Art Therapy-Based Curriculum for Autistic Adolescents Supporting life skills through creative expression and engagement Elizabeth Farnesi-Mitchell PennWest University, 2025 Purpose statement The purpose of this research is to develop an art therapy-based curriculum to support life skill development for autistic adolescents. Justification Increased rates of Autism Disparities in ASD diagnoses and services Gaps in supporting life skill development for autistic adolescents within educational settings. Adolescence is a time of significant physical and mental growth. Need to prevent autistic adolescents from feeling pressured to conform to neurotypical expectations. Need to prioritize the respect and celebration of neurodivergent voices Terms Identity-First Language Differentiated Instruction Metaphorical Approaches Literature Review Theoretical Framework A combination of principles from: Social Emotional Learning Teaching, modeling, and practicing social and emotional competencies can lead to positive student outcomes, which are crucial for success in both school and life. Cognitive Behavioral Therapy Combining CBT with other theories will enhance addressing emotional and cognitive aspects of autism with what works well and creates a more comprehensive curriculum that can be flexible and tailored to individual needs. Strengths-based Positive Psychology Supported environments that utilize strengths-based approaches to intervention and encouragement can potentially lead to positive outcomes for autistic adolescents, offering a social model solution. Literature Review Understanding Core Characteristics of Autism Challenges Faced by Autistic Individuals Challenges in the Educational Setting Strengths for Autistic Individuals Neurodivergence Adolescents Autism Traits Often Targeted in Therapy Literature Review Traditional Treatments Applied Behavior Analysis (ABA) Cognitive Behavioral Therapy (CBT) Various other Interventions The primary objective of autism research, whether intentional or not, is to make autistic individuals conform to neurotypical standards Art Therapy for Autistic Individuals Metaphorical Approaches Art Education and Art Therapy Strategies Target Audience Methodology Seeks to foster essential life skills, promote self-determination, and increase self-esteem in autistic adolescents. Interventions focus on addressing the needs of autistic adolescents and providing support as they acquire and master new skills. Curricular Structure: Driven by three key theoretical approaches Neurodiversity-affirming approaches incorporates insights from art therapists and mental health professionals Curricular Outline: Six tailored art therapy intervention topics 40-minute sessions Structured format Opening check-ins Interventions and goals Guided discussions and check-outs or assessments Flexible Curriculum Layout Emotional Check-in Objective(s)/Goals Goals: Identify and express feelings Objective: Enhance self-awareness, improve emotional regulation, and foster self-acceptance. Quick Response: Feelings Check-In for Better Communication Feelings Check-In Mark on the line below what you are feeling right now... Colors and Lines I feel this way because ... I am stressed and didn’t sleep well. Something that might help me today is... Materials & Media RECOMMENDED: Drawing paper-4x4 Colored Pencils Markers Small Sketchbook (this can be optional) OPTIONAL: Tempera paint sticks Crayons Watercolors Emotion check in-sheet (Supplemental 1) post-its Chart paper Taking breaks once in a while. Post-it note check-in Topic 1 Your Voice Matters-Goal Forming Objective(s)/Goals Goals: Begin establishing trust and understanding between the therapist and group members, to enhance communication and collaboration. Understand their unique experiences, validating their perspectives, and creating a comfortable environment. Objectives: Through creative collaboration, participants practice communication and cooperation with peers. To represent their identities, group members will create a visual collage. Opening Intervention Building Rapport/Group Hands Liebmann, M. (2015). Art therapy for groups: A handbook of themes and exercises. Routledge. Topic 1 Your Voice Matters-Goal Forming Objective(s)/Goals Goals: Begin establishing trust and understanding between the therapist and group members, to enhance communication and collaboration. Understand their unique experiences, validating their perspectives, and creating a comfortable environment. Objectives: Through creative collaboration, participants practice communication and cooperation with peers. To represent their identities, group members will create a visual collage. Intervention Visual Representation College Topic 1 Your Voice Matters-Goal Forming Identifying Goals Objective(s)/Goals Goals: Begin establishing trust and understanding between the therapist and group members, to enhance communication and collaboration. Understand their unique experiences, validating their perspectives, and creating a comfortable environment. Objectives: Through creative collaboration, participants practice communication and cooperation with peers. To represent their identities, group members will create a visual collage. Intervention Goal Forming Smart Goals Goal Tracking Topic 2 Understanding Strengths Objective(s)/Goals Goals: To Identify individual strengths Objectives: Increase overall self-esteem. Visualize