Parker, Dana. (2022). “How do Arts Programs Facilitate Emotion Regulation in the Prison Setting?” Unpublished senior thesis. Trinity College, Hartford, Connecticut.  

Parker, Dana. (2022). “How do Arts Programs Facilitate Emotion Regulation in the Prison Setting?” Unpublished senior thesis. Trinity College, Hartford, Connecticut.  

Author Affiliations: Trinity College, Hartford, Connecticut

Artforms: general arts
Program: N/A
Program Description: N/A
Program (Study) Location: N/A
Study Published: 2022
Participant Type: Formerly incarcerated adult male and female participants who had participated in arts programs while incarcerated
Sample Size: 29 individuals; 24 had participated in arts programs while in prison, five after release
Data Type: Participant responses to three validated measures: the Cognitive Emotion Regulation Questionnaire Short-Form (CERQ-Short), the Emotion Regulation Strategies for Artistic Creative Activities (ERS-ACA) and Self-expression and Emotion Regulation in Art Therapy Scale (SERATS)
Evaluation Focus: Effects of arts-based interventions on emotion regulation (ER), specifically the impact of time in prison/arts programs, gender and specific art forms on emotion regulation.

Summary of Impact: The study found that “[r]entry and prison arts programs provide an opportunity for rehabilitation that for rehabilitation that facilitates healthier emotion regulation (ER), relationship building, and self-esteem.” Women employed ER strategies more often than men and all arts participants used positive refocusing but there was no significant difference between more years spent in an arts program and ER.

KEYWORDS: adult, emotion regulation, prison arts programs, reentry, rehabilitation, relationship building, self-esteem

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