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Ashley Flinn

Instructor Christina Nipper-Karnowski

ART 300 Elementary Art Methods (VB)

26 October 2014

Simple Bookbinding & Journalling in Nature for Kids with Emotional Disturbance Disabilities

The category of Emotional Disturbance as defined by the Individuals with Disabilities

Education Act (IDEA) is as follows:

A. The term means a condition exhibiting one or more of the following characteristics

over a long period of time and to a marked degree that adversely a#ects a childs

educational performance:

(i) An inability to learn that cannot be explained by intellectual, sensory, or health

factor

(ii) An inability to build or maintain satisfactory interpersonal relationships with

peers and teachers.

(iii) Inappropriate types of behavior or feelings under normal circumstances.

(iv) A general pervasive mood of unhappiness or depression.

(v) A tendency to develop physical symptoms or fears associated with personal

or school problems.

B. The term includes schizophrenia. The term does not apply to children who are

socially maladjusted, unless it is determined that they have an emotional disturbance

(2004).

This and other categories defined by the IDEA, are not strictly medical or scientific categories,

but are meant to provide legal coverage for all people with disabilities. However, this category

does correlates to the category of Emotional/Behavioral disorders as contained within the

Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V). This includes the

following disorders: anxiety disorders (generalized anxiety disorder, obsessive-compulsive

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disorder, etc.), post-traumatic stress disorder, attention-deficit hyperactivity disorder, autism

spectrum disorders, bi-polar disorder, personality disorders (including borderline personality

disorder), depression, dissociative disorders, eating disorders, and gender dysphoria;

disruptive, impluse-control, and contact disorders (including antisocial personality disorder and

oppositional defiant disorder); and schizophrenia. This covers such a wide variety of disorders

that many medical professionals have advocated changing the language in the IDEA to match

how medicine categorizes them, and lessen confusion in education about what kids can be

considered for Special Education services (PACER Center). In a study done by the Center for

Disease Control and Prevention, 13 percent of children ages 8-15 had been diagnosed with an

emotional/behavioral disorder in the previous year (National Institute of Mental Health).

Considering the prevalence and variety of disorders, it would be very di$cult to

promote one art activity to suit the entire category of emotional disturbance defined by the

IDEA. That being said, art and creative therapies can be very useful in helping children with any

of these disorders. Art provides a safe way to express and explore their feelings and

experiences. More importantly, it gives them a way to manipulate and control their physical

world. Many of the disorders listed previously can be worsened or triggered by the child feeling

of a lack of control, especially anxiety disorders and depression. Activities which allow a large

degree of control and customization/ownership over the final creation are well-suited to

children with emotional/behavioral disorders. Hard to manipulate materials and overly-di$cult

methods should be avoided. The following activity is well suited to older children (5th grade

and up), and will be helpful for children with anxiety disorders, depression, PTSD, among

others.

The practice of journalling is very helpful for all kids, but can be particularly therapeutic

for children with emotional and behavioral disorders. Leading children through making their

own journals and sketchbooks increases the likelihood that they will engage in journaling and

sketching, because they get to choose colors and textures of paper and thread that resonate

with them. Children who have sensory issues (dont like the feel or sound certain things, etc.)

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will also benefit from this project, as they can choose papers that dont trigger problems. To

further benefit the children, taking them outside to sketch and paint in the handmade books,

and if budget and time permit, perhaps visit a local park for a short walk (for example, Tuttle

Creek Lake has some excellent nature trails), will help sooth and invigorate them even more.

Children with ADHD experience relief of their many negative symptoms when they are in nature

(Rosenow 2). There are many beneficial skills to be learned in bookbinding for children of

various learning abilities: fine craftsmanship and attention to detail, fine-motor skills (hand-

sewing is a great way to hone this skill), measuring, and manipulation of a flat surface (sheets

of paper) into a 3D object (bookbinding exercises visual-spatial skills, because you can

anticipate the next steps because of various binding patterns).

