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Bar chart showing the estimated marginal means (with 95% confidence intervals) for HRQOL scores at post-intervention, 3 months and 6 months following cross-over (N=56).
Source publication
Embedding arts therapies (i.e. music, drama, dance movement and art therapy) within
the educational system may contribute to address children’s emerging needs and
result in a positive impact on their wellbeing, bridging the gap between health and
education. However, research in this area remains limited in scope and size, with
evidence of effect...
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Wellbeing, or how people think and feel about their lives, predicts important life outcomes from happiness to health to longevity. Montessori pedagogy has features that enhance wellbeing contemporaneously and predictively, including self-determination, meaningful activities, and social stability. Here, 1905 adults, ages 18–81 ( M = 36), filled out...
Citations
... DMP was delivered 1 h weekly, across eight consecutive weeks. Each DMP session was focused on a specific topic and therapeutic goal (Figure 1 and Table 2; see also Moula et al., 2019;Moula, 2020), based on existing evidence of previous interventions in arts therapies (Moula et al., 2020a), the Arts for the Blues model developed for adults with depression (Omylinska-Thurston et al., 2020) and the wider literature in school-based arts therapies (Karkou, 2010). It also drew on DMP theory and practice and the work of Marian Chace in particular (Chaiklin and Schmais, 1986). ...
Background
Schools have been increasingly employing dance movement psychotherapists to support children cope with daily worries and stress, express and understand their emotions, develop self-awareness and self-esteem. However, evidence on the impact of dance movement psychotherapy as a tool for prevention of mental health difficulties in childhood remains limited.
Methods
Sixteen children (aged 7–9) with mild emotional and behavioral difficulties from two primary schools were randomly assigned to a Dance Movement Psychotherapy (DMP) intervention or to a waiting list, within a larger pilot cross-over randomized controlled study which aimed to (a) test whether all elements of study design can work together and run smoothly in a full-scale RCT; and (b) investigate the effectiveness of arts therapies in improving children’s health related quality of life (HRQOL; EQ-5D-Y), wellbeing and life functioning (Child Outcome Rating Scale; CORS), emotional and behavioral difficulties (Strengths and Difficulties Questionnaire; SDQ), and duration of sleep (Fitbits). The therapeutic process was also evaluated through interviews with children, participant observations, the Children’s Session Rating Scale (CSRS), and ratings of adherence to the therapeutic protocol.
Results
The findings indicated that DMP led to improvements in children’s life functioning, wellbeing, duration of sleep, emotional and behavioral difficulties, but not in quality of life. The improvements were maintained at the follow-up stages, up to 6 months post-intervention. Interviews with children also suggested positive outcomes, such as self-expression; emotional regulation; mastery and acceptance of emotions; improved self-confidence and self-esteem; reduced stress; and development of positive relationships. However, children would have preferred smaller groups and longer sessions.
Conclusion
This study indicated that all outcome measures would be suitable for inclusion in a larger randomized controlled trial, though the EQ-5D-Y is not recommended as a stand-alone measure due to its lack of sensitivity and specificity for young participants. The adherence to the therapeutic protocol ratings differed between children and adults, highlighting the need to include children’s voice in future research. Strategies are also proposed of how to conduct randomization of participants in ways that do not hinder the therapeutic process.
... Children who were rated as having mild emotional and behavioural difficulties were the targeted participant cohort. The inclusion and exclusion criteria, used at the recruitment stage, are presented in the study protocol [28] and the author's PhD thesis [39]. ...
... The intervention was also influenced by the Arts for the Blues, an evidence-based creative group psychotherapy that was originally developed for adults [42]. A detailed description of the therapeutic ingredients and framework, as well as the activities that took place in each session, are presented in the study protocol [28] and the author's PhD thesis [39]. Arts therapies sessions were delivered once a week for one hour, over eight consecutive weeks, always at the same day and time. ...
(1) Background: There is limited evidence on the impact of arts therapies as a tool for the prevention of mental health difficulties in childhood. This pilot randomised controlled study aimed to investigate the impact of arts therapies on children’s mental health and well-being; the qualitative and arts-based evidence is presented in this article. (2) Methods: Sixty-two children (aged 7–10) with mild emotional and behavioral difficulties were recruited across four primary schools and were randomly assigned to either art therapy, music therapy, dance movement therapy, or dramatherapy. All children were interviewed individually after their participation in arts therapies. (3) Results: Children verbally and artistically expressed that they experienced positive changes in their mental health and well-being, such as improved self-expression, safety, empowerment, hope, and optimism for the future. The arts were particularly important for expressing complex emotions and feelings that cannot be easily verbalised. Recommendations are provided to improve the quality of group arts therapies in future interventions, such as through smaller groups, longer sessions, and strategies to protect the therapeutic environment. (4) Conclusions: This study embraced all arts therapies as one research domain and set children’s verbal and non-verbal responses at the heart of outcome evaluation. This article highlights the importance of incorporating qualitative and arts-based methods to capture changes in children’s mental health well-being in future experimental studies.
... Admittedly, the results of this type of instruments tend to differ depending on the person who is filling in the information. For instance, previous research has shown that art therapist and researcher ratings in observational instruments can vary significantly (Moula, 2020). Therefore, we have to concede that bias cannot be completely ruled out and 100% objectivity is out of the question. ...
Background
Art therapists need specific instruments to measure treatment outcomes. The development of assessment instruments for special purposes, such as measuring key elements of the therapeutic process, is a growing and important area of research. Standardised instruments can help to compare and contrast data, and this may contribute to the development of the discipline.
Aims
The aim of this research was to design a new, process-oriented instrument that can help art therapists assess the therapeutic progress of the treatment for women who have suffered traumatic experiences. The instrument was called Observation-based Assessment Art Therapy Trauma Tool (OBAS-ATT).
Methods
The preliminary design of the tool was based on observation instruments and the analysis of the psychological scales commonly used with the target group. The first version of the tool was submitted to a panel of experts as part of a Delphi study to reach consensus on the content of the tool. Then, a focus group was held to improve tool usefulness.
Results
The final result is a structured template composed of 50 items organised in 11 dimensions that helps to collect qualitative and quantitative data.
Conclusions
The designed tool is an interesting starting point for developing useful and standardised tools. Experts participating in the study highlighted the importance of combining qualitative and quantitative data.
Implications for practice/policy/future research
This tool can help art therapists gather organised information and evaluate the patient therapeutic process, which should improve practice in the field. Further research is required to determine inter-rater reliability and the psychometric properties of the scales.
Plain-language summary
This article proposes a new observation tool in the art therapy field that can help to assess the therapeutic progress of patients who have experienced traumatic situations. Research into art therapy assessment is a growing area of knowledge, as art therapists need tools designed specifically for art therapy. Tried and tested forms of assessment can help to demonstrate the effectiveness of art therapy. They can lead to art therapy being considered an optimal approach for trauma treatment.
The designed tool is a template to help art therapists gather key information related to what happens during the art therapy session. The art therapist rates observation items expressed on a scale of 1–6 and has the option of adding observations. Two different groups of individuals with expertise in this field were consulted about the content of the tool. The Delphi method and focus group technique were used.
Although further research is required to validate the tool, this instrument can help art therapists to organise information and assess therapeutic progress. Also, it is a potentially interesting starting point for developing effective assessment.
