Date Approved

4-1-2016

Embargo Period

4-5-2016

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Services and Leadership

College

College of Education

Advisor

Graziano, Jane

Committee Member 1

Johnson, Ane Turner

Committee Member 2

Greh, Deborah

Keywords

Art Education, Art Therapy, Bullying, NJHIB

Subject(s)

Bullying in schools; Art therapy for children

Disciplines

Art Education | Student Counseling and Personnel Services

Abstract

According to the American Educational Research Association (AERA) (2013) bullying is one of the greatest health risks to children and young adults in the United States. It is harmful in its impact to the victim, the bystander, and the bully and is often less visible and less identifiable than other public health concerns. The effects on victims, offenders, and bystanders can be long lasting and can affect an individual’s development (AERA, 2013).

The impact of bullying on education is profound. As a result of bullying, a child’s academic achievement can be greatly affected (Petrosino, Guckenburg, & DeVoe, 2010). As mandated by law, school districts have implemented the required intervention programs that stimulate conversation but do not provide a lasting effect. While there are currently many intervention programs in schools, the arts must be included and be an active part of any program.

The purpose of this instrumental case study is to understand, explore, and provide insight into the interventions used in conventional districts where art education is not used as well as those districts that do employ the visual arts as interventions for bullies, victims, and bystanders. I will also examine the differences and similarities between the two disciplines, art education, and art therapy and will explore the role of each.

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