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KMID : 1148220200160020245
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Journal of Arts Psychotherapy
2020 Volume.16 No. 2 p.245 ~ p.272
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A Narrative Exploration of School Maladjusted Elementary Students’ Art Therapy Experience
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Yu Go-Un
Kong Maria
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Abstract
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The purpose of this study is to find out what the school maladjusted elementary students’ experience in the art therapy process and the meaning of the experience is. The participant of this study was 12-year-old elementary school girl who visited the G Research Center in A City at the request of their mother. This study used the narrative exploration (Narrative Inquiry) methodology proposed by Clandinin and Connelly (2000) as a method of qualitative research, and beginning with the preliminary interview on November 27, 2019, art therapy was conducted for a total of 11 sessions, once a week, 90 minutes per session, until February 8, 2020. The experience of the school maladjusted elementary school student drawn in the course of this study consisted of 'I was able to express my frustrated heart,' 'I want to find myself,' 'I practiced my changes,' and 'Art therapy was a time to heal wounds.' Based on these experiences, the meaning of art therapy experiences of the school maladjusted elementary school student was categorized into three categories in total: 'accept me,' 'take a first step into the world,' and 'enter the world.' This study is expected to be used as basic clinical data to inform the interest in the school maladjusted elementary school students and the necessity of related research and to understand their lives and experiences with the experience of art therapy of the school maladjusted elementary school students.
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KEYWORD
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Art Therapy, School Maladjusted Elementary Students, Narrative Exploration
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