and explore various aspects of their emotional life, personal values, and coping strategies. Intervention Identifying Strengths Topic 2 Understanding Strengths Objective(s)/Goals Goals: To Identify individual strengths Objectives: Increase overall self-esteem. Visualize and explore various aspects of their emotional life, personal values, and coping strategies. Intervention Your Power Card Topic 2 Understanding Strengths Objective(s)/Goals Goals: To Identify individual strengths Objectives: Increase overall self-esteem. Visualize and explore various aspects of their emotional life, personal values, and coping strategies. Intervention Positive Affirmations Topic 3 Understanding Emotions Objective(s)/Goals Goals: Enhance emotional literacy through the use of emotion chart, to recognize and articulate emotions. Objectives: Identify and understand emotions to communicate them to others. Intervention Emotion Chart Topic 3 Understanding Emotions Objective(s)/Goals Goals: Enhance emotional literacy to recognize and articulate emotions. Objectives: Identify and understand emotions to communicate them to others. Intervention Emotion Landscape Guzman, L. (2020). Essential Art Therapy Exercises. Callisto Publishing. Topic 4 Anxiety Mediator Objective(s)/Goals Goals: Develop healthy coping strategies Reduce anxiety symptoms and manage worry Objectives: Identify sensory triggers and communicate them to others. Identify and utilize at least 3 healthy coping mechanisms that are effective Intervention What Helps Topic 5 Future Self Objective(s)/Goals Goals: Enhance self-awareness, improve emotional regulation, and foster a positive mindset. Objectives: Identify aspirations, develop actionable steps toward achieving them, and create a clearer vision of desired future. Foster positive emotions and reduce anxiety by visualizing success. Intervention Future Outlook: Manual Topic 6 Personal Toolkit Objective(s)/Goals Goals: Build resilience through focusing on strengths and coping strategies Objectives: Utilize previous skills learned and apply them to future situations. Intervention Personal Toolkit Limitations & Future Research Made for specific population Future could be adapting to meet the needs of others. Adapted for general ed population Could be adapted for younger or older population Ideally written for a group better in group or individual Future-What is a good number of clients? Resource guide for parents to support this curriculum Could be adapted for shorter lengths of time Theoretical has not been put into practice Areas for Future Exploration Important to continue to reinforce this to help this become a second nature/lean into it Making sure with in school or home this is also reinforced with other educators and parents. If in schoolIEP : can be brought into annual meeting in order to help client advocate Second part of curriculum Personal metaphor Social connections by building strengths and interests Building Community Awareness on existing Final Thoughts 21 years of working with adolescents in art education has given me the privilege of seeing where gaps are within my geographical area. Over the years I have observed the changes in struggles with adolescents. Mental health issues on the rise IEP’s on the rise This is only the beginning of what could have great potential. This curriculum is something that will change and adapt much like the adolescent population. why flexibility is essential needs to meet the needs of each individual References Association for Autism and Neurodiversity. (2016). What is autism?. Association for Autism and Neurodiversity. https://aane.org /autism-info-faqs/autism-basics/what-is-autism/ ASAN. (2025). About autism. Autistic Self Advocacy Network. https://autisticadvocacy.org /about-asan/about-autism/ CDC. (2024). Treatment and intervention for autism spectrum disorder. U.S. Centers for Disease Control and Prevention. https://www.cdc.gov/autism/treatment/index.html Chapman, R., & Botha, M. (2022). Neurodivergence‐informed therapy. Developmental Medicine & Child Neurology, 65(3), 310–317. https://doi.org /10.1111/dmcn.15384 Guzman, L. (2020). Essential Art Therapy Exercises. Callisto Publishing. Hillier, A., Johnson, H., Rosenbaum, B., Paterson, W., Veneziano, J., & Wood, A. (2025). Stress, anxiety, and steampunk art in autistic adolescents and young adults. The Arts in Psychotherapy, 94, 102314. https://doi.org /10.1016/j.aip.2025.102314 Liebmann, M. (2015). Art therapy for groups: A handbook of themes and exercises. Routledge. Quirk, F. (2024, September 26). Becoming neurodiversity affirming: Listening to autistic people to inform our approaches with neurodivergent students in schools. Opening Doors to Safer and More Inclusive Schools - Opening Doors to Safer and More Inclusive Schools. https://endseclusion.org /2024/09/16/becoming-neurodiversity-affirming-listening-to-autisticpeople-to-inform-our-approaches-with-neurodivergent-students-in-schools/ Stallings, J. W. (2021). Special interest connection framework: Integrating pop culture into art therapy with autistic individuals. Art Therapy, 39(3), 121–127. https://doi.org /10.1080/07421656.2021.2013718 Vogel, S. W., Mullins, K. L., & Kumar, S. (2024). Art therapy for children and adolescents with autism: A systematic review. International Journal of Art Therapy, 30(2), 113–122. https://doi.org /10.1080/17454832.2024.2343373 Questions