Mindfulness Based Art Therapy In Working With School Aged Children With Adhd In Emotional Regulation

This research paper examines and integrates existing studies to develop an intervention research that addresses the potential benefits of mindfulness-based art therapy (MBAT) with school-aged children with Attention-Deficit/Hyperactivity Disorder (ADHD) in emotional regulation. According to the ADHD Institute (2016), ADHD has a relatively high prevalence rate among children and adolescents of approximately 5.29% and 7.1% respectively. In view of this and the lack of studies specific to this research topic, the goal of this intervention program is to address specific benefits of MBAT in emotional regulation that foster focusing skills, reflective functions on emotions, and organizational skills. A theoretical perspective of "top-down" and "bottom-up" self-regulatory processing as well as the self-expressive and self-reflective functions of art therapy is integrated in this study. Components of the Expressive Therapies Continuum (ETC) are also integrated in the MBAT interventions developed for this population. The purpose of this study is to propose a 10-week group art therapy program geared towards improving emotional regulation in ways that can be practised in an interpersonal setting, giving participants an opportunity to work in a supportive group environment.