Engaging in artistic creation and philosophical discussions with youth has been shown to facilitate and encourage expression and awareness of emotions (Waller, 2006). When conducted in school settings, they promote awareness and self-understanding in children, which fosters better emotional and social adjustment (Freilich & Shechtman, 2010; Lefrançois, 2006; Vansieleghem, 2014). Similarly, decades of research in self-determination theory have shown that the satisfaction of the basic psychological needs for self-determination, competence and relatedness is positively associated with wellbeing and mental health (Deci & Ryan, 2000). Engaging in artistic creation and philosophical discussions with children can increase their satisfaction of these needs (Malboeuf-Hurtubise et al., 2021a, b; Léger-Goodes et al., 2023). Autonomy and relatedness, in turn, have been linked with the development of empathy (Pavey et al., 2012), which can be defined as sharing the concern for other people’s lived experience and distress (Dovidio et al., 2006). In this presentation, we will share results from two qualitative studies conducted in school settings (N=40; mean age 11 years-old), in which artistic and philosophical activities were implemented. Through thematic analysis originating from semi-structured interviews and a group discussion on the topic of love, we will explore links between the satisfaction of autonomy and relatedness and the development of empathy in children.

Authors:
Catherine Malboeuf-Hurtubise, Bishop's University, Canada
Terra Léger-Goodes, Université du Québec à Montréal, Canada
Catherine Herba, Université du Québec à Montréal, Canada
Jonathan Smith, Université de Sherbrooke, Canada

About the Presenter(s)
Dr Catherine Malboeuf-Hurtubise is an associate professor in the department of Psychology at Bishop's University, in Canada. She specializes in youth mental health and in arts and philosophy based interventions to foster child wellbeing.

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