Using the Artmaking Experience to Promote a Feeling of Safety and Belonging for Students
Using the Artmaking Experience to Promote a Feeling of Safety and Belonging for Students
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Issue Date
2023-05-05
Authors
Glassco, Jerica
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The trauma-informed perspective is becoming increasingly popular in education, with the realization that our schools need to be safe places for students to find connection and belonging above all else. The intent of this capstone is to explore that need for a felt sense of both safety and belonging, and how it can be supported in a school environment through connection and creativity. Research indicates that meaningful connection with teachers and counsellors can help repair insecure attachment, help strengthen the neural pathways of presence, and maintain feelings of safety through coregulation. Artmaking can be an integral part of creating safety and belonging for students, as it allows students to have the actual therapeutic experience of the creative process. This includes art as a safe space for the individual to externalize and express their emotions, as well as engage in nervous system regulation through the senses. The recommendations are outlined for creating safety and belonging in both relationship and environment through the artmaking process, including a shift to a more reflective style of self-assessment, which allows students to experience the therapeutic benefits of artmaking. This information will benefit teachers, counsellors, school administrators, and families.
Description
Keywords
trauma , trauma-informed , artmaking , art therapy , connection , safety , belonging
License
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess