THE ROLE OF ART THERAPY IN FOSTERING GROUP COHESION AMONG SCHOOLCHILDREN IN THE CONTEXT OF SCHOOL BULLYING

РОЛЬ АРТ-ТЕРАПИИ В УКРЕПЛЕНИИ ГРУППОВОЙ СПЛОЧЁННОСТИ СРЕДИ ШКОЛЬНИКОВ В УСЛОВИЯХ ШКОЛЬНОГО БУЛЛИНГА

Жанайхан Мустафа Болатулы

магистрант, Казахский национальный университет им. аль-Фараби,

Казахстан, Алматы

ABSTRACT

This paper explores the use of art therapy in addressing bullying in the school environment, with a focus on fostering group cohesion and empathy among students. The study emphasizes the "Your Self-Portrait" art therapy approach, aimed at creating positive interactions, developing empathy, and strengthening teamwork skills. This method allows students to express and process their emotions, contributing to the creation of an inclusive and supportive school atmosphere, reducing aggression, and strengthening relationships among students.

АННОТАЦИЯ

Статья рассматривает использование арт-терапии для борьбы с буллингом в школьной среде, с акцентом на развитие групповой сплоченности и эмпатии среди учеников. Особое внимание уделяется методике арт-терапевтического подхода "Ваш автопортрет", направленной на создание позитивных взаимодействий между учениками, развитие эмпатии и укрепление командных навыков. Этот метод помогает учащимся осознавать и выражать свои чувства, а также способствует созданию инклюзивной и поддерживающей школьной среды, что снижает уровень агрессии и укрепляет отношения среди студентов.

Keywords: art therapy, bullying, empathy, group cohesion, school environment, positive interactions, self-expression, teamwork skills.

Ключевые слова: арт-терапия, буллинг, эмпатия, групповая сплоченность, школьная среда, позитивные взаимодействия, самовыражение, командные навыки.

Introduction

Bullying remains a significant concern in educational settings, with profound effects on students' emotional, social, and academic well-being. According to the National Center for Educational Statistics (2019), approximately 20.2% of students report being bullied, with varying forms and frequencies of bullying experienced by different demographic groups. The prevalence of bullying is particularly notable among male students, who are more likely to report physical bullying, while female students more frequently report being subjected to rumors or social exclusion. Notably, 41% of students who have experienced bullying fear it may recur, reflecting the persistent nature of this issue.

The impact of bullying extends beyond immediate distress, contributing to long-term psychological and academic consequences. Students who are victims of bullying often suffer from depression, anxiety, sleep difficulties, and academic decline (Centers for Disease Control, 2019). Those who both bully and are bullied are at an even greater risk of experiencing mental health and behavioral issues. Furthermore, the experience of bullying diminishes self-esteem, strains relationships with friends and family, and negatively affects school performance (National Center for Educational Statistics, 2019).

In recent years, the rise of cyberbullying has added a new layer of complexity to the bullying landscape. Studies show that cyberbullying affects a significant proportion of students, with 15% of students reporting being bullied online or via text (National Center for Educational Statistics, 2019). The advent of social media and online gaming platforms has created new venues for bullying, particularly among tweens, who are heavily engaged in digital spaces. In fact, 20.9% of tweens have reported being involved in or witnessing cyberbullying (Patchin & Hinduja, 2020). The effects of cyberbullying are equally damaging, with tweens indicating that it negatively impacts their self-esteem, friendships, physical health, and academic work.

Given the pervasive nature of bullying and its serious consequences, there has been an increased recognition of the need for effective interventions. Schools, in particular, have been searching for innovative approaches to address bullying and promote a safe and supportive environment for all students. Traditional methods such as awareness campaigns and peer mediation have been useful, but the need for more holistic and creative strategies has led to the exploration of art therapy as a potential solution.

