VISUAL SYMBOLS IN ART THERAPY FOR EMOTIONAL EXPRESSION AND HEALING: A CASE STUDY OF CHINESE ELEMENTARY SCHOOL STUDENTS
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This study explores the role of visual symbols in enhancing emotional expression, regulation, and social development among Chinese elementary school students through visual art therapy. Using a quasi-experimental case study design, seven students aged 6–9 participated in an eight-week art therapy intervention in a natural classroom setting. Data were collected through pre- and post-intervention questionnaires, classroom observations, and student artwork analysis. The findings reveal that children initially relied on literal imagery but gradually developed the ability to use abstract and symbolic representations to express complex emotions. Engagement with visual symbols promoted emotional self-awareness, reduced anxiety, and encouraged positive peer interactions. Grounded in Social Cognitive Theory, Self-Psychology, and Cognitive Development Theory, this study underscores the significance of visual art therapy in fostering emotional literacy and resilience. It advocates for the integration of art-based therapeutic practices into educational systems to support the holistic development of children in China.
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