905780907702
Shaw, P., Eckstrand, K., Sharp, W., Blumenthal, J., Lerch, J. P., Greenstein, D., ... Rapoport, J. L. (2007). Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Sciences of the United States of America, 104(49), 19649-19654. doi: 10.1073/pnas.0707741104
Shaw, P., Malek, M., Watson, B., Sharp, W., Evans, A., & Greenstein, D. (2012). Development of cortical surface area of gyrification in attention-deficit/hyperactivity disorder. Biological Psychiatry, 72(3), 191-197. doi: 10.1016/j.biopsych.2012.01.031
Shaw, Stringaris, Nigg, & Leibenluft, (2014). Emotional dysregulation and attention- deficit/hyperactivity disorder. The American Journal of Psychiatry, 171(3), 276-293. doi: 10.1176/appi.ajp.2013.13070966
Singh, I. (2008). ADHD, culture and education. Early Child Development and Care, 178(4), 58
Sjöwall, D., Roth, L., Lindqvist, S., & Thorell, L. B. (2013). Multiple deficits in ADHD: Executive dysfunction, delay aversion, reaction time variability, and emotional deficits. Journal of Child Psychology and Psychiatry and Allied Disciplines, 54(6), 619–627. doi: 10.1111/jcpp.12006
Smalley, S. L., & Winston, D. (2010). Fully present. The science, art, and practice of mindfulness. Oxford, England: Oxford University Press.
Steinhausen, H., Nøvik, T. S., Baldursson, G., Curatolo, P., Lorenzo, M. J., Pereira, R. R., ...
Rothenberger, A. (2006). Co-existing psychiatric problems in ADHD in the ADORE cohort. European Child and Adolescent Psychiatry, 15(1), 25-29. doi: 10.1007/s00787- 006-1004-y.
Tacón, A. M., McComb, J., Caldera, Y., & Randolph, P. (2003). Mindfulness meditation, anxiety reduction, and heart disease: a pilot study. Family & Community Health, 26(1), 25-33. doi: 10.1097/00003727-200301000-00004
Thompson, M., & Gauntlett-Gilbert, J. (2008). Mindfulness with children and adolescents: Effective clinical application. Clinical Child Psychology and Psychiatry, 13(3), 395-407. doi: 10.1177/1359104508090603
Toneatto, T., & Nguyen, L. (2007). Does mindfulness meditation improve anxiety and mood symptoms? A review of the controlled Research. La Revue Canadienne de Psychiatrie, 52(4), 260-266. doi: 10.1177/070674370705200409
U.S. Department of Educatoin. (2006). Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices. Retreived from https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf
van Stralen, J. (2016). Emotional dysregulation in children with attention-deficit/hyperactivity disorder. ADHD Attention Deficit and Hyperactivity Disorders, 8(4), 175-187. doi: 10.1007/s12402-016-0199-0
Verduyn, C. (2000). Cognitive behaviour therapy in childhood depression. Child Psychology and Psychiatry Review, 5(4), 176-180. doi: 10.1111/1475-3588.00308
Wehmeier, P. M., Schacht, A., & Barkley, R. A. (2010). The social emotional impairment in children and adolescents with ADHD and the impact on quality of life. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 46(3), 209-217. doi: 10.1016/j.jadohealth.2009.09.009.
Weijer-Bergsma, E., Formsma, A. R., Bruin, E. I., & Bögels, S. M. (2011). The effectiveness of mindfulness training on behavioral problems and attentional functioning in adolescents with ADHD. Journal of Child and Family Studies, 21(5), 775-787. doi: 10.1007/s10826- 011-9531-7
Whiteside, S. P., & Lynam, D. R. (2001). The five factor model and impulsivity: Using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30(4), 669–689. doi: 10.1016/S0191-8869(00)00064-7
Zelazo, P. D., & Lyons, K. E. (2011). Mindfulness training in childhood. Human Development, 54(2), 61–65. doi: 10.1159/000327548
Zelazo, P. D., & Lyons, K. E. (2012). The Potential Benefits of Mindfulness Training in Early Childhood: A Developmental Social Cognitive Neuroscience Perspective. Child Development Perspectives, 6(2), 154–160. doi: 10.1111/j.1750-8606.2012.00241.x
Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Hale, T. Sigi., ... Smalley, S. L. (2008). Mindfulness meditation training in adults and adolescents with ADHD: A feasibility study. Journal of Attention Disorders, 11(6), 737-746. doi: 10.1177/1087054707308502.
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Back to top Back to top