Art therapy, which uses various creative techniques to facilitate emotional expression and psychological healing, offers a unique approach to tackling bullying. By fostering an environment where students can express their emotions, reflect on their experiences, and develop a greater understanding of themselves and others, art therapy promotes resilience and empathy. In addition to individual therapeutic benefits, art therapy can also play a crucial role in building group cohesion, improving communication skills, and fostering positive social interactions among students. These collective benefits are essential in creating a school culture that prioritizes tolerance, respect, and inclusion.

This paper will explore the role of art therapy in fostering group cohesion among schoolchildren in the context of bullying. It will examine how art therapy can contribute to the development of positive social interactions, improve empathy, and create a sense of belonging among students. Furthermore, it will discuss how art therapy can empower students to challenge bullying behaviors, build resilience, and cultivate a culture of respect within the school community. By considering both the individual and collective impact of art therapy, this paper will highlight its potential as an effective tool in the prevention and intervention of bullying in schools.

Understanding the Nature and Impact of School Bullying

Olweus (1999) described bullying as a form of aggressive behavior that involves the repeated and systematic exposure of a child to negative actions on the part of one or more children. The behaviors can assume several forms, such as direct physical behaviors (for example, hitting, pushing, pulling) or direct verbal interactions (such as teasing, threatening, use of insulting language). Indirect forms of bullying also exist, including social exclusion and spreading of rumors [1, p.5-6].

Olweus pointed out three main criteria to define bullying:

1) Aggressive or Intentional Harm. The act contains an element of deliberate harm or aggression toward the target.

2) Repetition Over Time. The acts are not isolated but become a pattern over time.

3) Power Imbalance. This is a relationship where there exists a great power differential between the victim and the perpetrator(s), which could come in the form of physical strength, social status, and other forms of leverage.

Bullying encompasses several harmful behaviors that may be physical, verbal, indirect, or emotional in nature and may be carried out by one person or a group of people. Children being bullied can be exposed to several types of repeated aggression, such as:

- Physical attacks, like hitting, kicking, or punching

- Forced physical contact, such as pulling or pushing

- Intimidation by threats or menacing conduct

- The constant verbal abuse, derogatory remarks and use of objectionable terms

- Insulting comments towards the individual or their family members.

- Verbal abuse includes derogatory comments and hurtful words.

- The spreading of lies or malicious gossip to damage a person's reputation.

- Anonymous or explicit written notes with offensive or demeaning messages

- Social exclusion, being excluded from groups, games, or activities intentionally

- Personal property damage or destruction for the purpose of intimidation

- Coercion through fear, forcing the individual to surrender money or personal items.

The vast collection of bullying behaviors showcases their ability to both physically and emotionally harm victims, resulting in long-term negative effects on their well-being. [2, p.8]

Certain distinct roles can be identified in bullying dynamics, each having a different influence on the situation. By systematically observing students, I have identified specific roles that emerge within the classroom. Every student tends to adopt a particular role, whether they are directly involved in bullying or not. These roles can significantly shape the social dynamics of the class, affecting how bullying behaviors are reinforced or challenged. These include:

Aggressor (Bully) – The person who initiates aggressive behavior, which is targeted at the victim through violence or humiliation. The aggressor may act for reasons of domination or in an effort to improve their social status.

Victim – A person who experiences bullying behavior. Victims are generally subjected to repeated and harmful actions that may affect both their emotional and physical well-being.

Bystanders are individuals who observe bullying incidents yet do not engage directly in the behavior. Their roles can vary significantly, ranging from being passive observers to intervening actively, or, conversely, inadvertently supporting the bully by failing to act.

Defender – A person who actively supports the victim, trying to stop the bullying or offering comfort and protection. Defenders are usually caring people who do not approve of bullying behavior and may confront the bullying assertively.

Instigator – Someone who might urge or prod the bullying to keep their behavior, at times without actively being involved in bullying behavior. Instigators may get pleasure from the conflict and power dynamics, feeding the aggression subtly.

Outsider – A bystander who actively chooses not to get involved, to distance themselves from both the aggressor and the victim. Outsiders may feel that intervention is not their responsibility or may fear being targeted themselves.

