Document Type : Original Article
Authors
1
Department of Painting-Craft Division, Faculty of Education Fine Arts Education, Atatürk University, Kazim Karabekir, Turkey
2
Associate professor, Department of psychology, Payame Noor University, Tehran, Iran.
10.22098/jrp.2025.16855.1288
Abstract
In children with Attention Deficit/Hyperactivity Disorder (ADHD), functional deficits are closely associated with emotional regulation problems, impulsivity, and recurrent patterns of hyperactivity and inattention. Art therapy has emerged as a supplemental intervention for children's emotional, behavioural, and developmental problems in the domains of human services and mental health. This systematic review set out to determine the effectiveness of art therapy in reducing the primary symptoms of ADHD in children. Using databases like SCOPUS, Web of Science, PubMed, Google Scholar, SPORTDiscus, and MEDLINE, a comprehensive literature review encompassing research conducted between 1921 and May 2023 was conducted. Based on the inclusion criteria, which required art therapy to be the primary intervention for managing ADHD symptoms, five studies were selected for analysis. The findings demonstrated that methods such as drawing, making mandalas, and keeping emotional diaries consistently enhanced social skills, attention, and emotional regulation, while also improving the four primary symptoms of ADHD: impulsivity, hyperactivity, inattention, and emotional dysregulation. According to these results, which are backed by psychological theories, incorporating art therapy into clinical settings, school programs, and at-home activities provides a useful, entertaining, and affordable alternative to traditional ADHD treatments. By putting such interventions into practice, kids can learn self-control, become more focused in class, and form stronger bonds with their peers. To optimize these advantages, future studies should improve procedures and assess long-term impacts. Therefore, future research is encouraged to consider this issue when designing interventions .
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