Art for Children Experiencing Psychological Trauma aims to increase understanding of art’s potential to enhance learning for children living in crisis. In this ground-breaking resource, the first of its kind to focus specifically on the connection between art education and psychological trauma in youth populations, readers can find resources and practical strategies for both teachers and other school-based professionals. Also included are successful models of art education for diverse populations, with specific attention to youth who face emotional, mental, behavioral, and physical challenges, as well a framework for meaningful visual arts education for at-risk/in-crisis populations.
Table of Contents
I. Overview of Behaviors: Who Are the Children in Crisis? Definitions and Demographics 1. Introduction and Purpose of this Book, Adrienne D. Hunter, Donalyn Heise, and Beverley H. Johns 2. Children Exposed to Trauma: Children in Crisis, Lisa Kay 3. Who Are Homeless Children? Dona Anderson and Matthew Adams 4. Abuse: Signs and Reporting Procedures: What the Art Teacher Should Know, Oriana C. Hunter, Donalyn Heise, Beverley H. Johns, and Adrienne D. Hunter 5. Behavioral Characteristics of Children Living in Crisis and the Impact on Learning, Beverley H. Johns 6. LGBTQ Trauma + Art Education, Mindi Rhoades 7. The Role of the Art Educator in Meeting the Needs of Students Who Are Victims of Human Trafficking, Beverley H. Johns and Adrienne D. Hunter 8. Alternative Educational Services for Students Who Have Experienced Psychological Trauma, Athena Petrolias, Beverley H. Johns, and Adrienne D. Hunter 9. Mental Health Issues and the Art Classroom, Steven Kelly and Darla Dawn Absher 10. Neurobiological Impact of Trauma, Carlomagno Panlilio, Elizabeth Hlavek, and Amanda Ferrara II. Art Education in Practice 11. Creating a Safe and Supportive Classroom Environment, Beverley H. Johns, Donalyn Heise, and Adrienne D. Hunter 12. Routines, Relations, and Reinforcement, Kari Caddell 13. Integrating Art and Academics: A Collaborative Approach, Donalyn Heise, Adrienne D. Hunter, and Beverley H. Johns 14. Building Relationships through Art: Understanding the Potential for Art Making for Students Experiencing Psychological Trauma, Lisa Kay and Sue Loesl 15. Yellow Bricks: An Approach to Art Teaching, Lisa Kay 16. Non-Traditional Educational Settings, Center Schools, and Students with Behavioral Disorders, Joseph A. Parsons, Adrienne D. Hunter, and Donalyn Heise 17. Art and Youth Who Are Incarcerated, Adrienne D. Hunter, Beverley H. Johns, and Donalyn Heise 18. Where have we come from? Who are we? Where are we going?: A Ceramic Mural for and by Students of the Rhode Island Training School, Peter J. Geisser 19. Prison Art – A Recreational Model, AnneMarie Swanlek, Beverley H. Johns, and Adrienne D. Hunter III. Identifying Future Directions 20. Pre-Service Art Teacher Preparation and Professional Development, Juliann Dorff, Lisa Kay, Lynne Horoschak, and Donalyn Heise 21. Community Based Art Programs, Collaborative Partnerships, and Community Resources for At-Risk Students, Laura Bailey Saulle, Joseph Lagana, Robin Crawford, and Barbara Duffield 22. The Deep Joy of Teaching Art to Students Who Experience Psychological Trauma, Lynne Horoschak
Adrienne D. Hunter, MEd, has over 35 years of experience teaching art to at-risk, in-crisis, and/or incarcerated youth. She is a national presenter, a past president of the interest group on Special Needs in Art Education (SNAE) within the National Art Education Association, and a past membership co-chair for the Council for Exceptional Children’s Division of Visual and Performing Arts Education (DARTS).
Donalyn Heise, EdD, is founder and co-director of Teacher Effectiveness for Art Learning (TEAL), and is a leader at the local, state, and national level. She is a researcher, author, national presenter, and award-winning educator with more than 30 years of experience teaching art to youth who have experienced psychological trauma.
Beverley H. Johns, MS, is a professional fellow at MacMurray College. She has worked in public schools with students with significant behavioral problems for more than 33 years, presented international workshops, and authored more than 20 special education books.
"Marking art is a powerful and effective strategy for working with children experiencing trauma. Art for Children Experiencing Psychological Trauma: A Guide for Art Educators and School-Based Professionals, impressive in the breadth of topics covered by experienced professionals, is the desk reference for educators in the field and an authoritative text for students preparing to work with children in school- and community-based settings."
—Doug Blandy, PhD, senior vice provost of academic affairs and former program director of the Arts and Administration Program at the University of Oregon
"Art educators have been waiting for this book! Hunter, Heise, and Johns focus their extensive experience on the growing numbers of in-crisis students in classrooms and community programs. Trauma can leave a range of emotional, physical, and learning problems. Their comprehensive book includes guidelines for recognizing children in trauma, behavioral strategies, and art lessons. They demonstrate art classrooms’ healing potential to be a safe and supportive environment where students can find acceptance and positive recognition."
—Beverly Levett Gerber, EdD, professor emerita of special education at Connecticut State University