New Jersey History (NJH - E-Journal)
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Stepped-Care Approaches to Posttraumatic Stress Disorder: Sharpening Tools for the Clinician
No full textWhy World Art is Urgent Now: Rethinking the Introductory Survey in a Seminar Format
No full textUltimately, what can and should an introductory course in the history of art do? What difference can it make and what work can it perform? To fully contemplate these questions and radically rethink the standard large-lecture survey, in an experiment, it was taught as an advanced seminar to both majors and general education non-majors, with "global understanding" privileged over extensive content knowledge. The classroom environment moved from the authoritative stance imposed by a lecture format to a space for speaking and listening that was collaborative and exploratory, nurturing curiosity and critical thinking not just about disciplinary knowledge and methods, but also alterity itself. This essay considers both the theoretical impetus for this project (planetary thinking) and details the practical ways in which class activities and assignments were designed to achieve learning objectives. Focusing on the conceptual scaffold for the course careful and mindful thinking about the art encounter, the meaning of conversation, and the value of not knowing I will argue that in an age of deep and entrenched misunderstanding, stark polarization, and escalating tension and conflict, the world art course can and must compel students to think about being human
The Case of "Hiro": Treating Tourette Syndrome by Comprehensive Behavioral Intervention for Tics (CBIT)
No full textCognitive-behavioral therapy (CBT) with Comprehensive Behavioral Intervention for Tics (CBIT) is an efficacious treatment for Tourette Syndrome (TS), with a manualized version available for guiding practitioners through treatment. However, CBIT is still a fairly new treatment for TS and rigorous training in its application is sparse. Additionally, potential treatment considerations are not thoroughly described in the manual. This dissertation presents a systematic case study that specifically analyzes the use of the manual with 10-year-old "Hiro," a South Asian Indian boy with TS who also had attention deficit hyperactivity disorder (ADHD), which is a confounding factor in the treatment of TS. To do this meant applying flexibility and an "hypothesizing-then-testing" mentality. The creation of an individualized case formulation and an associated treatment plan for Hiro were very valuable components in his treatment. The case study chronicles Hiro's successful treatment and explores how and when adherence to the manual was effective as well as how and when greater flexibility was required. Furthermore, the case study explores factors in the clinician/client relationship and how that relationship can prove a powerful tool in treatment. Options for how to maintain treatment goals after termination are also examined
Why Do Some Psychotherapy Clients Get Better Than Others?
No full textThis commentary explores reasons why one clien
Mechanical/Algorithmic Versus Flexible/Creative Clinical Practice: How Underlying Principles Bridge the Gap
No full textIn the case of "Hiro" (Lichtman, 2017) I described the successful use of Comprehensive Behavioral Intervention for Tics (CBIT) in a young boy with Tourette Syndrome (TS). In three different commentaries on this case, authors noted important concepts regarding the use of manuals in treating TS; how an understanding of underlying principles is important in flexible use of manuals; and how training impacts the treatment of TS. In my response to these commentaries, I hope to continue the conversation of how to use manuals in psychotherapy in general as well as in the treatment of TS in particular. Specifically, I hope to address the seeming dichotomy between a mechanical, algorithmic approach to treatment versus a flexible, creative approach, and to ultimately show that an understanding of the underlying principles guiding manualized treatment provides room for ingenuity that proves this dichotomy false
Bringing Students into the Picture: Teaching with Tableaux Vivants
No full textThis article explores a recent experiment in implementing tableaux vivants as a college-level art history assignment, in which students researched works of art and also assumed the pose, posture, and attributes of the work; students were also invited to reconceptualize and think transformatively about these historical works. Drawing upon the principles of Universal Design for Learning, the assignment offers an impetus for close looking, research, critical thinking, interpretation and creativity, and an engagement in metacognitive and embodied experiences, as will be demonstrated by the resulting assignments and students' written self-reflections. While the assignment was originally designed for a course focused on American culture prior to 1830, this approach could apply to a broad chronological and geographical range to encompass nearly any figurative art
A TLDP Therapist Meets the Buddha on a Road and No One Is Killed
No full textSamlin’s (2016) case studies demonstrate the creative integration of Time-Limited Dynamic Psychotherapy (TLDP) and selected Buddhist psychological concepts. In this commentary I analyze epistemological, theoretical, cultural, and clinical complexities involved in this integration from the perspectives of patient recruitment and selection, therapeutic alliance, diagnostic and outcome assessment, and the nature of the Cyclic Maladaptive Pattern (CMP) concept. 
