ABSTRACT
In January 2020, a new state-wide art therapy in prisons program was established to bring art therapy to youth offenders in four prisons to help mitigate obstacles to their education, such as emotional dysregulation, behavioral issues, and cognitive difficulties. Shortly thereafter COVID-19 halted regular programming. In a system where sequestration is already a normative practice, over-isolation occurred. Art therapists developed strategies to continue providing services, including art-based workbooks and written correspondence. Three case vignettes and overall program feedback illustrate the participants' experiences and responses to the programmatic adjustments. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Education is regarded as an avenue for success while the under-educated are disproportionately more likely to be incarcerated and remain within the correctional system. Current prison reforms have focused on increasing access to educational programming. However, these programs are not designed to address the lack of control, poor self-regulation, low emotional intelligence, inadequate social skills, or lack of internal motivation that hinder progress. Art therapy has been found effective in mitigating these impediments. Recognizing this, a partnership arose between a state Department of Corrections and a State University's graduate art therapy program out of which emerged an Art Therapy in Prisons Program, funded through the Individuals with Disabilities Education Act. Two art therapists provided services to youthful male and female offenders in four institutions to assuage these obstacles. This article explores the genesis and development of this program, and the flexible adjustments required to address the impending COVID-19. We conclude how those who participated did indeed demonstrate improvement.