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East Tennessee State University.

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Collaboration between art teachers and school counselors of the Johnson City elementary schools to assist at-risk students: An art experiences model (Tennessee).

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Collaboration between art teachers and school counselors of the Johnson City elementary schools to assist at-risk students: An art experiences model (Tennessee)./
Author:	Jackson, Caroline Dover.
Description:	104 p.
Notes:	Chair: Terrence A. Tollefson.
Contained By:	Dissertation Abstracts International64-03A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083429

Collaboration between art teachers and school counselors of the Johnson City elementary schools to assist at-risk students: An art experiences model (Tennessee).
Jackson, Caroline Dover.

Collaboration between art teachers and school counselors of the Johnson City elementary schools to assist at-risk students: An art experiences model (Tennessee). - 104 p.

Chair: Terrence A. Tollefson.

Thesis (Ed.D.)--East Tennessee State University, 2003.

Art has been used for centuries as a healing tool for adults and children; however, the use of art therapy in schools is a recent development. Art therapy, encompassing art, psychology, and therapy, is by nature interdisciplinary. Art experiences provided to students at risk of failing or dropping out of school may offer non-verbal communication that can be used effectively to satisfy a variety of developmental, social, or emotional needs. The purpose of this qualitative study was to develop an art experiences model, combining the skills of art teachers and school counselors. Data were collected through a focus group consisting of seven art teachers and five school counselors representing the eight elementary schools in Johnson City, Tennessee.Subjects--Topical Terms:

1018432
Education, Art.

Collaboration between art teachers and school counselors of the Johnson City elementary schools to assist at-risk students: An art experiences model (Tennessee).
LDR:03192nam 2200313 a 45 001 937696
005 20110511
008 110511s2003 eng d
035 $a (UnM)AAI3083429
035 $a AAI3083429
040 $a UnM $c UnM
100 1 $a Jackson, Caroline Dover. $3 1261554
245 1 0 $a Collaboration between art teachers and school counselors of the Johnson City elementary schools to assist at-risk students: An art experiences model (Tennessee).
300 $a 104 p.
500 $a Chair: Terrence A. Tollefson.
500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0762.
502 $a Thesis (Ed.D.)--East Tennessee State University, 2003.
520 $a Art has been used for centuries as a healing tool for adults and children; however, the use of art therapy in schools is a recent development. Art therapy, encompassing art, psychology, and therapy, is by nature interdisciplinary. Art experiences provided to students at risk of failing or dropping out of school may offer non-verbal communication that can be used effectively to satisfy a variety of developmental, social, or emotional needs. The purpose of this qualitative study was to develop an art experiences model, combining the skills of art teachers and school counselors. Data were collected through a focus group consisting of seven art teachers and five school counselors representing the eight elementary schools in Johnson City, Tennessee.
520 $a These elementary school specialists agreed that at-risk students could benefit from the use of art experiences that were suggested in the study. Four major issues were discussed regarding the mechanics of the proposed alliances of art teachers and school counselors: (a) identification of at-risk students, (b) the opportunity for collaborative time, (c) pulling at-risk students out of self-contained classrooms for art experiences, and (d) the additional space needed for consistency of the art experiences.
520 $a Some suggested strategies for specific issues in the focus group were as follows: (a) to establish a clear method for identifying at-risk students, (b) to manage time schedules to allow opportunities for collaboration, (c) to organize in-service opportunities for the self-contained classroom teachers, and (d) to seek out in each participating school an appropriate area for use by the art teacher and school counselor.
520 $a The results of this study suggested that collaboration of two elementary school specialists, an art teacher, and a school counselor in each school, could provide therapeutic art experiences for children identified as being at risk. Consequently, I have concluded that my proposed art experiences model could be adopted by almost any elementary school that has an art teacher and a school counselor without requiring any additional personnel.
590 $a School code: 0069.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Guidance and Counseling. $3 1017740
690 $a 0273
690 $a 0519
690 $a 0524
710 2 0 $a East Tennessee State University. $3 1017802
773 0 $t Dissertation Abstracts International $g 64-03A.
790 $a 0069
790 1 0 $a Tollefson, Terrence A., $e advisor
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083429