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Wellness & Mindfulness for Black Women: A Transformative Four-Day Retreat
Get PDFIn a world fraught with systemic injustices, where the intersecting forces of racism and misogyny
weigh heavily on the lives of Black women, there is a growing need for spaces of empowerment,
healing, and self-discovery. This thesis embarks on a profound journey into the transformative
potential of a culturally grounded four-day mindfulness and well-being retreat by creating and
presenting an experience explicitly tailored for Black women. The retreat is meticulously
designed to resonate with Black women\u27s cultural and spiritual backgrounds. It uniquely fuses
Kemetic Yoga™ practices, mindfulness techniques, and candid discussions to dismantle
systemic oppression. The retreat provides a sanctuary for Black women to reclaim their inner
power, rewrite their narratives, and liberate themselves from the burdens of injustice. Through a
deep exploration that combines qualitative insights and participant perspectives, this research
investigates the impact of these retreats on well-being, self-perception, and the adoption of
mindfulness practices. The results reveal the empowering effect of a mindfulness retreat deeply
rooted in culture, highlighting their capacity as conduits for self-discovery and healing. The
retreat provides valuable tools for self-empowerment, especially in navigating the challenges
posed by systemic oppression. This study underscores the compelling necessity for inclusive,
culturally sensitive approaches to holistic well-being, revealing the intricate interplay between
mindfulness, spirituality, and social justice within the African diaspora. Ultimately, the four-day
mindfulness and well-being retreat emerges as a vital agent of transformation for Black women,
fortifying their inner strength, nurturing their well-being, and catalyzing broader social change
A Polyvagal Theory and Mindfulness Based Art Therapy Approach to Self-Regulation and Self Compassion in the Face of Trauma
Get PDFMany people experience dysregulations for all kinds of reasons. Our bodies are constantly sensing our environments and taking in information. Recent research shows mind-body approaches, such as art therapy, can increase somatic awareness and self-acceptance. The posed question for this papers research was if art therapy experiences are combined with psychoeducation in polyvagal theory, how will it affect the participants level of self-compassion and understanding for their own self-regulation. A group of four women met for five total one-hour sessions over six weeks. They learned about the nervous system, how to identify its three states, gained skills for regulation, and engaged in somatic experiences through art therapy and mindfulness practices. Art materials from the Expressive Therapies Continuum were used with the participants as they were guided through each state of the nervous system. This allowed the participants to experience and deepen how they could identify state. It was found, when given information on the body’s functions from a nonjudgmental and curiosity-based approach, participants gained more self-compassion and increased interoception
Embodied Co-Regulation: A Neuroregulatory-informed Dance/Movement Therapy Transition Intervention Method for Arousal Regulation for Adolescents in a Partial Hospitalization Program
Get PDFThis thesis introduces a novel Dance/Movement Therapy (DMT) approach, focusing on nervous system arousal regulation during transitions between therapy groups. The core of the method involves a brief 5-minute exercise designed to modulate arousal levels, encompassing alertness and energy, aiming to establish a baseline homeostasis. Rooted in Polyvagal Theory and Developmental Neurobiology, the approach assumes the co-regulation of nervous systems within a group therapeutic setting. Two primary outcomes are self-assessed: 1) somatic experiences documented through narratives and 2) nervous system biodata measured using the Flowtime headband monitoring of brainwaves, heart rate, and other biomarkers. Results indicated that all six sessions showed noticeable changes in embodied arousal before and after the DMT method. The author, in the role of facilitator for the DMT method, experienced a notable embodied and physiological transformation from lethargy and anxiety to a state of increased grounding and regulation. Both measured biomarkers and observed body/movement interoceptive cues were consistent, indicating regulation of arousal and attunement to the group, particularly evident in Session 5, which featured a larger group size. Consequently, the author proposes that the mind-body shifts observed during group engagement are not solely due to the accessible short bilateral movement game, but also to the number of participants receptive to the method. The ability of embodied co-regulation, as outlined in relevant literature, is contingent upon the individuals involved in the method. Participants who witnessed and actively engaged demonstrated a willingness to share space through movement, influencing the rhythm, attunement, and overall embodied and physiological experience of the facilitator. This method is specifically designed for group settings, and as suggested in this study, the quantity and quality of participants present significantly shape the regulatory experience of everyone involved.
