Date

8-20-2026

Department

School of Behavioral Sciences

Degree

Doctor of Education in Community Care and Counseling (EdD)

Chair

William Townsend

Keywords

Psychodynamic art theory, developmental trauma, emotional dysregulation, insecure attachment, teacher perceptions, IEPs

Disciplines

Education

Abstract

This purpose of this qualitative phenomenological study is to focus on the perceptions of teachers observing and implementing art therapy interventions with their students in the classroom setting. This study will aim to provide students with IEPs between the ages of 5 and 18 more support with emotional dysregulation by bringing more awareness to teachers on how to manage these concerns in their classroom using art therapy (Bosgraff et al., 2020). The study will aim to unveil the challenges of art therapy efficacy, based on teachers' perception of therapeutic art interventions for elementary through high school-level students. Through teacher observations and journaling, this study will aim to unveil if the implementation of art therapy activities with students can positively impact their performance in the classroom. Students with emotional dysregulation and stemming from trauma associated with insecure attachment. When a child experiences or is exposed to trauma, and has poor emotional regulation, they need support in all aspects of their lives, including in the school setting. This study is intended to explore effective art therapy strategies to support and help students with their emotional regulation concerns. Teachers will fill the role of participants in this study. Individual semi-structured interviews will be conducted between the researcher and teachers from the Wyoming Valley Area. The theory guiding this study is Margaret Naumburg’s psychodynamic art therapy. Furthermore, the findings may provide insights into more effective strategies for children to self-regulate using art therapy.

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