ART-BASED BULLYING PREVENTION PROGRAM

Charity D. Stanton
COUN-7550-400: Introduction to Art Therapy Research
Professor: Penelope Orr
December 8, 2024

Abstract

ART-BASED BULLYING PREVENTION PROGRAM

Art therapy interventions may help adolescent students affected by bullying. This project
developed a program utilizing therapeutic art interventions to support both victims and
perpetrators of bullying. Given the prevalence of bullying, both in physical and online forms,
innovative interventions are needed beyond traditional talk therapy. The developed program
seeks to enhance communication skills, foster mutual understanding, and facilitate healing
among students affected by bullying. Through a comprehensive literature review, this study
integrated insights from existing bullying prevention programs with the therapeutic benefits of
art therapy, aiming to create a curriculum that promotes resilience and cultivates a supportive
school environment.

Section I: Introduction
Introduction
Art based practices can be a powerful tool used to address the emotional and
psychological impact of those affected by bullying (Coholic, 2011). Whether it is experienced as
a victim or perpetrator, bullying leaves emotional and psychological scars that can result in long
term difficulties (Sosin & Rockinson-Szapkiw, 2016). Victims of bullying struggle with feelings
of loneliness, anxiety, and low self-esteem, while those who bully face underlying issues such as
anger, sadness, and insecurity (Coholic, 2011). Historically, bullying has been addressed through
talk therapy to help individuals process their experiences of being bullied. However, this
approach may fall short in its ability to address the complex nature of bullying and the diversity
of student needs and development. (Coholic, 2011).

ART-BASED BULLYING PREVENTION PROGRAM

Art Therapy as an Intervention
Art therapy provides a unique approach to healing that moves beyond verbal
communication. By combining the benefits of artmaking with talk therapy, art therapy expands
access to communication and processing for individuals that have different neutral needs. For
example, difficult or traumatic experiences can be difficult to put words to, particularly for
younger audiences that have underdeveloped social abilities (Coholic, 2011). This is due to their
stage of development that limits their ability to articulate complex emotions and experiences.
Engaging in art therapy interventions can potentially instill both victims and perpetrators with
essential communication skills that help them navigate and process intense emotions. This
research aims to create a curriculum designed to support both groups, fostering empathy,
emotional regulation, and mutual understanding.
Problem to be Investigated.
Bullying poses a significant issue for adolescent students in the United States including
both face-to-face interactions and online cyberbullying. According to the National Center for
Education Statistics (2023), approximately 22% of students in grades 6-8 have experienced being
bullied at school. Additionally, 15% report cyberbullying through text message, and online social
media platforms (National Center for Education Statistics, 2023). Bullying is known to
negatively impact the physical, emotional, and psychological state of an individual, which can
manifest into long-term mental health challenges such as anxiety and depression (Caliskan et al.,
2019) Art therapy offers a valuable approach for addressing the impacts of bullying by utilizing
art-based interventions to help individuals process and express their experiences, emotions, and

ART-BASED BULLYING PREVENTION PROGRAM

trauma. (Coholic, 2011) This approach uses creative expression to help individuals manage the
emotional effects of bullying that can potentially help facilitate emotional healing and resilience.
Purpose Statement
The purpose of this project is to develop a program utilizing therapeutic art interventions
aimed at fostering healing, community, and resilience among diverse adolescent victims and
perpetrators of bullying.

Justification
Bullying compromises the sense of safety in school settings, leading to increased
instances of self-harm and harm to others, creating an unsafe environment in schools (National
Center for Education Statistics, 2023) The intention of this project is to develop a curriculum
designed to address the needs of both bully victims and perpetrators through psychoeducation
and creative approaches that promote healing, enhance student well-being, and foster an overall
safe and supportive school environment.

Terms Related to the Study
Bullying
Bullying is defined as "repetitive, aggressive behavior that involves a power imbalance"
(Monopoli, Evans, & Himawan, 2022, p. 2). It involves unwanted actions that are either repeated

ART-BASED BULLYING PREVENTION PROGRAM

or have the potential to be repeated, creating a pattern of behavior that targets an individual or
group.
Art therapy
Art therapy is a mental health profession that enriches personal wellbeing using artmaking,
creative processing, and psychological theory. (American Art Therapy Association, n.d.)
Bully victim.
A bully victim is a student that has experienced unwanted aggressive behavior from one or
multiple peers. (Monopoli, Evans, & Himawan, 2022, p.2).
Bully perpetrator.
A bully perpetrator is a student that has inflicted unwanted aggressive behavior on one or
multiple students (Caliskan et al., 2019).
Conclusion
As bullying remains a significant challenge for schools, there is a need for more
developmentally appropriate resources that offer long-term benefits tailored to individual
students' needs. This program aims to develop a curriculum that integrates research on current
bully prevention strategies and suggests necessary adaptations to enhance their effectiveness. It
will focus on building resilience and enhancing emotional expression through sequential art
interventions. By combining art therapy with proven strategies from existing bullying prevention
programs, the curriculum seeks to foster a more inclusive and supportive school environment.
The literature review will evaluate current bullying prevention programs to identify effective

ART-BASED BULLYING PREVENTION PROGRAM
practices, assess their strengths and weaknesses, and explore how art therapy can help in
reducing the emotional impacts of bullying.

Section II: Review of Literature

Introduction
This section reviews the literature used to establish the core principles, steps, and interventions
for the bullying program. An analysis of previous and current bullying programs will be
conducted to identify effective approaches, theories, and techniques, which will inform the
development of best practices for the art therapy-based bullying program.
Review of Related Literature
This section reviews existing research to provide a foundation for the art therapy-based bullying
program. It examines the impact of bullying on students and the importance of developmental
considerations in addressing these issues.

Developmental Needs in Middle School Students
The Importance of Tailored Support

ART-BASED BULLYING PREVENTION PROGRAM

Bullying is a significant issue in schools that negatively impacts students' personal well-being
and the overall school environment (Coholic, 2011). Students need support that is specifically
tailored to their stage of development. (Coholic, 2011) In the United States, middle school
students range between 11-13 years of age. During this stage of development, children enter
early adolescence, undergoing numerous physical, emotional, social, and cognitive changes. This
includes puberty, identity formation, and development of peer relationships. Students could
benefit from opportunities that offer identity exploration, self-esteem enhancement, and socialemotional learning. (Yeager, 2017)
Self -Esteem Challenges
Self-esteem is an individual’s overall perception and outlook of themselves, significantly
influencing the way they see their value and self-worth. Research by Robins et al. (2002)
suggests that self-esteem tends to experience the most significant decline during a child's
transition into middle school, highlighting a critical period for self-development and social
adjustment. Self-esteem can manifest in one's demeanor and behavior, affecting interactions and
relationships with others. (Robins et al., 2002) Therefore, it is important that students are
supported and given tools that can help foster positive self-perception and healthy interactions
with peers.
Social-Emotional Learning
Additionally, transitioning into middle school calls for students to adapt to larger educational
environments, increased independence, and more social interactions. During this stage of
development, students are developing their identity and forming new relationships which can be
difficult to handle without external support. (Yeager, 2017) Students need guidance to help them

ART-BASED BULLYING PREVENTION PROGRAM

work through challenging situations and intense emotions that may arise. This can be achieved
through exposure to social-emotional learning. Research by Yeager (2017) emphasizes the
importance of social and emotional learning in supporting adolescents during this critical period.
Identity Formation and Development
As students embark on their journey of identity development, encouraging exploration is crucial
to fostering a stronger sense of self. Theoretically, identity formation has been connected to wellbeing (Kłym & Cieciuch, 2015), which suggests that a developed sense of identity can positively
impact an individual's overall health. A study conducted by Kłym & Cieciuch explores various
domains of identity in adolescent children, highlighting the significance of early identity
exploration. This early exploration can enhance self-awareness and personal growth, leading to a
more achieved identity throughout the lifespan. (Kłym & Cieciuch, 2015)

Current Talk Therapy-Based Bullying Prevention Programs
Program Objectives and Effectiveness
Various strategies have been implemented to address bullying among middle school students.
Current programs include the KiVa Antibullying Program and the Olweus Bullying Prevention
Program. The goal of these programs is to reduce the impact of bullying and create a safer, more
inclusive environment for all students (Office of Juvenile Justice and Delinquency Prevention
[OJJDP], 2024). According to the OJJDP, the evidence ratings for these programs rank as
"promising." in the effectiveness of their program (OJJDP, 2024). While these programs have
shown some success in reducing anxiety and aggression in school environments, they also come
with their own set of pros and cons.

ART-BASED BULLYING PREVENTION PROGRAM

Benefits of Talk Therapy Bullying Prevention Programs
Implementing bullying prevention programs in schools helps educate and raise awareness of the
issues surrounding bullying and its impact (Garandeau, Laninga-Wijnen, & Salmivalli, 2022).
This can create an environment in which students are more inclined to openly report bullying
incidents, which in turn can lead to quicker intervention and support for those affected. These
programs aim to expose students to the significance of positive interactions by promoting social
emotional skills, empathy, and aggression prevention (Temko, 2019). As a result, teachers
reported an improvement in student interaction and behavior. Additionally, self-reported bullying
decreased following participation in these programs. (OJJDP, 2024).
Challenges of Talk Therapy Bullying Prevention Programs
Despite the good intentions behind bullying prevention programs, their effectiveness has often
been questioned. Historically, bullying programs tend to fall short in delivering long-term
benefits or results that can be statistically supported. (Temko, 2019). For example, the KiVa
Antibullying Program proves to enhance students’ emotional empathy towards each other, but
did not affect their cognitive empathy (Garandeau, Laninga-Wijnen, & Salmivalli, 2022). In
other words, this program can increase emotional connection between students but does not
improve their intellectual understanding of why someone may be feeling or reacting in a
particular way.
Similarly, the Olweus Bullying Prevention Program has shown limitations in its ability to
produce consistent, long-term improvements. Research by Temko (2019) suggests that the
program is structured to address "individualistic models of bullying" (p. 9). Implying that
without adaptations, broader and more diverse populations are less likely to see improvement.

ART-BASED BULLYING PREVENTION PROGRAM

Overall, while prevention programs like KiVa and the Olweus Program aspire to reduce bullying
by fostering a more empathetic and inclusive environment, past shortcomings of these programs
impact their ability to achieve sustainable and measurable outcomes. Adaptive approaches must
be integrated to effectively address the complexities of bullying behavior across diverse student
populations and environments.

Integration of Creative Approaches in Bullying Prevention Programs
Overview of Research on Art-Based Approaches
Research has been conducted to explore the impact that creative exposure and art-based
approaches have on the effects of bullying. Sosin and Rockinson-Szapkiw (2016) study the
effectiveness of the Creative Exposure Intervention as it relates to adolescents exposed to
bullying. They explore the link between early trauma resulting from bullying and the increased
risk of developing PTSD in adulthood (Sosin and Rockinson-Szapkiw ,2016). In this study, they
worked with a group of adolescents using exposure therapy that combined art therapy techniques
with cognitive behavioral therapy and mindfulness practices. Additionally, Coholic (2011)
conducted further research on integrating art-based practices with mindfulness and CBT
techniques. Catholic's study involved a group program for adolescents designed to improve selfawareness and resilience (Coholic, 2011).

Effectiveness of Integrative Methods
The following research indicates that integrating creative methods to teach adolescents
mindfulness skills effectively complements other therapeutic practices, aligning well with their

ART-BASED BULLYING PREVENTION PROGRAM

developmental stage and capabilities (Coholic, 2011). Based on the outcomes of their studies,
both programs successfully achieved their objectives, including self-reported or parent-reported
improvements in confidence, mindfulness, and emotional expression, along with reductions in
anxiety and symptoms related to bullying-induced PTSD (Sosin and Rockinson-Szapkiw ,2016).

Conclusion
The KiVa and Olweus bullying prevention programs have been evaluated for their effectiveness
in reducing bullying and enhancing the overall positive and inclusive climate within schools.
These programs utilize whole-school approaches to engage students in educational practices
intended to address and prevent bullying behaviors. Creative approaches to addressing bullying
were also examined, including studies that combined art-based practices with cognitive behavior
therapy (CBT) and mindfulness theoretical approaches. Considering each program and
therapeutic approach currently used to address bullying, it is important to note that bullying
programs historically do not produce long-term results (Temko, 2019). As I develop a
curriculum for a new bullying program, I will evaluate which aspects were most effective and
which were least impactful in addressing the needs of both victims and perpetrators of bullying.
In developing a 5-step bullying prevention program, our approach will involve assessing existing
bullying prevention programs and evaluating art-based interventions aimed at wellness and
bullying prevention. While each approach shows some promising aspects of minimizing bullying
incidents and creating safer school environments, they often lack long-term efficiency and
measurable outcomes (Temko, 2019). Therefore, our program will use evidence-based

ART-BASED BULLYING PREVENTION PROGRAM

components from each established model to create a new program that provides effective
solutions for victims and perpetrators of bullying.
An important aspect of the prevention models that stood out was group size. Both the KiVa and
Olweus bullying prevention programs utilized school-wide interventions to engage an entire
school body in addressing bullying behaviors. In contrast, research on art-based interventions
focused on smaller groups of students. The results indicated that working with smaller groups
was more effective in providing individualized attention and achieving significant change among
participants (Coholic, 2011). Based on this, our curriculum will incorporate smaller group
settings to maximize the effectiveness of our bullying prevention strategies and ensure more
meaningful impacts. Our program will also include practices of mindfulness, CBT, and creative
interventions. Participants in art-based interventions reported an enhanced sense of self,
increased awareness, and reduced anxiety (Sosin & Rockinson-Szapkiw, 2016). These elements
will benefit our program as we aim to promote and enhance student well-being.
The KiVa and Olweus bullying prevention programs showed promising results with their
students responding positively to their universal actions (OJJDP, 2024). Engaging in lessons and
activities that teach social-emotional skills resulted in improved student interactions and
behavior, along with reduced anxiety and aggression. Therefore, our program intends to
incorporate similar practices of teaching social-emotional skills, empathy, and aggression
prevention to promote positive student interactions and conflict-resolution skills.

ART-BASED BULLYING PREVENTION PROGRAM

Section III: Methodology
Introduction
In this section the methodology of developing a bullying program curriculum will be introduced.
It will describe in detail the population that is meant to benefit from the program and how it will
be implemented into school systems. This section will provide an outline for the structure of the

ART-BASED BULLYING PREVENTION PROGRAM

program, offering a step-by-step plan of how this will be executed to address the topic of
bullying while promoting healing and resilience in student victims and perpetrators.

Target Audience
The curriculum is designed to benefit student victims and perpetrators of bullying. However, this

program can be adapted to different populations that are impacted by experiences with bullying.

Curricular Structure
The bullying program will follow a 5-step course designed to effectively address the
topic of bullying while promoting healing and resilience in student victims and perpetrators. This
model will walk student participants through the exploration of their experiences and emotions,
helping them understand the dynamics of bullying, develop empathy, build coping skills, and
foster positive relationships. By engaging in therapeutic art activities and guided discussions,
students will gain insights into their behavior and learn healthy ways to express themselves.

Curricular Outline
Step 1: (Introduction to Bullying)
-

Objectives

Art intervention

Discussion

ART-BASED BULLYING PREVENTION PROGRAM
-

Materials needed.

Objectives

Art intervention

Step 2: (Bullying and External Influences)

Discussion

Materials needed.

Step 3: (Addressing Bullying Behavior)
-

Objectives

Art intervention

Discussion

Materials needed.

Objectives

Art intervention

Step 4: (Positive coping strategies)

Discussion

Materials needed.

Objectives

Art intervention

Step 5: (Resources)

Discussion

ART-BASED BULLYING PREVENTION PROGRAM
-

Materials needed.

Exit project:
Group video project/ Panel.

Conclusion
This section breaks down the format of the Bullying program curriculum which is
divided into 5steps and an exit project. The following steps are used to facilitate student learning,
healing, and growth to address and overcome bullying behaviors. Each step comprises “My
experience” portions followed art interventions, discussions, and practical application exercises.
As the program concludes, Students will participate in an exit project where they will work on a
cohesive group project that will showcase their learning and understanding of the program’s
skills and concepts. The next section will provide further insight into the process of performing
each step.

