Cumming, S. and Visser, J. (2009) Using art with vulnerable children. Support for Learning. 24(4), pp. 151-158. 0268-2141.
- Information
Information
Abstract:
Refugee children are often admitted into schools having experienced traumatic events. The impact of trauma on children has been well documented and these children frequently have complex needs. The Devon Behaviour Support Team (BST) has offered Art Workshops to schools to support children with social, emotional and behavioural difficulties and refugees in their transition into schools in England. Self-esteem and social interaction were measured by observations and qualitative assessment techniques over a period of six months for six refugee children from four Art Workshops. The results of the study show overall positive development in the children's confidence and reflect their increasing skills in social interaction within the classroom. The study also highlights the refugee children's attitudes to the art process and their responses to materials and requests.
Uncontrolled Keywords:
Art Workshops, vulnerable children, refugees
Subjects:
R Medicine > RC Internal medicine > RC435 Psychiatry > RC475 Therapeutics. Psychotherapy > RC489 Arts therapy
L Education > LC Special aspects of Education > LC3701 Immigrants or ethnic and linguistic minorities. Bilingual schools and bilingual education
L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education > LC4801 Emotional and behavioral disorders
L Education > LC Special aspects of Education > LC3701 Immigrants or ethnic and linguistic minorities. Bilingual schools and bilingual education
L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education > LC4801 Emotional and behavioral disorders
Creators:
Cumming, S. and Visser, J.
Publisher:
Blackwell
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Date:
16 November 2009
Date Type:
Publication
Page Range:
pp. 151-158
Journal or Publication Title:
Support for Learning
Volume:
24
Number:
4
Language:
English
ISSN:
0268-2141
Status:
Published / Disseminated
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