Supporter – A person who, without initiating the bullying, takes the side of the bully by perhaps laughing or showing approval for the behavior. Supporters play an indirect role in creating a sense of acceptance around the bullying.

Such roles point to the involved intricate social dynamics of bullying, where the bully and the victim are not the only entities; in fact, many times, bystanders and supporters can either escalate or resolve the situation.

Art Therapy: Its Potential as an Intervention

Art therapy has evolved as a meaningful and innovative approach towards addressing the psychosocial problems that bullying presents. By offering a creative, non-verbal self-expression, it allows children to express and process their emotions in ways which may be very difficult to achieve with traditional verbal communication methods. This unique approach benefits not only the victims of bullying but also fosters understanding and empathy among all participants, thus creating a more harmonious and integrated learning environment.

At its essence, art therapy provides a safe and structured space in which children are able to process complex emotions such as fear, anger, isolation, and guilt. Often held inside due to feelings of shame or fear of judgment, these emotions can be externalized through art-making. For instance, a child who has been a victim of bullying might depict how he feels vulnerable or frustrated, thus allowing therapists insight into his inner world. This expression is in itself therapeutic, as it reduces emotional tension and gives a sense of venting. [3, p.23-25]

A further advantage of art therapy resides in its capacity to promote empathy and interpersonal connections among participants. Specifically, group art therapy sessions facilitate collaboration and communal experiences. By engaging in activities like the construction of a collective mural or narrating a story through sequential illustrations, students acquire a more profound comprehension of each other’s viewpoints. This collaborative creative endeavor dismantles interpersonal obstacles and fosters constructive relationships.

Moreover, art therapy helps to develop prosocial behaviors by improving emotional intelligence and communication skills. Children in these programs often learn to recognize and communicate their own feelings and, at the same time, obtain the skills to become more aware of and responsive to the emotions of others. Such increased sensitivity reduces the chances for aggressive behavior and equips students with the tools for positive problem-solving. [4, p.55-56]

Aside from addressing the acute emtional needs of students, art therapy also plays a preventive role in the long-term building of a positive school culture. Through art therapy included in overall anti-bullying programs, schools can create an environment that promotes respect, empathy, and cooperation. This type of approach not only reduces the negative effects of bullying, but it also helps to prevent occurrences of bullying in the future. [5, p.10-13]

Group Art Therapy Engagement

I developed a therapeutic art approach called "Your Self-Portrait," which would provide a positive relationship among the students. The ultimate goal of the program is to develop empathy, increase understanding of others, and strengthen teamwork skills. It allows belonging and cohesiveness with the group while also promoting positive interactions between individuals. It can be used in both individual and group settings, where it will be beneficial to observe and bring about positive changes within the group dynamic.

The "Your Self-Portrait" methodology offers a chance to put feelings and experiences into words using artistic expression, which allows people to discover deeper aspects of themselves. In such a group experience, individuals are given the opportunity to be able to express their beliefs, which reinforces the building of trust and strengthens group dynamics. This approach is especially helpful in a school environment because it reduces stress and conflict among students, hence creating a caring and friendly atmosphere. It caters not only to emotional and social growth but also promotes a cooperative and inclusive ethos within the school community.

Objectives of the Technique:

- To promote positive interaction among the participants.

- To develop empathy, the ability to realize the emotional conditions of others.

- To develop teamwork skills and a sense of group cohesion.

- To activate group bonding through creative and collaborative activities.

Materials Needed:

- Paper of various sizes: A4, A3, A0.

- Art materials: colored pencils, markers, watercolor, gouache, brushes, scissors and glueя.

- Pastels, oil and dry.

- Simple tools: pencil, sharpener, and eraser.

Stages of the Technique: "Your Self-Portrait"

Duration

Total Time: 1 to 1.5 hours.

Creative process: 30–40 minutes.

Reflection, connection, and sharing: 30–40 minutes.

Form of Work: individual, in pairs, in groups.

1st Stage: The Creative Process

Task: Draw your classmate who is sitting next to you, highlighting their strengths and positive qualities.

