Document Type
Article
Publication Date
4-23-2025
Abstract
Date: 04/23/2025
Student Name: Jeanine S. Robinson
Capstone Project Title: Development of a Mindfulness and Visual Arts Program to
Support Emotional Self-Regulation in Children with ADHD in Community-Based Settings
Capstone Faculty Advisor: Dr.Thierry Lienou, OTD, OTR/L,CAPS,ATP
Abstract:
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) frequently experience challenges with emotional self-regulation that can significantly impact their participation in educational, social, and recreational activities. Although mindfulness and visual arts interventions have demonstrated effectiveness in promoting emotional regulation, limited resources exist that integrate these strategies into community-based environments. This doctoral capstone project addresses this gap through the development of a mindfulness and visual arts program specifically designed to support emotional self-regulation in children with ADHD within a children’s museum setting. Using a mixed methods approach, this project incorporated a comprehensive literature review, analysis of both museum demographic data and local demographic data from Gulfport, Mississippi, a predictive analysis using secondary data sources, and alignment with the Lynn Meadows Discovery Center (LMDC)’s 2021–2026 Strategic Plan. The resulting program includes structured lesson plans, staff training materials, and caregiver resources designed to be accessible, adaptable, and grounded in evidence-based occupational therapy frameworks. Program evaluation—focused on feasibility, stakeholder alignment, and sustainability—revealed a strong institutional fit, high potential for long-term integration, and an estimated annual reach of over 9,100 children with ADHD based on predictive analysis of museum visitation trends. These findings support the need for accessible, non-clinical interventions in community settings and highlight the potential of children’s museums to serve as effective, inclusive environments for promoting emotional self-regulation among neurodiverse children. By embedding mindfulness and visual arts activities into museum programming, the program provides a scalable, non-clinical model for supporting emotional self-regulation development among children with ADHD in informal learning environments.
Recommended Citation
Robinson, Jeannine and Lienou, Thierry, "Development of a Mindfulness and Visual Arts Program to Support Emotional Self-Regulation in Children with ADHD in Community-Based Settings" (2025). Howard University, Department of Occupational Therapy Capstone and Faculty Research. 4.
https://dh.howard.edu/huotresearch/4
