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Expressive arts therapy for a boy wi...

Workman, Stefanie Lee.

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Expressive arts therapy for a boy with ADHD, learning disabilities and divorce issues.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Expressive arts therapy for a boy with ADHD, learning disabilities and divorce issues./
作者:	Workman, Stefanie Lee.
面頁冊數:	215 p.
附註:	Adviser: Katherine Jackson.
Contained By:	Masters Abstracts International40-01.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1404881
ISBN:	0493266003

Expressive arts therapy for a boy with ADHD, learning disabilities and divorce issues.
Workman, Stefanie Lee.

Expressive arts therapy for a boy with ADHD, learning disabilities and divorce issues. - 215 p.

Adviser: Katherine Jackson.

Thesis (M.A.)--Ursuline College, 2001.

The purpose of this single-subject case study was to explore the efficacy of a variety of therapeutic interventions within the expressive arts. Multi-modal interventions such as pottery, woodworking, music, building a drum, sculpture with plaster, clay, and soap, expressive movement, meditative relaxation, and a weekly check-in drawing were implemented from a person-centered theoretical orientation over the course of one year. The subject of this study was a young boy who was from a divorced family and was diagnosed with attention-deficit hyperactivity disorder and dyslexia.

ISBN: 0493266003Subjects--Topical Terms:

1018432
Education, Art.

Expressive arts therapy for a boy with ADHD, learning disabilities and divorce issues.
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520 $a The purpose of this single-subject case study was to explore the efficacy of a variety of therapeutic interventions within the expressive arts. Multi-modal interventions such as pottery, woodworking, music, building a drum, sculpture with plaster, clay, and soap, expressive movement, meditative relaxation, and a weekly check-in drawing were implemented from a person-centered theoretical orientation over the course of one year. The subject of this study was a young boy who was from a divorced family and was diagnosed with attention-deficit hyperactivity disorder and dyslexia.
520 $a The objective was to use expressive arts interventions that developed the child's strengths in order to address the goals identified in his treatment plan, such as decreasing impulsive behavior, increasing attention span, increasing emotional expression, and improving self-esteem. Efficacy of this overall approach was evaluated through pre- and post-treatment administration of the Chromatic House-Tree-Person Assessment and Kinetic Family Drawing. Analysis of these assessments clearly indicated that the child showed improvement in all treatment goals.
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