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A mixed-method AB single-case experiment tracked individual behavior and coping from baseline (A-phase) to post-intervention (B-phase). “Me in Ninth Grade” drawings indicated improved social role anticipation and stronger school belonging. Findings partially supported the intervention’s benefits for the transition.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/group-art-therapy-with-eighth-grade-students-transitioning-to-high-school-abstract-and-introduction/592351/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/group-art-therapy-with-eighth-grade-students-transitioning-to-high-school-abstract-and-introduction/592351.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What was the purpose of the group art therapy intervention?","Question",{"text":111,"@type":112},"To increase coping skills and decrease disruptive behaviors in eighth-grade students who were at risk for a difficult transition to high school.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How did the study measure changes from baseline to post-intervention?",{"text":116,"@type":112},"Using a mixed-method AB single-case experiment that compared each individual’s behavior and coping from the A-phase baseline to the B-phase after the intervention.",{"name":118,"@type":109,"acceptedAnswer":119},"What did the “Me in Ninth Grade” drawings suggest?",{"text":120,"@type":112},"They suggested improved ability to anticipate social roles and an increased sense of school belonging.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},592351,1792079014,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Group Art Therapy With Eighth-Grade Students Transitioning to High School  \nErin Spier, North Bend, OR  \nAbstract  \nThis study examined the effectiveness of a group art therapy intervention within a school setting to increase coping skills and decrease disruptive behaviors in a group of 6 eighth-grade students at risk for making a poor transition to high school. The mixed-method AB single-case experiment measured each individual’s changes in behavior and copingfrom baseline (A-phase) to post-intervention (Bphase). Changes in pre- and post-intervention “Me in Ninth Grade” drawings also suggested improved ability to anticipate social roles and an increased sense of school belonging. Results partially supported the hypothesis that the school art therapy group can be beneficial in decreasing disruptive behaviors and increasing coping skills for the transition to high school.  \nIntroduction  \nOver the past 100 years in the United States, society’s definition of adolescence has greatly changed. From “storm and stress” in the early 20th century to that of “social sophistication and technological savvy” (Elkind, 1998, p. 5) in the 1960s, the perception of adolescence has often followed changes within society itself, though not always with positive consequences. Elkind observed that over the past 40 years, young people have been expected to“confront life and its challenges with the maturity once only expected of the fully grown, but without any time for preparation” (p. 7) .  \nAlthough adolescence is not necessarily viewed as a period of storm and stress today, the physical, cognitive, and psychological changes of adolescence are rapid and drastic, as confirmed by many researchers (Davison & Susman, 2001; Fuligni, Eccles, Barber, & Clements, 2001; Newman & Newman, 2003; Wentzel & Erdley, 1993; Wigfield, Lutz, & Wagner, 2005) . Ultimately, these changes are not isolated; physical changes can affect an adolescent’s psychological, social, or cognitive development, and vice versa. As Newman and Newman (2003) observed, “puberty is not one thing but [rather] abiopsychosocial transition”(p. 291) . Due to the extent of the changes that occur in adolescence, this period in a young person’s life can be quite stressful.  \nEditor’s note: Erin Spier, MS, is an art therapist employed with the Coos County Mental Health Clinic, North Bend, OR. Correspondence concerning this article may addressed to the  \nauthor at [erin.spier@gmail.com](erin.spier@gmail.com)  \nThe prevailing belief is that adolescents need support while coping with the vulnerability and fragility of their development (Elkind, 1998, p. 5) . The transition from middle school to high school in particular can be a very stressful experience (Isakson & Jarvis, 1999) . Caldwallader, Farmer, and Cairns (2003) suggested that even adolescents who seem to be well adjusted are challenged by this life change; those adolescents who are less well adjusted may cope by accentuating preexisting disruptive behaviors, developing new disruptive behaviors, becoming withdrawn from peers, experiencing poor academic achievement, and feeling a decreased sense of school belonging. Isakson and Jarvis ( 1999) found that among students with relatively few stressors, those who had developed positive coping strategies felt a greater sense of school belonging during the transition to high school.  \nMany researchers have explored the development of disruptive behavior problems in adolescence (Barriga, Landau, Stinson, Liau, & Gibbs, 2000; Butts & Cruzeiro, 2005; Coslin, 1997; Espelage, Holt, & Henkel, 2003; Olson, Bates, Sandy, & Lanthier, 2000) . Elkind ( 1998) made a valuable connection between disruptive behaviorsand coping with stress and transitions in adolescence. He observed that the most common type of stress experienced by adolescents occurs in situations that are foreseeable yet unavoidable. Such stressors in adolescence include physical, cognitive, and social changes, as well as the transition to high schoo","cbCaiv7lw5D29Cvm","https://ap.wps.com/l/cbCaiv7lw5D29Cvm","pdf",2776196,"English","# Abstract\n# Introduction","[{\"question\":\"What was the purpose of the group art therapy intervention?\",\"answer\":\"To increase coping skills and decrease disruptive behaviors in eighth-grade students who were at risk for a difficult transition to high school.\"},{\"question\":\"How did the study measure changes from baseline to post-intervention?\",\"answer\":\"Using a mixed-method AB single-case experiment that compared each individual’s behavior and coping from the A-phase baseline to the B-phase after the intervention.\"},{\"question\":\"What did the “Me in Ninth Grade” drawings suggest?\",\"answer\":\"They suggested improved ability to anticipate social roles and an increased sense of school belonging.\"}]","Group Art Therapy With Eighth-Grade Students Transitioning to High School - Abstract and Introduction | PDF",1792074387,23]