Building Social & Emotional Competence in Early Education Classrooms through Art Therapy

Author

Amber Bliss, Loyola Marymount UniversityFollow
Melissa Halici, Loyola Marymount UniversityFollow
Nadia Herman, Loyola Marymount UniversityFollow
Camille Jessie, Loyola Marymount UniversityFollow
Madeline Madison, Loyola Marymount UniversityFollow
Melissa Washington Cross, Loyola Marymount UniversityFollow
Gaea Ray, Loyola Marymount UniversityFollow
Melanie Zarrow, Loyola Marymount UniversityFollow

Date of Award

2023

Access Restriction

Thesis

Degree Name

Master of Arts

Department

Marital and Family Therapy

School or College

College of Communication and Fine Arts

First Advisor

Jessica Bianchi

Abstract

This research project qualitatively explores how teachers address social-emotional learning and how educators understand and implement SEL and art therapy in early education. This research aimed to explore how art therapy theories can support teachers in their efforts to create socially and emotionally competent early education classrooms. Data collected included anonymous surveys from current kindergarten through third-grade teachers. Through data analysis, several findings suggest that art therapists, mental health practitioners, and teachers can benefit from collaboration in increasing access and training with SEL practices. These findings open new doors for further inquiry into art therapy and SEL.

Recommended Citation

Bliss, Amber; Halici, Melissa; Herman, Nadia; Jessie, Camille; Madison, Madeline; Washington Cross, Melissa; Ray, Gaea; and Zarrow, Melanie, "Building Social & Emotional Competence in Early Education Classrooms through Art Therapy" (2023). LMU/LLS Theses and Dissertations. 1170.
https://digitalcommons.lmu.edu/etd/1170