ART THERAPY & BULLYING 1 Art Therapy-Based Curriculum to Address Bullying Among Middle School Girls Hania Mikati Master’s Degree in Counseling with Concentration in Art Therapy Pennsylvania Western University Dr. Carolyn Treadon December 5, 2025 ART THERAPY & BULLYING 2 Section I: Introduction The issue of bullying in middle schools remains a persistent concern, particularly among adolescent girls. Students are often targeted by relational aggression, such as exclusion and rumor spreading, as well as cyberbullying, which can be psychologically damaging and challenging to detect by adults (Crick & Grotpeter, 1995). These types of bullying can have a significant impact on a child's emotional well-being, contributing to anxiety, depression, and withdrawal from academic and social activities (Espelage & Holt, 2001). Girls who are bullied also show a decline in academic motivation and classroom participation as a result of bullying (Moore et al., 2017). Although many school-based programs are designed to reduce aggressive behavior, they often do not support the emotional recovery of victims (Gaffney et al., 2019). Using personcentered principles, art therapy allows students to express difficult feelings in a safe and creative manner (Malchiodi, 2019). Additionally, this approach promotes trust and emotional safety, which are crucial to the healing process during the development of an individual's identity and social awareness during adolescence (Erikson, 1968). In addition to strengthening emotional resilience, art therapy can enhance peer relationships by allowing students to explore and reflect on their experiences (Kapitan, 2017). Problem to be Investigated The issue of relationship bullying and cyberbullying continues to be a significant concern in middle schools, particularly among adolescent girls. These forms of aggression, which often involve social exclusion, rumor-spreading, and digital harassment, can have psychologically detrimental effects and can result in anxiety, depression, low self-esteem, and academic disengagement (Espelage & Holt, 2001; Kowalski et al., 2014). Research has shown that ART THERAPY & BULLYING 3 relational aggression is more prevalent in girls during early adolescence, when identity formation and peer belonging are critical (Crick & Grotpeter, 1995). The increasing use of smartphones and social media has expanded the reach of bullying beyond school hours, intensifying its emotional impact and making it more challenging for educators to monitor and address (Hinduja & Patchin, 2010; Underwood & Ehrenreich, 2017). Despite the growing awareness of these issues, most schools do not provide structured, developmentally appropriate interventions to address the emotional needs of bullied students. There is a noticeable lack of comprehensive art therapy-based programs that emphasize emotional expression, peer support, and resilience building. Due to this, there is an urgent need to design and implement a person-centered art therapy curriculum that supports the healing and empowerment of girls who have been bullied. Purpose Statement The purpose of this research is to develop a person-centered art therapy curriculum aimed at preventing and reducing bullying among middle school girls. Justification The problem of bullying is widespread and complex, and has a wide range of effects, especially on adolescent girls. Global data from the World Health Organization (2020) estimates that nearly 30% of school-aged children worldwide are affected by bullying, either as victims or perpetrators. Considering this prevalence and the vulnerabilities associated with adolescence, it is critical to intervene early and effectively to prevent long-term mental health and social complications. Researchers have found that girls are more likely than boys to experience relational aggression, such as social exclusion, spreading rumors, and manipulation (Crick & Grotpeter, ART THERAPY & BULLYING 4 1995). The impact of indirect aggression on adolescent development can be especially damaging during this crucial period, during which a person's identity is being formed and their sensitivity to peer relationships is enhanced (Erikson, 1968). The emotional and psychological effects of bullying on girls during adolescence are significant and long-lasting. It is common for victims to experience anxiety, depression, low selfesteem, as well as social withdrawal well into adulthood (Hawker & Boulton, 2000). It has also been shown that girls who experience relational bullying are more likely than boys to develop internalizing disorders such as depression and anxiety (Prinstein et al., 2001). The negative experience can further reduce motivation, concentration, and school attendance, thus impairing academic achievement (Juvonen et al., 2011). Due to these challenges, bullying is associated with severe mental health risks, including suicidal ideation and self-harm. According to the Centers for Disease Control and Prevention (CDC, 2019), bullied adolescents are more likely to commit suicide and engage in self-injurious behavior than their non-bullied peers. Furthermore, some victims use substance abuse and aggressive behavior as coping mechanisms, resulting in difficulties with their emotional and social adjustment (Gaffney et al., 2019). These concerns are not limited to global or Western contexts. A recent study conducted in Qatar revealed similar alarming trends, with 41.0% of students reporting victimization and 31.7% admitting to participating in bullying behaviors (Bener et al., 2023). As a matter of fact, the most prevalent form of bullying is verbal abuse, including teasing and name-calling, which is most prevalent in less supervised settings such as classrooms (67.5%) and hallways (64.8%). In addition to depression symptoms, somatic complaints, self-harm, and an increased risk of substance abuse, these experiences are associated with adverse physical and mental health ART THERAPY & BULLYING 5 outcomes. As a result of these statistics, it is imperative that schools implement interventions addressing both the behavior management aspect and the psychological effects of bullying. In addition, cyberbullying has become increasingly prevalent, which extends bullying beyond physical spaces to the digital world. Cyberbullying exposes victims to continuous harassment without the opportunity for adult intervention, which leads to feelings of helplessness and