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ART THERAPY & BULLYING
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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
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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
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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,
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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
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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
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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
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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
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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.
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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
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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
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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
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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
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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 &
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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
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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
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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
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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
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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
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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.
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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
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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,
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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. Ultimately, the program demonstrates the value of art
therapy as a preventative and restorative tool, helping students navigate bullying, build
resilience, and foster positive relationships.
ART THERAPY & BULLYING
32
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Appendix
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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.
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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. Ultimately, the program demonstrates the value of art
therapy as a preventative and restorative tool, helping students navigate bullying, build
resilience, and foster positive relationships.
ART THERAPY & BULLYING
32
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