An Analysis of Taiwanese Art Therapists’ Experiences Integrating Art Materials into Parent Education and the Construction of Core Program Elements

Abstract Book of the 10th World Conference on Social Sciences and Humanities

Year: 2026

[PDF]

An Analysis of Taiwanese Art Therapists’ Experiences Integrating Art Materials into Parent Education and the Construction of Core Program Elements

Dr. Huichuang Chu, Ting-Fang, Chien, Yin-Che Chen, Ming-Kai Chang

ABSTRACT:

This qualitative study investigated how Taiwanese art therapists integrate art materials to promote both individual and family system transformation in parent education. Following grounded theory, semi-structured interviews were conducted with eight experienced professionals (mean experience: 10.7 years) across medical, educational, and social welfare contexts. Five core elements emerged: (1) Clinical Materials Selection, translating the sensory and expressive qualities of materials (e.g., clay, paint) into developmentally tailored therapeutic tools; (2) Structured Systemic Model, encompassing 6–8 sessions with a 10–30 minute parental observation and review component to facilitate cognitive restructuring; (3) Parent-Oriented Transformation Strategies, shifting parental attention from creative outcomes to the child’s exploratory process; (4) Cultural Adaptation, balancing artistic spontaneity with Taiwanese parental expectations for behavioral guidance; and (5) Dynamic Evaluation, adjusting interventions according to child development and family support systems. Art materials function as non-verbal catalysts, fostering parental empathy and systemic change, offering a foundation for developing culturally grounded, art-based parent education programs.

Keywords: Art therapy, Parent education, Art materials, Art-Based, Grounded theory