psychological distress (Kowalski et al., 2014; Moore et al., 2017). According to a recent WHO/Europe report (2024), approximately one in six school-aged children experience cyberbullying, and 11% have experienced bullying in the classroom. In addition, approximately 6% of adolescents admit to bullying other adolescents. As a matter of fact, cyberbullying rates have been rising since 2018, illustrating a growing global concern. Although these issues are widely recognized, many schools lack comprehensive programs that enable students to process and recover from these issues. As an alternative to verbalizing difficult emotions, art therapy provides students with a safe, creative, and studentcentered outlet for expression (Malchiodi, 2019; Kapitan, 2017). Trauma can be processed, selfesteem can be developed, and empathy can be fostered in a nurturing environment with the help of art therapy. In spite of art therapy's well-documented benefits, it is underutilized as a method for bullying intervention in schools (Kapitan, 2017). This gap indicates the importance of programs that recognize the emotional toll bullying takes on students and provide them with tools that will help them heal, grow, and form positive relationships with their peers. Adolescent girls can benefit from art therapy as part of bullying prevention programs by enhancing their emotional resilience, reducing isolation, and improving their overall well-being. Terms Related to the Study ART THERAPY & BULLYING 6 In this research, the following terms are used. Adolescent Girls Girls between the ages of 11-14. Art Therapy A form of psychotherapy involving the encouragement of free self-expression through art (AATA, 2024). Behavior Management Strategies and techniques used to guide, control, or change behaviors to promote positive actions and reduce negative ones (Maag, 2018). Bullying Seeking to harm, intimidate, or pressure someone (Centers for Disease Control and Prevention [CDC], 2019). Cyberbullying Bullying through digital communication platforms like social media, texts, or emails (U.S. Department of Health and Human Services [HHS], n.d.). Emotional Resilience The ability to bounce back from difficult situations, stay calm under pressure, and adapt to challenges without being overwhelmed (APA, 2014). Identity Formation The process of developing a clear understanding of who you are, including your values, beliefs, and sense of self (Erikson, 1968). Peer Relationships ART THERAPY & BULLYING 7 The connections and interactions individuals have with others their own age, which plays a significant role in social development. These terms provide a foundation for understanding the study’s focus on bullying, its effects, and the intervention used to address it. Person-Centered Approach A humanistic therapy model focusing on empathy, unconditional positive regard, and empowering clients in their healing process (Rogers, 2016). Relational Aggression A type of bullying that involves harming someone’s relationships or social status. This can include behaviors such as social exclusion, spreading rumors, and manipulation. Unlike physical bullying, relational aggression targets a person’s emotional and social well-being, making it particularly harmful during adolescence when peer relationships are crucial for identity development and emotional stability (Crick & Grotpeter, 1995). Self-Esteem How much a person values themselves and feels confident in their abilities and worth. Social Exclusion When someone is left out or isolated from a group, it often leads to feelings of loneliness or rejection. Conclusion It remains a pressing concern for adolescent girls during the critical developmental years of adolescence that bullying, especially relational aggression and cyberbullying, is prevalent. Adults are often unaware of these types of psychological harm. Nonetheless, they negatively affect a student's emotional well-being, academic performance, and social functioning for the rest of their lives. Although traditional school-based interventions are usually focused on behavior ART THERAPY & BULLYING 8 management, they do not address emotional recovery and resilience. Considering that 41.0% of students in Qatar report being bullied, there is an urgent need for a comprehensive and studentcentered approach to bullying prevention. By using the person-centered model of art therapy, students are able to express themselves in a safe, creative, and empowering manner, connect with their peers, and heal from their bullying experiences. Through the development of a personcentered art therapy curriculum specifically tailored to the emotional needs of middle school girls, it aims to fill a significant gap in the field. The following section presents an overview of this approach's theoretical and empirical foundation. ART THERAPY & BULLYING 9 Section II: Review of Literature This section examines the theoretical foundations and research studies used in the development of a person-centered art therapy curriculum that addresses bullying among adolescent girls. Based on humanistic, developmental, and cognitive-behavioral theories, this review examines how these theories relate to current school practices and art therapy practices. A recent study provides a better understanding of how students cope emotionally and academically with things such as relational aggression and cyberbullying. Besides having an impact on their self-esteem, these experiences can also negatively impact their academic performance. For this reason, art therapy is becoming increasingly popular among schools and therapists. This provides students with the opportunity to express their feelings in a safe and expressive manner. In addition, it allows them to build inner strength, understand themselves better, and connect with others more compassionately and empathically. Person-Centered and Humanistic Foundations Person-Centered Theory Developed by Carl Rogers in 1940, person-centered theory emphasizes an individual's capacity for self-healing, growth, empathy, authenticity, and unconditional positive regard (Rogers, 2016). This approach is based on the principle that people are naturally capable of healing and growing, particularly in a safe, supportive environment where they feel truly acknowledged and accepted (Cornelius-White, 2019). When used in schools and therapy settings, this approach empowers students, creates an environment of emotional safety, and motivates them from within rather than by exerting pressure (Noddings, 2017). By demonstrating genuine empathy and acceptance, a therapist or educator can encourage students to develop self-trust and to take responsibility for their own growth (Rogers, 2016). For ART THERAPY & BULLYING 10 example, a middle school girl experiencing relational bullying may feel safer expressing her hurt when she is met with warmth rather than punishment. The development of a teacher-student relationship based on care and responsiveness increases emotional regulation, academic engagement, and peer connection (Cornelius-White, 2019). As Noddings (2017) points out, creating a caring relational ethic in schools can counteract the shame and isolation caused by bullying by giving students a sense of belonging. Therefore, the person-centered model not only addresses behavior, but also supports emotional resilience and belonging. Person-Centered Approach in Schools Rogers' person-centered theory prepared the ground for creating environments that help young people develop emotionally. The result is a relationship between the teacher and the counselor that is based on respect, warmth, and authenticity, which enhances student well-being and learning outcomes in schools. Rather than positioning educators as authorities who solve problems, the person-centered model encourages them to become partners in students' personal growth, supporting autonomy and emotional well-being (Cornelius-White, 2019). Bullying can be profoundly affected by this shift in dynamics. Shame and isolation are often internalized by girls who experience social exclusion or manipulation. However, when a caring adult validates a student's perspective and responds with empathy, the wounds can begin to heal. Several studies have shown that schools that prioritize empathy and connection, without relying on punishment or control, recognize better emotional resilience and healthier peer relationships (CorneliusWhite, 2019; Noddings, 2017). It is especially relevant for girls, since they navigate aggression through nuanced social dynamics that require sensitive support. Applications to Art Therapy in Schools ART THERAPY & BULLYING 11 In schools, art therapy provides students with a safe space to make sense of their inner world, especially when verbal expression is difficult or intimidating. Based on person-centered values, this practice allows young people to express their feelings and experiences visually, at their own pace, without any pressure or judgment. For middle school girls who have been bullied, creative expression can provide a powerful alternative to silence or withdrawal. Malchiodi (2019) explained that choosing colors, shaping forms, and giving images to feelings supports emotional release and helps make sense of distressing events. Moreover, a difference between structured talk therapy and art therapy is that art therapy focuses on the process of meaning-making rather than just the content of what is said. Practicing it in groups also fosters shared understanding and connection. Therefore, by sharing and supporting each other's stories, new relationships will emerge built on empathy and shared healing instead of competition or exclusion (Riley, 2001; Kapitan, 2017; Bazargan & Pakdaman, 2016). As a result of this kind of work, students are able to process the impact of bullying and develop the socialemotional tools they need to prevent it. Developmental Theory The developmental theory focuses on the emotional, cognitive, and social changes that occur throughout the course of a person's life. Educational contexts are specifically influenced by Erik Erikson's psychosocial stages and Jean Piaget's cognitive stages. Erikson emphasized that identity formation and peer belonging are important during adolescence, which are often disrupted by bullying or rejection from others (Moore et al., 2017). On the other hand, Piaget's work on abstract thinking at the formal operational stage explains how adolescents begin to consider social hierarchies and peer dynamics more critically, making them more vulnerable to emotional consequences of relational aggression (Vaillancourt et al., 2013). In complex social ART THERAPY & BULLYING 12 environments such as middle school, difficulties in emotional regulation and a heightened need for acceptance may increase the likelihood of both experiencing and participating in bullying during this period. Adolescent Development Middle school girls are at a stage marked by high sensitivity to peer relationships and an emerging sense of self. This developmental window is specifically vulnerable to the effects of relational aggression and cyberbullying, which can damage self-concept and increase anxiety and depression. As Moore et al. (2017) and Perales et al. (2020) suggested, experiences during adolescence have long-lasting implications for mental health. Furthermore, a developmentally responsive intervention must address both emotional needs and social skills, which art therapy can uniquely support. Piaget’s Stage of Cognitive Development In accordance with Piaget (1972), middle school students typically function within the formal operational stage around the age of 11. This is the stage at which adolescents begin to develop abstract thinking, logical reasoning, and the ability to consider hypothetical situations. This cognitive shift allows students to reflect on social experiences, peer dynamics, and personal identities that are influenced by bullying. In addition, it suggests that students at this age can benefit from therapeutic interventions that facilitate reflection and insight, such as those provided by art therapy (Malchiodi, 2019; Klorer, 2017). Erikson’s Stage of Psychosocial Development Erikson (1968) discussed adolescence as a period of confusion between identity and role confusion, where individuals are trying to establish a sense of self and their own values. During this stage, relationship aggression and exclusion can interfere with identity formation and lead to ART THERAPY & BULLYING 13 confusion and low self-esteem. Providing adolescents with support in school, particularly those that encourage expression, peer connection, and self-reflection, is essential for their successful transition through this stage. Thus, by providing a safe and creative environment, art therapy addresses the developmental need for exploration and validation of one's identity. Adolescents who experience relational bullying during this critical period may find it difficult to form a cohesive sense of self, because the need for peer approval often clashes with feelings of exclusion or rejection. Erikson's theory suggests that failure to establish a stable identity during this stage may result in long-term consequences, including role confusion, social withdrawal, and increased anxiety and depression symptoms (Erikson, 1968; Moore et al., 2017). The purpose of art therapy is to provide students with a nonverbal, exploratory space in which to construct and reconstruct their identities symbolically through visual representation. It is through this creative process that adolescents are able to externalize their internal struggles, gain clarity, and receive validation in a safe, nonjudgmental environment. In addition to fostering selfexploration and narrative coherence, art therapy also serves as a buffer against the negative psychosocial outcomes associated with bullying during adolescence. Cognitive Behavioral Theory Cognitive Behavioral Theory (CBT) purports that thoughts, feelings, and behaviors are interconnected. Changing unhelpful thinking patterns can improve emotional states and behavior. CBT is often used in school settings to help students identify distorted thinking patterns, reduce negative self-talk, and develop healthier coping strategies. In particular, these tools are valuable to adolescents who are experiencing the emotional burden of bullying. When girls are exposed to relational aggression, they may develop internalized beliefs that can damage their self-esteem or increase their anxiety (Crick & Grotpeter, 1995; Espelage & ART THERAPY & BULLYING 14 Holt, 2001). By challenging and rephrasing these beliefs, CBT-based interventions improve emotional regulation and problem-solving (Espelage & Holt, 2001). Additionally, research suggests that emotional distress, such as depression, can interfere with the relationship between bullying and reduced academic performance, supporting the need for interventions such as CBT that target both emotional and cognitive factors (Patterson et al., 2020). Several studies have demonstrated that CBT approaches based on art significantly reduce anxiety, depression, and behavioral problems in adolescents by facilitating insight, promoting self-expression, and supporting emotion regulation (Regev & Cohen-Yatziv, 2018). It is particularly useful for middle school girls who might find it difficult to verbalize their experiences with relational aggression. In addition to improving their emotional resilience and interpersonal functioning, guided creative expression allows them to reshape harmful beliefs and build healthier self-concepts. Application to Bullying Prevention The use of CBT-based interventions can assist adolescents experiencing bullying in identifying and challenging distorted beliefs regarding self-worth and social rejection (Espelage & Holt, 2001). These beliefs, when left unaddressed, can cause long-term emotional distress such as depression and low academic performance (Patterson et al., 2020). Middle school girls are specifically vulnerable to bullying because this stage of development involves high sensitivity to peer approval, emerging identity formation, as well as increased use of social comparison, particularly within female peer groups. The desire for belonging and fear of exclusion usually intensify during early adolescence, making relational aggression more impactful. CBT principles can be integrated into art therapy to provide an additional layer of support by allowing students to externalize harmful thoughts ART THERAPY & BULLYING 15 through visual expression, which makes abstract emotions more concrete and easier to understand. When combined with person-centered practices that prioritize empathy, safety, and empowerment, this process can be especially powerful (Rogers, 2016; Kapitan, 2017). By combining these approaches, a holistic therapeutic environment can be created in which students not only process trauma and develop emotional resilience but also develop healthier interpersonal relationships. Nature and Dynamics of Girls’ Bullying in Middle School Relational and Social Aggression Relational aggression is one of the main forms of bullying among girls, especially in middle school. Unlike physical bullying, it usually involves harmful behaviors such as social exclusion, spreading rumors, and manipulating friendships to isolate the target (Crick & Grotpeter, 1995). These covert tactics usually occur outside the view of teachers and adults, during hallway conversations, on social media, or even through private messages, making them much harder to observe and document. Because the harm from relational bullying is social and emotional rather than physical, there are no visible signs like bruises or injuries, and victims may be reluctant to report what happened for fear of being disbelieved or further excluded. This type of indirect aggression can be very damaging because it strikes at the heart of a girl’s social world, which is central to her emotional well-being, especially during adolescence. Girls subjected to relational aggression may develop feelings of social anxiety, loneliness, and diminished self-esteem, which can negatively affect their ability to form healthy peer relationships and adjust socially (Espelage & Holt, 2001; Crick & Grotpeter, 1995). The nature of relational aggression usually makes it harder ART THERAPY & BULLYING 16 for adults to detect and intervene effectively, leading to prolonged emotional distress (Vaillancourt et al., 2013). Cyberbullying and Social Media Influence With the increased use of social media, cyberbullying has extended the impact of relational aggression beyond the physical school environment to digital platforms as well. Wang, Iannotti, and Nansel (2009) observed that digital bullying allows aggressors to harass their peers anytime and often anonymously, reducing opportunities for adult intervention. This digital expansion of bullying means that victims usually find it difficult to escape the bitterness, leading to deepened psychological harm (Kowalski et al., 2014). Cyberbullying can worsen feelings of helplessness and isolation, making it a high-risk factor for depression, anxiety, and even suicidal ideation among adolescents (Moore et al., 2017). The general nature of social media also builds up peer pressure and the fear of exclusion, which can severely reduce a girl’s self-concept and emotional health during this critical stage (Hong, 2018). As a result of the constant connectivity of the digital age, harmful messages, rumors, or images are easily disseminated, enhancing the emotional impact and making recovery more difficult for victims (Underwood & Ehrenreich, 2017). Unlike traditional bullying, cyberbullying is permanent and public, which can intensify humiliation and prolong emotional distress. It has been reported that victims often report sleep disturbances, difficulty concentrating, and a decline in academic engagement (Hinduja & Patchin, 2010). In particular, girls, especially when online harassment targets their appearance or social identity, may internalize the harm by blaming themselves or withdrawing from social interaction. As a result of these risks, supportive schoolbased interventions are urgently needed. Through the incorporation of art therapy into such ART THERAPY & BULLYING 17 interventions, students will be able to process digital trauma, rebuild self-esteem, and engage in restorative peer interactions. Bullying Prevention Programs for Adolescents School-based bullying prevention programs have been shown to reduce bullying, but the results are uncertain. Several programs, such as KiVa in Finland, the Olweus Bullying Prevention Program (OBPP), and ViSC in Austria, have been successful, especially when they are included in classroom lessons, whole-school policies, and teacher training (Gaffney et al., 2019). The most effective programs focused on developing social-emotional skills, improving peer relationships, and helping students manage their emotions (Ttofi & Farrington, 2009). CBTbased programs have also been effective in teaching coping and problem-solving skills (Espelage & Holt, 2001). It should be noted, however, that not all programs are successful. There are some interventions that only led to slight changes in behavior and did not reduce anxiety or depression in students who are already affected by bullying (Gaffney et al., 2019). It is evident that while many programs are capable of reducing bullying overall, they may not meet the emotional needs of all students, particularly those who have already been harmed by bullying. Art Therapy and Bullying Prevention The use of art therapy has also been found to be effective in helping students who have been bullied. Especially for those who are unable to verbalize their emotions, it provides a creative and safe outlet for emotional expression. Bazargan and Pakdaman (2016) found that art therapy significantly reduced both internalizing and externalizing problems in adolescent girls, including anxiety and aggression. Klorer (2017) conducted a meta-analysis demonstrating the effectiveness of art therapy in improving emotional regulation and decreasing distress among ART THERAPY & BULLYING 18 adolescents. Malchiodi (2019) supported the use of creative interventions to reduce symptoms of trauma and anxiety in youth. Art therapy has been proven to enhance self-esteem and foster empathy among students by providing them with a safe and non-threatening environment in which to share their experiences (Riley, 2001). In group settings, it can encourage girls to form peer connections and feel less isolated, which is crucial when addressing relational bullying. After just five sessions, Safaria and Yunita (2014) found that school-based art therapy reduced anxiety related to bullying in adolescent girls. Yang et al. (2019) also found that an art therapy intervention reduced bullying victimization and increased life satisfaction among left-behind children in rural schools. Nevertheless, art therapy is rarely included in most school-wide bullying prevention programs, despite these positive outcomes (Kapitan, 2017). Additionally, art therapy supports critical areas of adolescent development that are crucial to addressing the causes and consequences of bullying. By encouraging girls to explore their identity and express themselves, it helps them establish a clearer sense of who they are during a time when peer dynamics have a significant impact on their self-perception (Erikson, 1968). By engaging in guided art-making, participants are able to explore their emotions, identify personal triggers, and process difficult experiences in a non-verbal and empowering manner (Malchiodi, 2019). Through group art therapy, participants can witness and respond to each other's stories and artwork, which fosters deeper peer relationships (Riley, 2001). In addition to reducing feelings of isolation, social connections can enhance emotional regulation (Klorer, 2017). Moreover, the creative process emphasizes the strengths and resilience of students, reinforcing a positive self-image and promoting psychological well-being (Bazargan & Pakdaman, 2016). In addition, school-based art therapy interventions have been shown to reduce anxiety caused by ART THERAPY & BULLYING 19 bullying (Safaria & Yunita, 2014) and improve students' satisfaction with their social experiences (Yang et al., 2019). As a result of these findings, it appears that comprehensive bullying prevention strategies should incorporate creative therapeutic approaches. Conclusion As a result, the literature supports a multidimensional understanding of bullying among adolescent girls, with a particular emphasis on the emotional harm caused by relational aggression and cyberbullying. Several theoretical perspectives have shed light on how bullying disrupts identity formation, emotional regulation, and peer relationships during an important developmental phase. These perspectives include person-centered, developmental, and cognitivebehavioral perspectives. It has been determined that school-wide interventions and CBT-based strategies are effective in reducing bullying behaviors, but they often fail to address the deeper emotional impact of bullying. Art therapy is proving to be a promising method for facilitating self-expression, emotional processing, and peer support, particularly for girls who have difficulty expressing themselves verbally. Although art therapy has proven effective in helping adolescents cope with bullying, it is underutilized in most school-based prevention programs. The findings support the development of a person-centered art therapy curriculum that is specifically designed for middle school girls who are affected by bullying. The next section presents the methodology behind this curriculum, including its theoretical foundation, target audience, structure, and expected psychological and academic outcomes. ART THERAPY & BULLYING 20 Section III: Methodology In this section, the methodology utilized for the creation of the curriculum is presented. This curriculum is based on a person-centered approach and utilizes evidence-based approaches to address the psychological, social, and academic effects of bullying among adolescent girls. Using structured art therapy interventions as well as relational and reflective processes, the curriculum allows students to process their experience safely and creatively. It is based on research regarding development during adolescence, the social-emotional impact of bullying, and best practices in prevention and intervention. Target Audience This curriculum was designed for middle-school girls, typically aged 11-14, who have been identified as victims of bullying, who are at risk because of peer group dynamics, or who are exhibiting social-emotional distress within their school environment. At this stage of development, girls are in the process of forming their identities, self-concepts, and peer networks, making them particularly vulnerable to the negative effects of relational aggression and exclusion (Erikson, 1968; Crick & Grotpeter, 1995). The group format provides participants with an opportunity to connect with their peers, to enhance their social skills, and to develop their empathy, elements that are particularly effective in the treatment of relational bullying and in the restoration of a sense of belonging (Riley, 2001). It is also important to note that group settings provide opportunities for participants to witness and reflect on shared experiences, thereby reducing feelings of isolation and shame (Safaria & Yunita, 2014). The process of creative expression with peers promotes mutual understanding, increases emotional support, and models positive social interactions (Malchiodi, 2019). Moreover, group art therapy provides an opportunity for practicing communication and conflict resolution within a ART THERAPY & BULLYING 21 supportive and guided environment, which is vital to helping girls reframe harmful peer dynamics and build healthier relationships (Klorer, 2017; Bazargan & Pakdaman, 2016). A referral may be made by a teacher, school counselor, or social worker based on behavioral indicators, student disclosures, or academic declines. The curriculum was designed to be implemented by a licensed or credentialed art therapist, school counselor, psychologist, or other qualified mental health professional who has experience working with adolescents and has been trained in group facilitation, trauma-informed care, and creative therapeutic interventions. Even though an art therapist would be ideal to facilitate the group, the significant need for this curriculum requires it to be accessible to other trained professionals, especially since many schools may not have on-staff art therapists. Therefore, the curriculum is intended to be adaptable to a wide variety of school settings. The facilitator should be capable of creating a safe, inclusive, and supportive environment where students feel heard and recognized. It is also important for facilitators to be familiar with topics such as bullying, relational aggression, and the development of adolescent identity to be able to guide discussions and activities effectively. In order to ensure continuity of support, promote generalization of coping skills, and monitor progress both within and outside of the group sessions, collaboration with teachers, administrators, and caregivers is highly recommended. Curricular Structure To meet the cognitive and emotional needs of middle school students, the curriculum combines person-centered therapeutic principles with structured art therapy activities. The curriculum consists of nine weekly sessions, each lasting approximately 45 to 60 minutes. A warm-up is followed by an art-based directive focused on a theme (such as identity, boundaries, ART THERAPY & BULLYING 22 empathy, or conflict resolution), a reflective sharing process, and a closing ritual to support stress reduction. As part of the art therapy process, directives are sequenced in a way that gradually promotes emotional expression, insight, and peer connection, while a person-centered approach ensures a non-judgmental, empathic facilitation style that supports each participant's individuality. The use of activities such as mask-making, collaborative mural painting, or visual journaling facilitates peer empathy as well as the externalization of internal experiences (Malchiodi, 2019). Why a Person-Centered Orientation? It is common for middle school girls who face relational aggression to carry emotional burdens that are invisible but that have a profound impact. In this age group, the desire to be seen, heard, and accepted is particularly strong. According to Carl Rogers (2016), a personcentered approach meets this need by emphasizing emotional safety, empathy, and personal autonomy. Rather than enforcing behavioral changes through consequences or didactic lessons, this approach emphasizes building trust, listening with unconditional positive regard, and empowering students to explore their thoughts and feelings at their own pace. A person-centered approach in the school setting can counter the punitive and performance-oriented culture that may alienate students who are already struggling socially or emotionally. This technique creates an environment in which vulnerability is met with respect rather than punishment. Several key goals are achieved as a result, including self-reflection, emotional regulation, and a deeper understanding of relationships (Corey, 2017). The ultimate goal of this approach is to promote sustainable, internally motivated changes in peer dynamics by reinforcing self-worth and promoting authentic peer engagement. ART THERAPY & BULLYING 23 Curricular Outline The curriculum is made up of themed sessions that follow a clear emotional journey: 1. Session 1 - Building Safety & Group Agreements Icebreaker activity, collaborative poster, and discussion of boundaries and expectations. 2. Session 2 - Identity and Self-Expression Self-portrait collage: exploring inner and outer identity. 