A simple binding structure would be best for this activity.

If working with older children or gifted children, a more

complicated structure can be used. The two best types of non-

adhesive binding would be pamphlet and Japanese stab. If a

hardcover journal is desired, an easy solution is a Japanese

accordion sketchbook. If making a hardcover book, student can

bring in scraps of fabric that they like the look or feel of to make

the covers. Materials for bookbinding can be expensive, but

cheaper alternatives are available. Instead of dense, acid-free

binder board, students can use salvaged

cardboard or thick chipboard. Embroidery

floss or yarn can be used in place of linen

thread. Bone folders are easily replaced with wooden

spoons or dowels. Children can collage or paint their

own covers, and everything is very customizable.

Hardcover accordion book instructions can be

found here. Pamphlet stitch and Japanese Stab

Fig. 1 and 2: Hardcover Japanese accordion

journal, and supplies needed.

Photos and styling by Claire Dalgliesh (Makhijani).

http://www.designsponge.com/2013/03/bookbinding-101-japanese-four-hold-binding.htmlhttp://www.designsponge.com/2013/03/bookbinding-101-five-hole-pamphlet-stitch.htmlhttp://www.designsponge.com/2013/03/bookbinding-101-accordion-book.html

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instructions can be found on a number of

websites and books. There are many excellent

instructional videos available online as well. The

video series on YouTube by Sea Lemon is

especially helpful both for bookbinding tutorials

and bookbinding supplies, substitutes, and tips. Tools for pamphlet stitch and Japanese stitch

include something to poke holes (pushpins work great for this, or you can do it for the kids

beforehand), a bone folder or substitute, a

needle, thread or yarn, a ruler, pencil, and

scissors. I recommend doing this activity with

multiple adult helpers in the classroom, or with

an ELMO projector. This project will take 3-4

class periods to finish based on previous

lessons I have taught.

Fig. 3 and 4: 5-hole pamphlet stitch binding

Photos and styling by Claire Dalgliesh (Makhijani).

Fig. 5: Japanese 4-hole Stab binding.

Photos and styling by Claire Dalgliesh (Makhijani).

https://www.youtube.com/playlist?list=PL179BD249EB2CF650https://www.youtube.com/playlist?list=PL3AA6B7C8E6CE4AEF

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Works Cited

An Act to Reauthorize the Individuals with Disabilities Education Act, and for Other Purposes.

(Short title: Individuals with Disabilities Education Improvement Act of 2004). (PL

108-446, 4 Dec. 2004). IDEA.ed.gov. U.S. Department of Education. Web. 22 Oct. 2014.

Diagnostic and Statistical Manual of Mental Disorders. 5th ed. Arlington, VA: American

Psychiatric Association, 2013. Print.

Makhijani, Pooja, and Dalgliesh, Claire. "Bookbinding 101: Accordion Book." Design Sponge.

Ed. Grace Bonny. Mar. 2013. Web. 26 Oct. 2014.

Makhijani, Pooja, and Dalgliesh, Claire. "Bookbinding 101: Five-Hole Pamphlet Stitch. Design

Sponge. Ed. Grace Bonny. Mar. 2013. Web. 26 Oct. 2014.

Makhijani, Pooja, and Dalgliesh, Claire. "Bookbinding 101: Japanese 4-hole Stab Binding

Design Sponge. Ed. Grace Bonny. Mar. 2013. Web. 26 Oct. 2014.

National Institute of Mental Health. U.S. Department of Health and Human Services. Web. 22

Oct. 2014.

PACER Center: Champions for Children With Disabilities. What Is An Emotional or Behavioral

Disorder?. Minneapolis, MN: Minnesota Department of Education, 2006. Web. 22 Oct.

2014.

Rosenow, Nancy. Teaching and Learning about the Natural World. Young Children. January.

2008: 1-4. Print.