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Art therapy and PBIS: treating at-risk adolescents within a high school setting
Thesis   Open access

Art therapy and PBIS: treating at-risk adolescents within a high school setting

Rose M. Max
Master of Arts (M.A.), Drexel University
Nov 2018
DOI:
https://doi.org/10.17918/ps0p-m407
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Max_Rose_20181.13 MBDownloadView
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Abstract

Art therapy Special Education Programs (U.S.). Technical Assistance Center on Positive Behavioral Interventions & Supports Youth with social disabilities High school students
The intention of this capstone thesis was to develop, promote, and implement an art therapy program within my school district as an intervention for at-risk students and incorporate it into the structure of Positive Behavioral Interventions and Supports (PBIS). The integrative description of this capstone method development specifically highlighted how PBIS and Art therapy have been incorporated at an Urban High School in Southern California to address the increasingly growing number of at-risk students within this traditional public educational setting. At-risk behaviors in youth have been determined as signs of individual and familial distress by many researchers. With that framework in mind, my capstone project review of an ongoing implementation of PBIS in this urban high school included detailed art therapy applications that addressed themes of accountability, communication, collaboration, motivation, skill development, and goal setting for small groups of high school students, grades 9-12. As there is growing but limited data on PBIS as it applies to high school settings and very limited school art therapy programs with at-risk high school students, this work was intended to promote and to inform the district's teachers, administrators, community members, and policymakers of the potential of utilizing school-integrated art therapy as an intervention option.

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