scholarly journals A case study of Family Art Therapy for Mother-Child on the Emotional and Behavioral disorders of child with withdrawal, Anxiety, Aggression

2010 ◽  
Vol 17 (2) ◽  
pp. 257-275
Author(s):  
장혜경
2016 ◽  
Vol 3 (1) ◽  
Author(s):  
A.A.Ayu Wulan Dwi Anggaswari ◽  
I Gusti Ayu Putu Wulan Budisetyani

In the process of child development, Children have needs and it’s has to be filled. One of these needs called psychological needs. Psychological needs are a very important role which can give an impact to the growth and development of physical, cognitive, and socio-emotional. When children are not able to obtain their needs, it would cause adjustment problems and one of the problems is emotional and behavioral disorders. There are so many way to detect children with emotional and behavioral disorders, one of these is art therapy. Art therapy can be used as a communication media for children with emotional and behavioral disorders which have difficulty to express or recognize emotions. The purpose of this study is for knowing the psychological needs of children with emotional and behavioral disorders through interview and observation with art therapy.This qualitative study uses a case study approach. The sampling technique of the study was purposive sampling. Subject in this study was a 12-year-old girl with emotional and behavioral disorders. The data was collected with observation, filed note and interview by using art therapy as a media. The collected data are analyzed according to Cresswell’s theory (2007).Based on the results of data analysis, it was found that there are 23 categories which can be classified into three patterns. These patterns are 1. the causes of children with emotional and behavioral disorders; 2. psychological characteristics; and 3. the psychological needs of children with emotional and behavioral disorders.Keywords: Art therapy, Psychological needs, Child, Emotional and Behavioral Disorders


2017 ◽  
Vol 42 (4) ◽  
pp. 185-195 ◽  
Author(s):  
Robin Parks Ennis ◽  
Kristine Jolivette ◽  
Mickey Losinski

In this study, we investigated the effects of choice of writing prompt on the number of story elements included in written narratives. The investigation took place in a residential facility for students with emotional and behavioral disorders. Participants included six female students in a mixed-grade-level course (students had just completed Grades 7–10). A withdrawal single-case research design was planned for each participant. However, the study was abandoned after only initial baseline and intervention phases because choice of writing prompt appeared to have null or countertherapeutic effects on the number of story elements written. Potential explanations for why these findings are inconsistent with other studies using choice making, including considerations of the file drawer effect for studies with null findings, are presented. Limitations and future directions also are discussed.


2021 ◽  
pp. 105345122110249
Author(s):  
Gavin W. Watts ◽  
Joel C. Kerr

Teachers implementing tutoring programs in which their students with emotional and behavioral disorders (EBD) serve as cross-age tutors (CAT-EBD) for younger students in need of additional instruction have reported improvements in academic, social-emotional, and behavioral skills for both tutees and tutors. This practitioner-lead article features firsthand experiences and insights from a special educator implementing such a program. In addition to identifying the perceived strengths, challenges, and overall outcomes of a CAT-EBD program, the experiences within the case study highlight connections and recommendations for effective planning, training, supervising, and supporting of students with EBD as tutors. Practical strategies are provided in support of the challenges identified in implementing and sustaining a CAT-EBD program.


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