According to the American Educational Research Association (AERA) (2013) bullying is one of the greatest health risks to children and young adults in the United States. It is harmful in its impact to the victim, the bystander, and the bully and is often less visible and less identifiable than other public health concerns. The effects on victims, offenders, and bystanders can be long lasting and can affect an individual’s development (AERA, 2013).
The impact of bullying on education is profound. As a result of bullying, a child’s academic achievement can be greatly affected (Petrosino, Guckenburg, & DeVoe, 2010). As mandated by law, school districts have implemented the required intervention programs that stimulate conversation but do not provide a lasting effect. While there are currently many intervention programs in schools, the arts must be included and be an active part of any program.
The purpose of this instrumental case study is to understand, explore, and provide insight into the interventions used in conventional districts where art education is not used as well as those districts that do employ the visual arts as interventions for bullies, victims, and bystanders. I will also examine the differences and similarities between the two disciplines, art education, and art therapy and will explore the role of each.
","abstract_html":"<p>According to the American Educational Research Association (AERA) (2013) bullying is one of the greatest health risks to children and young adults in the United States. It is harmful in its impact to the victim, the bystander, and the bully and is often less visible and less identifiable than other public health concerns. The effects on victims, offenders, and bystanders can be long lasting and can affect an individual’s development (AERA, 2013).</p> <p>The impact of bullying on education is profound. As a result of bullying, a child’s academic achievement can be greatly affected (Petrosino, Guckenburg, & DeVoe, 2010). As mandated by law, school districts have implemented the required intervention programs that stimulate conversation but do not provide a lasting effect. While there are currently many intervention programs in schools, the arts must be included and be an active part of any program.</p> <p>The purpose of this instrumental case study is to understand, explore, and provide insight into the interventions used in conventional districts where art education is not used as well as those districts that do employ the visual arts as interventions for bullies, victims, and bystanders. I will also examine the differences and similarities between the two disciplines, art education, and art therapy and will explore the role of each.</p>","abstract_has_math":false,"creators":["Neglia, Eugene"],"institution":null,"degree_name":"Ed.D. Educational Leadership","degree_level":"Dissertation","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Graziano, Jane","Johnson, Ane Turner","Greh, Deborah"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-04-01T07:00:00Z","date_published":"2016-04-01T07:00:00Z","updated_at":"2026-07-24T04:13:46Z","subjects":["Art Education","Art Therapy","Bullying","NJHIB","Bullying in schools; Art therapy for children","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/894","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Graziano, Jane","Johnson, Ane Turner","Greh, Deborah"]},{"key":"dc:creator","label":"Author","values":["Neglia, Eugene"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Art Education","Art Therapy","Bullying","NJHIB","Bullying in schools; Art therapy for children","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/894"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["According to the American Educational Research Association (AERA) (2013) bullying is one of the greatest health risks to children and young adults in the United States. It is harmful in its impact to the victim, the bystander, and the bully and is often less visible and less identifiable than other public health concerns. The effects on victims, offenders, and bystanders can be long lasting and can affect an individual’s development (AERA, 2013).
The impact of bullying on education is profound. As a result of bullying, a child’s academic achievement can be greatly affected (Petrosino, Guckenburg, & DeVoe, 2010). As mandated by law, school districts have implemented the required intervention programs that stimulate conversation but do not provide a lasting effect. While there are currently many intervention programs in schools, the arts must be included and be an active part of any program.
The purpose of this instrumental case study is to understand, explore, and provide insight into the interventions used in conventional districts where art education is not used as well as those districts that do employ the visual arts as interventions for bullies, victims, and bystanders. I will also examine the differences and similarities between the two disciplines, art education, and art therapy and will explore the role of each.
"]},{"key":"dc:title","label":"Title","values":["Bullying prevention and intervention in education through the visual arts: an instrumental case study"]}]}],"canonical_facts":{"dc:contributor":["Graziano, Jane","Johnson, Ane Turner","Greh, Deborah"],"dc:creator":["Neglia, Eugene"],"dc:date.available":["2016-04-05T07:00:00Z"],"dc:description.abstract":["According to the American Educational Research Association (AERA) (2013) bullying is one of the greatest health risks to children and young adults in the United States. It is harmful in its impact to the victim, the bystander, and the bully and is often less visible and less identifiable than other public health concerns. The effects on victims, offenders, and bystanders can be long lasting and can affect an individual’s development (AERA, 2013).
The impact of bullying on education is profound. As a result of bullying, a child’s academic achievement can be greatly affected (Petrosino, Guckenburg, & DeVoe, 2010). As mandated by law, school districts have implemented the required intervention programs that stimulate conversation but do not provide a lasting effect. While there are currently many intervention programs in schools, the arts must be included and be an active part of any program.
The purpose of this instrumental case study is to understand, explore, and provide insight into the interventions used in conventional districts where art education is not used as well as those districts that do employ the visual arts as interventions for bullies, victims, and bystanders. I will also examine the differences and similarities between the two disciplines, art education, and art therapy and will explore the role of each.
"],"dc:identifier":["https://rdw.rowan.edu/etd/894"],"dc:subject":["Art Education","Art Therapy","Bullying","NJHIB","Bullying in schools; Art therapy for children","Student Counseling and Personnel Services"],"dc:title":["Bullying prevention and intervention in education through the visual arts: an instrumental case study"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:13:46Z"}