EFFECTIVENESS OF ART THERAPY IN MIDDLE SCHOOL CHILDREN WITH EMOTIONAL BEHAVIORAL PROBLEMS

Abstract

This study examines the effectiveness of art therapy in addressing emotional and behavioral challenges in middle school children, focusing on its impact on emotional wellbeing and academic performance. A sample of 40 participants identified with emotional and behavioral problems was divided into experimental and control groups. The experimental group underwent eight weeks of structured art therapy sessions, while the control group received no intervention. Data collection utilized the School Children Problem Scale (SCPS), which assesses six key factors: academic problems, peer relationship issues, aggression, anxiety, withdrawal, and antisocial behavior. Statistical analysis was conducted using descriptive statistics and paired t-tests to compare pre- and post-intervention outcomes. Findings revealed that art therapy significantly improved emotional regulation, behavioral adjustment, and social interactions. Participants in the experimental group demonstrated a notable reduction in behavioral issues, particularly in aggression, anxiety, and withdrawal, along with enhanced self-expression, coping strategies, and organizational skills. Improvements were also observed in peer relationships and academic engagement. While gender differences were not statistically significant, qualitative observations suggested that girls exhibited greater engagement and creativity during sessions. These results highlight the potential of art therapy as an effective school-based intervention for children with emotional and behavioral difficulties. By fostering emotional resilience and improving coping mechanisms, art therapy can contribute to students' holistic development. Future research should explore long-term impacts and the scalability of art therapy programs in diverse educational settings.