Section V: Discussion
Introduction
This section will present a detailed discussion assessing the bullying program as a whole. It will
provide a summary of the research to explain what the program is about, its goals, and what it
aims to achieve. I will share my thoughts on what the findings mean and how effective the

ART-BASED BULLYING PREVENTION PROGRAM

program is. Thoughts on program's weaknesses will be discussed along with areas that need
improvement. Lastly, suggested ideas for future research will be explored to enhance the
effectiveness of the program.
Summary
The five step bullying program is an approach that combines psychoeducation with therapeutic
art activities to help individuals understand, process, and develop an awareness of bullying and
bullying behaviors. It is designed to address bullying by exploring different roles in bullying
situations, the varying emotions and impact that stem from this behavior and helping individuals
practice self-expression as a way of processing their personal experiences.
The phases used in this program were developed after thorough research on existing bullying
programs, incorporating their successful strategies to create phases that can result in a more
effective bullying program. The included steps aim to promote empathy, emotional awareness,
and healthier interpersonal relationships. Students will be exposed to emotional regulation
strategies, while also developing an understanding of others’ emotions, fostering a sense of
community.

Significance
Implementing the bullying program into schools promotes a more inclusive and supportive
school culture. The program helps students better understand their experiences, develop
empathy, build resilience, and learn healthy ways to interact with others, even in challenging

ART-BASED BULLYING PREVENTION PROGRAM

situations. These skills empower students to navigate social situations more effectively and
assess the ways that bullying manifests in their lives.
Overall, this program encourages students to explore who they are and focus on solving
problems in positive ways. It gives them tools to build better relationships and get along with
others. By doing this, the program helps create an environment where students work together
more easily, increasing understanding and awareness while reducing conflict and bullying.

Limitations
While the intention of this program is to foster healing through community, self-expression, and
resilience, it is important to acknowledge its limitations.
One challenge is combining students who have experienced different roles in bullying into a
single program. For instance, addressing bullying to a crowd of both victims and perpetrators of
bullying could trigger difficult emotions, cause harm, or cause students to feel unsafe. This may
result in the program being less effective and potentially counterproductive. To address this, it
may be more effective to split the program into separate groups to address populations more
directly based on their perspective/experiences and provide a safer environment for everyone
involved.
Another limitation is ensuring the program’s long-term impact. The intention is to address
bullying and its effects long term; however, its longevity may depend on ongoing support and
reinforcement that goes beyond what the program offers. To address this, schools might need to

ART-BASED BULLYING PREVENTION PROGRAM

follow up with additional programs or resources to make sure the lessons and skills continue to
benefit students.
Suggestions
The goal of this program is to foster healing through community, self-expression, creativity, and
resilience. To address its limitations the following recommendations are meant to enhance its
effectiveness.
One way to improve the program is to create separate groups for students based on their roles in
bullying, such as victims, perpetrators, and bystanders. This can help students feel safer and
allow the program to better meet their specific needs and experiences. Creating a more focused
curriculum for each group can reduce the possibility of triggering students or causing discomfort,
which in turn can make the sessions more effective for everyone involved.
Another suggestion is to incorporate ways for the program to have a long-term impact by
working with schools to add ongoing support. Follow-up sessions could be added to check on
progress and make sure the skills and resources are still being used and available to students. It
may also be beneficial to ask for feedback from students, parents, and teachers whose
child/student participated in the program. This can help identify areas for improvement that can
make the program stronger over time.
Conclusion
This bullying program approaches bullying by encouraging self-expression, building community,
and strengthening resilience. Although it works well in many ways, making a few improvements

ART-BASED BULLYING PREVENTION PROGRAM

can make it more efficient. Creating safer, more focused spaces and adding ongoing support can
help the program meet students’ needs and create lasting positive changes.
Summary

This paper introduces a 5-step bullying program that uses therapeutic art activities to address the
complexity of bullying among adolescent students between the ages of (10-15). The paper uses
statistics to emphasize the negative impact that bullying has on students, and how it can affect
psychological well-being and cause possible future mental health challenges. The program aims
to foster healing and resilience in both victims and perpetrators of bullying. Explained are the
reasoning and benefits of using art therapy into a curriculum, along with a thorough outline that
shares the goals, meaning, and suggestions for each step in the program. The paper highlights the
importance of considering challenges and limitations that may arise that may impact the
effectiveness of the bullying program.
Overall, the paper emphasizes the significance of addressing bullying through creative and
holistic approaches, while also recognizing the importance of ongoing research and adaptation to
ensure the program's success.

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