A Systematic Literature Review of Neuroscience and the Expressive Therapies Continuum (ETC) Addressing Self-Esteem among Children with Learning Disabilities

Abstract

Neurological implications suggest a link between the systems within the brain responsible for regulating emotions and processing kinesthetic/sensory-oriented stimuli. In addition, studies which examined self-esteem among children with learning disabilities suggest a connection exists between a child’s lack of successful learning experiences and lower self-esteem. A systematic literature review was conducted to determine if the neurological structures used to engage in art directives derived from the principles of the Expressive Therapies Continuum could help improve self-esteem in children with learning disabilities. The purpose of this systematic review was to apply the information from the research findings towards designing a six-week art-based pilot research study with the intention of incorporating this program into an overall educational framework.