3. Session 3 - Understanding Emotions and Triggers Visual journal on “what I carry”: naming internalized experiences and recognizing emotional triggers. 4. Session 4 - Empathy and Peer Relationships Empathy drawing paired with shared storytelling to understand others’ perspectives and strengthen social connection. 5. Session 5 - Assertiveness and Self-Confidence Role-playing with masks to practice healthy, confident responses to difficult social situations. 6. Session 6 – Understanding and Maintaining Personal Boundaries Personal boundary mapping: identifying what feels safe, uncomfortable and how to communicate boundaries clearly. 7. Session 7 – Repair and Connection Paired collaborative art activity focused on repairing or improving “damaged” relationships and restoring connection. 8. Session 8 – Personal Growth and Strengths ART THERAPY & BULLYING 24 Tree of strengths activity: reflecting on personal progress, inner resources, and new skills gained. 9. Session 9 – Closure and Reflection Group mural or legacy piece; participants write letters to their future selves and share final reflection. Conclusion This curriculum was based on a person-centered, trauma-informed approach that emphasizes emotional safety, creativity, and relational healing. In addition to integrating structured art therapy interventions with developmental and evidence-based practices, the program addresses the complex social and emotional needs of middle school girls who are victims of bullying. As a result of the structured sequence of sessions, it is hoped that participants will develop self-awareness, emotional regulation, empathy, and authentic peer connections, which can lay the foundation for long-term change in both individual and group dynamics. The following section presents the curriculum in its entirety, including the framework, session structure, and core interventions used to address the needs of bullying victims. ART THERAPY & BULLYING 25 Section IV: Curriculum This section presents the curriculum developed for this project, highlighting how art therapy and expressive interventions can be used to prevent and reduce bullying among middle school girls. The curriculum was designed to provide a structured, sequential approach that addresses emotional safety, self-expression, social-emotional skills, and personal growth. The 9session curriculum, where each session builds on the previous one, seeks to create an emotional journey that guides participants from establishing trust and safety to reflecting on their strengths and growth. The full curriculum can be found in the appendix. Art Therapy and Expressive Interventions in Bullying Prevention Art therapy provides a trauma-informed, nonverbal way for students to explore identity, process emotions, and develop coping strategies. It is particularly effective for addressing the subtle and relational forms of bullying that girls often experience. By engaging in creative expression, participants can externalize and process difficult experiences in a safe, contained manner. This approach not only prevents emotional escalation but also fosters resilience and selfawareness, helping students navigate social challenges more confidently (Malchiodi, 2005; Bazargan & Pakdaman, 2016). Art Therapy as Preventative and Restorative Practice In addition to prevention, this art therapy-based curriculum serves as a restorative practice by allowing participants to process past experiences of relational aggression, rebuild trust, and strengthen social bonds. Guided activities, such as visual journaling, mask role-plays, and group murals, enable students to safely express and regulate emotions while practicing empathy, assertiveness, and conflict resolution (Riley, 2001; Kapitan, 2017). This structured, ART THERAPY & BULLYING 26 creative process supports both individual growth and healthier group dynamics, offering participants tools to repair relationships and develop resilience over time. Group Curriculum Models for Empowerment and Social Skills Structured group art therapy programs have been shown to improve communication, empathy, and peer support among participants. When implemented in school settings, these programs can enhance self-worth, increase social competence, and promote positive relationships (Riley, 2001; Kapitan, 2017). By combining person-centered principles with developmentally appropriate activities, the curriculum not only addresses immediate social-emotional needs but also provides students with skills and strategies they can carry into future interactions. Conclusion In summary, this curriculum uses art therapy as both a preventative and restorative tool to support middle school girls affected by bullying. By combining trauma-informed practices with structured group activities, it fosters emotional expression, social skill development, and personal empowerment. The following section presents the curriculum in detail, outlining session objectives, materials, and step-by-step procedures that guide participants through this developmental and relational journey. ART THERAPY & BULLYING 27 Section V: Discussion This section brings together the main ideas behind the curriculum and reflects on what the research means in practice. After outlining the theoretical foundations, designing the sessions, and understanding what middle school girls struggle with socially and emotionally, this section focuses on the meaning, limitations, and future directions of the project. Brief Summary of the Research The purpose of this research was to create a person-centered art therapy curriculum for middle school girls experiencing bullying. The curriculum integrates person-centered and humanistic principles, developmental theory, and CBT-informed strategies. Across nine sessions, the program guides participants through an emotional progression: establishing safety, exploring identity, understanding emotions, building empathy, practicing assertiveness, setting boundaries, repairing relationships, recognizing strengths, and ending with reflection and closure.g Art-making is the foundation of the process, serving as a bridge for expression, reflection, and communication. Through imagery, metaphor, and creative freedom, the girls are able to express experiences they may not yet have the words for. The curriculum was designed to be developmentally appropriate, culturally adaptable, and rooted in theories that support emotional growth during adolescence. Discussion Creating this curriculum