The Effect of Art Therapy on the Self-Concept of Elementary School Learning Disabled Children

This study investigated the effects of an art therapy on the self-concept of elementary school learning disabled children. It was concluded that an art therapy program does make a significant contribution to the increase in self-concept as analyzed by the use of an ANCOVA for both standard score and I-score with pre-score as a co-variant measure. Subjects were chosen on the basis of having a current Individualized Education Program (I.E.P.) and placement in an elementary school learning disabilities program. The art therapy subjects were presented with a variety of techniques and materials ranging from body image to visualization, using materials ranging from crayon to florescent poster paint. It was hypothesized that the subjects would gain a higher level of self-concept when presented with an opportunity to express themselves in an accepting environment. The results of this study provided evidence that there is a high level of significance between art therapy and an increase in self-concept. Recommendations for future research with an expanded amount of time were given