Creating a Safe Space During Classroom-Based Sandplay Workshops for Immigrant and Refugee Preschool Children

Beauregard, Caroline, Rousseau, Cécile, Benoit, Maryse et Papazian-Zohrabian, Garine (2022). Creating a Safe Space During Classroom-Based Sandplay Workshops for Immigrant and Refugee Preschool Children. Journal of Creativity in Mental Health . pp. 1-17. doi:10.1080/15401383.2022.2076001 Repéré dans Depositum à https://depositum.uqat.ca/id/eprint/1415

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Résumé

Schools must address immigrant and refugee children’s specific needs to enhance their psychosocial development. While most existing programs focusing on children’s emotional and developmental needs assume that they have a basic knowledge of the language of schooling, less verbal interventions, especially sandplay, provide other promising avenues. This article describes a classroom-based sandplay intervention with immigrant and refugee preschool children in Canada, involving teachers. Based on individual and class-level observations, we examine the creation of emotional safety during the workshops and teachers’ role in its development, focusing on the process of two children from Syria. Analyses suggest that teachers provided a safe-enough space that allowed children to express, during the workshops, emotions related to their life experiences. While implementing sandplay in non-clinical settings with non-art-therapists involves challenges, offering sandplay workshops in classrooms should be considered as a valid avenue of intervention to support the social adjustment of immigrant and refugee children.

Type de document:	Article
Informations complémentaires:	Cette version de l'article représente le manuscrit final accepté pour publication (postpublication). La version officielle a été publiée dans la revue Journal of Creativity in Mental Health en 2022 : https://doi.org/10.1080/15401383.2022.2076001
Mots-clés libres:	sandplay; preschool; safe space; teachers; immigrant; refugee; children; creativity in counseling
Divisions:	Développement humain et social
Date de dépôt:	13 mars 2023 18:52
Dernière modification:	23 mai 2023 04:00
URI:	https://depositum.uqat.ca/id/eprint/1415

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