became meaningful to me because of what I witnessed while working in the school environment. I saw how often girls struggled silently with issues tied to bullying, friendship conflicts, and self-esteem, even when they didn’t have the words to express what they were feeling. These experiences showed me how deeply social and emotional challenges shape adolescents’ daily lives. That was the moment I realized how much a ART THERAPY & BULLYING 28 structured, art-based program could help, something that offered emotional support, skillbuilding, and a creative space where they could feel genuinely understood. Developing this curriculum reinforced how interconnected social, emotional, and developmental experiences are for adolescents. Bullying affects not only social interactions but also self-esteem, confidence, and identity formation. Art therapy also provides a unique outlet for emotional processing. Students can externalize and visualize feelings, like frustration or sadness, and work through them in a safe, creative context. I’ve seen that even simple art prompts can open rich conversations and help students feel seen, validated, and empowered. Person-centered theory informed the design by emphasizing empathy, acceptance, and relational safety. In my experience, girls respond more openly when they feel they are not being judged. This is why each session starts with a check-in and gives participants choice and autonomy, whether in the materials they use or the stories they share. Safety and trust are built gradually, allowing students to feel comfortable sharing vulnerabilities. Developmental theory guided the selection of age-appropriate activities. Girls aged 11– 14 are forming identities, navigating peer groups, and beginning to think abstractly. Symbolic art activities, like drawing emotions or mapping boundaries, match their developmental stage and help them process experiences that might otherwise feel overwhelming. Erikson’s insights about identity and Piaget’s formal operational stage supported the curriculum’s focus on reflection and relational awareness. CBT principles shaped sessions focused on understanding emotions, identifying triggers, and challenging negative self-perceptions. Many students blame themselves for bullying incidents or internalize harmful messages. Art serves as a bridge for expressing these thoughts visually, making it easier to discuss and reframe them. For example, students drawing a “storm ART THERAPY & BULLYING 29 cloud” to represent inner confusion can then explore ways to cope with and manage these feelings. Overall, this curriculum highlights that emotional growth requires both safety and structured guidance. Students need an environment that feels secure and supportive, combined with interventions that build skills in self-expression, assertiveness, empathy, and relationship repair. The sequence of the sessions, from safety and identity to strengths and closure, reflects a natural emotional progression that mirrors how adolescents heal and build resilience. Limitations Despite its strengths, this curriculum has several limitations. First, it is designed exclusively for girls. While relational aggression is often more prevalent among girls, boys also experience bullying and would require a tailored approach. Second, the materials provided for each session are limited. While simplicity helps maintain structure, some students may benefit from a wider range of creative options to suit different learning and expressive styles. The curriculum is also tailored specifically for adolescents aged 11–14. Younger children may need more concrete or play-based activities, while older teens may prefer deeper reflection and greater autonomy in their art-making. Another limitation is the need for trained facilitators with knowledge of trauma-informed practice, adolescent development, and art therapy. This requirement limits accessibility in schools or organizations without mental health professionals. Finally, the program is most effective in small groups, which fosters safety and trust but can restrict scalability and broader implementation. Suggestions for Future Research ART THERAPY & BULLYING 30 Future research should explore ways to make the curriculum more inclusive, flexible, and scalable. One direction is to develop a version specifically for adolescent boys, addressing their unique experiences, communication styles, and group dynamics. Expanding the range of materials in each session could also increase engagement and allow students to express themselves in ways that feel most natural. Similarly, adapting the curriculum for a wider age range would allow younger children or older adolescents to benefit from age-appropriate modifications. Simplifying session procedures is another potential area of development, enabling the program to be implemented even without trained art therapy professionals. This could increase accessibility for schools with limited resources. Finally, exploring adaptations for larger groups would help ensure the program’s impact is not limited to small-scale implementations, making it feasible for a wider audience of students. Future research should also examine long-term outcomes, including whether skills in emotional regulation, assertiveness, empathy, and relationship repair are maintained over time. Evaluating the program in different cultural or school settings could reveal ways to increase its relevance and effectiveness across diverse populations. Conclusion This curriculum provides a structured, person-centered approach to supporting middle school girls affected by bullying. Grounded in developmental, person-centered, and CBT principles, the program uses art as a medium for emotional expression, reflection, and relational skill-building. By progressing from safety and identity exploration to strengths and closure, students experience both emotional support and practical skill development. ART THERAPY & BULLYING 31 While the curriculum has limitations, it is designed only for girls, relies on restricted materials, targets a specific age group, requires trained facilitators, and works best in small groups, it provides a strong foundation for creative, developmentally appropriate, and traumainformed interventions. Future adaptations can expand its reach, increase flexibility, and include boys, a wider age range, and larger groups. 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