Adolescent learners’ emotional experiences of their involvement in a school concert as secondary special school community therapeutic intervention

M.Ed. (Educational Psychology)Creative expressive art therapy is a source of healing for people who may experience, amongst other things, emotional barriers, loneliness, inability to express feelings, and bullying (Rees, 2010). Art therapies are of exceptional value, when utilized with people with learning or cognitive difficulties that experience the above-mentioned barriers (Rees, 2010). There is a great need within the South African context for psychological intervention. Due to this growing demand, group intervention may prove most beneficial and effective, because it addresses and intervenes in more than one case at a time. Expressive art community interventions “promote therapeutic learning, while embracing talent and creativity” (Camelleri, 2007, p. 267). This study was based on a socio-cultural framework. It highlighted the theory of performative psychology by Lev Vygotsky as framework for the research study conducted and critically discussed relevant literature on trauma and learning barriers, Narrative approach and Creative expressive arts therapy and activities. This research explored how a sample of the new intake of adolescent learners’ experienced being involved in a school concert as secondary special school community therapeutic intervention. In exploring their experiences of their involvement in the school concert, the aim was to see if their participation allowed for experiences of success in their problem-saturated stories of self as failure. For the purpose of this research study, a qualitative research approach was chosen as the key concern was to understand Creative Expressive Arts Therapy from the participant’s perspective (Babbie & Mouton, 2001). A Phenomenological design was utilized to explore the experiences of the participants of Creative Expressive Arts Therapy in the form of a school concert as school community intervention. Data collection methods included interviewing, observations of video-recorded sessions as well as artifacts produced by the participants. Data was analyzed through content data analysis. The themes that emerged from the data analysis, pertained to the positive experiences of the participants. Their community involvement appeared to be a significant aspect in terms of their positive experiences. Another finding highlighted the connection between the mind and body, through the engagement in the school concert. This research study has shown that the concert could possibly have been an opportunity for the participants to experience a moment of positive self- identification and gratification. It appears as though the concert as school community intervention using creative expressive art, brought about opportunities for the participants to experience positive alternatives to their problem saturated life stories. The study concludes with a discussion of recommendations for future research and limitations of the study