Guidelines: Focus only on the positive aspects of the person while drawing. Let your creativity flow as you emphasize their unique and admirable traits.

2nd Stage: The Process of Self-Reflection

Task: Answer the following questions and write your responses on sticky notes:

• Who is this person? How do they feel?
• What strengths or special qualities does your classmate have?
• If your drawing could speak, what would it say?

3rd Stage: The Process of Connection

Task: Carefully cut out the portrait of your classmate.

Attach it, along with your sticky note, to a shared group poster. This collaborative step symbolizes unity and helps create a visual representation of the group as a supportive and cohesive community.

4th Stage: Sharing (Sharing Circle)

Task: Each participant will individually present their drawing to the group and share their answers to the reflective questions.

Additional Reflection:

After presenting, each participant will also share:

• How they felt during the process.
• What emotions arose.
• What they discovered during the art practice—whether about themselves, their classmates, or the creative process.

A total of 80 students from 1st, 2nd, and 5th grades participated in group art therapy. The methodology aimed to address bullying while fostering class cohesion and empathy methodology aimed to address bullying while fostering class cohesion and empathy.

                  Table 1.

Key Observations During Group Art Therapy

1) Grade 5 (25 students)

Observations: Students collaborated to produce a collective artwork representing "knots of friendship," which facilitated their acknowledgment of the significance of each member within the class.

Reflection: Participants expressed a sense of unity in the community and commented on a strong feeling of personal growth. (Picture 1, Picture 4).

2) 1st Grade (30 students)

Observations: Students often exhibited physical encouragement via embraces and expressions of appreciation. Subsequently, they expressed their gratitude to peers for their involvement in the sessions.

Reflection: Many students told that they felt like being parts of a "big, happy family" (Picture 2).

3) 2nd Grade (25 students)

Observations: Through the art therapy, participants became more expressive during sessions and divulged their feelings and stories. This had significantly improved the communication in group interactions.

Reflection: Students noticed that they gained a better understanding of each other's feelings and points of view. (Picture 3)

The "Your Self-Portrait" art therapy intervention has been a good tool to help the students foster positive peer interactions and increase group cohesion in the classroom. By engaging in the creative activity, students could concentrate on the strengths and positives of their peers, hence creating an environment built on mutual respect. The stage of self-reflection made the student think about the emotional conditions and strengths of his peers, which helped him feel empathy and understand others more deeply. The process improved relationships among the people involved but at the same time motivated students to interact with each other in a more emotionally connected and empathic way.

Group dynamics were much better during the connection phase, where students got an activity to do together in order to create a collaborative poster and strengthen their sense of community and belonging. Sharing their artistic creations and reflective insights enabled the students to put their emotions into words and learn new things about their peers. Additionally, the approach helped bring about a positive change in the interaction of students in class, where they were found to be more cooperative, respectful, and understanding of one another. In short, the "Your Self-Portrait" method was instrumental in creating a positive and interactive classroom environment, highlighting the importance of empathy and friendship in educational settings.

Picture 1. Art Product by Fifth Graders, Technique: "Your Self-Portrait"

Picture 2. Art Product by Second Graders, Technique: "Your Self-Portrait"

Picture 3. Art Product by Firs Graders, Technique: "Your Self-Portrait"

Picture 4. Art Product by Fifth Graders, Technique: "Your Self-Portrait"

Conclusion

Art therapy is one of the serious and new approaches to bullying in an educational setting. It leads to the expression of emotions and strengthens group unity, thus engaging both the personal and communal aspects of bullying. Approaches like "Your Self-Portrait" show the possibility of creative activities in cultivating empathy, raising the level of social relations, and fostering a stronger sense of community among the students.

As schools look for effective ways to counter bullying, integrating art therapy into more holistic approaches to prevention and intervention may be life-changing. Providing an environment of respect, understanding, and collaboration, art therapy not only reverses the adverse effects of bullying but also empowers students to be actively involved in creating a positive and supportive learning environment. That is why the result is guaranteed: schools become safe places where each child can grow and develop emotionally, socially, and academically.

References:

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