The Impact of Implementing an "Incredible Years" Group Within a Family Living Unit in a Transitional Living Shelter: The Case of "Cathy"
No full textYoung children who experience homelessness have a markedly increased risk of behavior disorders. This case study illustrates the impact of the "Incredible Years" (IY) program, an evidence-supported group psychotherapy intervention, on "Cathy," a 4-year-old Latina girl with externalizing behaviors who was living in a transitional program for homeless women and children. Adaptations of the model to address the child and family’s trauma history and to allow for its implementation in a residential program are delineated. Qualitative and quantitative data support that the IY group had a positive impact on Cathy and her family and led to significant symptom decreases in externalizing behaviors and PTSD symptoms, as well as an improvement in the quality of child and parent interactions. Additionally, recommendations for future studies and treatment considerations and adaptations for this underserved population are addressed. 
Building a Foundation for Survey: Employing a Focused Introduction
No full textThis paper discusses the impact of introducing a multi-day introduction in an art history survey course in order to promote student awareness of the transferability of the skills and strategies of visual analysis to other contexts and courses outside of the discipline. Class discussion, course activities, and supplemental support materials were developed with the goal of generating student interest, investment, and self-efficacy in connection with art historical methodology and study strategies. Student performance and feedback in a recent survey course employing this introduction was then compared to earlier offerings of the course that did not employ this introduction. Preliminary results suggest the potential effectiveness of this approach. The observable behavior of students indicated greater enthusiasm and participation with the course. Academic metrics of student performance on course assessments demonstrated improvement in every area, at both the beginning and end of the semester. The teaching assessment instrument given at the end of the semester also showed an increase in students' own evaluation of the effectiveness of the course in developing both their knowledge and broader academic skills
Looking Beyond the Canon: Localized and Globalized Perspectives in Art History Pedagogy
No full textOur pedagogical choices make art history classrooms political spaces of cultural production. Through a global exchange of ideas we consider questions of imbalance between western and non-Western materials and differing art history pedagogies in introductory courses and reveal teaching methods shaped by varied local contexts. Kristen L. Chiem suggests re-routing students to the fundamentals of art historical inquiry rather than to a specific time or region. Abigail L. Dardashti's essay re-configures the global art history course by focusing on artworks that defy the neat West and non-West categories. Radha J. Dalal discusses a curriculum that includes a series of courses on Islamic arts in a global context, which highlight shared visual cultures as an alternative to the traditional perspective. Ellen Kenney discusses the complexities of teaching Islamic art history in a city where the art the author teaches is located. Sadia Pasha Kamran explores the post-1970s Islamization of Pakistan's art history curriculum and stresses the necessity of educators to foreground the syncretic nature of Pakistan's past and the diversity within Islamic art. Nina Murayama presents methods of teaching the global survey to Japanese students within a monocultural setting and stresses that the importance of local narratives in world art courses. There is potential in the interdisciplinary nature of art history and specifically in the way we approach introductory courses that can enable students to become global citizens. To be globally competent is to understand the interconnectedness of our increasingly complex world and to appreciate its diversity precisely the skills that global art history courses, that challenge the canon, can provide. The purpose of these introductory courses, then, is to cultivate students' empathy, so that they can become aware of their assumptions and welcome challenge rather than feeling threatened by difference