Creating Compassion: Using Art for Empathy Learning with Urban Youth
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| Title: | Creating Compassion: Using Art for Empathy Learning with Urban Youth |
|---|---|
| Language: | English |
| Authors: | Morizio, Laura J. (ORCID |
| Source: | Contemporary School Psychology. Dec 2022 26(4):435-447. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Empathy, Art Education, Urban Schools, Social Emotional Learning, Elementary School Students, Low Income Students, Minority Group Students, Kindergarten, Grade 1, Curriculum Implementation |
| DOI: | 10.1007/s40688-020-00346-1 |
| ISSN: | 2159-2020 2161-1505 |
| Abstract: | Social-emotional learning (SEL) curricula are being increasingly implemented with young children; however, access to comprehensive programs can be prohibitive for programs limited by finances, time, or other factors. This article describes an exploratory case study that investigates the use of creative activity in the direct promotion of empathy and indirect promotion of other social-emotional skills for early elementary children in an urban-based after-school setting. A novel curriculum, Creating Compassion, which combines art engagement with explicit behavioral instruction, serves as a promising avenue for social-emotional skill development, and has particular importance for children from low-income households. Five children from racially minoritized backgrounds in grades kindergarten and first attended the Creating Compassion group intervention. Group-level data and individual data of direct behavior ratings suggested a modest increase in empathy development, responsible decision-making, and self-management skills and thereby provide a preliminary basis for further effectiveness investigation. Suggestions for future research in this area are discussed in addition to social justice implications. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1353208 |
| Database: | ERIC |
| Abstract: | Social-emotional learning (SEL) curricula are being increasingly implemented with young children; however, access to comprehensive programs can be prohibitive for programs limited by finances, time, or other factors. This article describes an exploratory case study that investigates the use of creative activity in the direct promotion of empathy and indirect promotion of other social-emotional skills for early elementary children in an urban-based after-school setting. A novel curriculum, Creating Compassion, which combines art engagement with explicit behavioral instruction, serves as a promising avenue for social-emotional skill development, and has particular importance for children from low-income households. Five children from racially minoritized backgrounds in grades kindergarten and first attended the Creating Compassion group intervention. Group-level data and individual data of direct behavior ratings suggested a modest increase in empathy development, responsible decision-making, and self-management skills and thereby provide a preliminary basis for further effectiveness investigation. Suggestions for future research in this area are discussed in addition to social justice implications. |
|---|---|
| ISSN: | 2159-2020 2161-1505 |
| DOI: | 10.1007/s40688-020-00346-1 |