The method developed aims to gain a deeper understanding of individual nervous system responses when engaging in co-regulation, in this case as the leading therapist, to then provide a more phase-based tailored approach to assist clients in transitioning between groups and schedules especially those at sites like Partial Hospitalization Programs. This research contributes to the evolving landscape of DMT practices, highlighting the importance of phase/transition-based movement intervention as well as biodata measurement and personal narratives as valuable tools for refining therapeutic interventions
Chief Diversity Officers and the Process of Culture Change Within Higher Education Professional Staff Units: A Qualitative Study on CDO-led Learning & Development Efforts
Get PDFProfessional standards of practice for Chief Diversity Officers (CDOs) urge them to enhance institutional functions while leveraging education to build institutional capacity, but CDOs experience varying outcomes in their work. The current literature is limited with respect to how CDOs facilitate diversity learning and development experiences for professional staff in higher education. Adult learning theory argues for the implementation of intentional practices intended to drive developmental learning for adults: contextualizing the educational experience for learners, designing and delivering learning experiences that center the learner, and using assessment to provide relevant learning experiences that meet learner needs. However, it is not known through research how CDOs integrate adult learning principles into diversity education practices for professional staff.
This qualitative study explored how CDOs facilitated developmental learning for professional staff as a part of institutional capacity building efforts. Eight CDOs from the northeast United States (US) were interviewed for this study. This study had three main research questions: 1) How is diversity and the value of diversity work communicated with the professional staff units? 2) What are the diversity-based developmental approaches of CDOs when working with professional staff units? and 3) How are CDOs assessing their diversity-based developmental activities with professional staff units? Adult learning theory (Hansman, 2001; Hill, 2020; Mezirow, 1978), Williams’ (2013) Strategic Diversity Leadership Compass (SDLC) model, and Flash’s (2015) Multicultural Competence in Student Affairs Organization (MCSAO) model served as the study’s conceptual frameworks.
Themes within the findings provide an understanding of key factors for how CDOs 1) communicate with professional staff, 2) implement learning activities, and 3) administer assessment practices. The study’s implications center on how CDOs approach learning and development, how institutional leaders support their efforts, and how contextual variables influence their work. Recommendations for practice include enhancing professional training and career preparation for CDOs, enhancing resource and implementation planning, and increasing access to assessment tools and practices. Recommendations for the profession include professionalizing the CDO career track with attention to foundational knowledge and skills. Future research is needed for development of evidence-based learning models and assessment practices for CDO-led professional staff development in higher education
Peering through the Window: Engaging Older Adults in Different Art Media to Build Community and Find Identity through Play and the Challenge of Trying Something New
Get PDFSome older adults experience physical and cognitive changes that can lead to social isolation and can impact identity, health, and wellbeing. Research has shown that arts-based group psychosocial interventions have the potential to improve the quality of life for older adults along with fostering connections in community and building confidence and acceptance of self-identity. From this research, I developed a crafts-based intervention that focused on the interests and hobbies of the group members. The group was offered in an independent living facility with women over the age of 62 who were American and Asian-American. Over the course of the sessions, the data revealed that the group members were able to find strength and community through being challenged by new activities formed from their interests. The group members were also able to identify themselves in their art making, showing the potential of taking multiple pieces of art and bringing them together to show a bigger picture of the individual. The findings support the research that art therapy has many benefits for older adults, but challenges the notion that the activities be based out of fine arts interventions. It emphasizes the need for further research within the field about implementing crafts-based interventions with older populations
Exploring Self-Concept and Emotional Regulation Through Music Technology: An Autoethnographic Study and Literature Review
Get PDFThis autoethnography delves into the transformative potential of creative engagement, particularly through the lens of music technology, in shaping self-concept and emotional regulation. This study will also demonstrate how music technology makes it easy to facilitate hip hop therapy. Drawing on personal experiences and scholarly inquiry, the research explores the intersection of creativity and technology. Central to the study is the examination of various music technologies, including loop stations like the RC-505, digital audio workstations (DAWs) such as Logic Pro X, and Musical Instrument Digital Interface (MIDI) keyboards, as facilitators of creative expression and attunement. The research underscores the overarching principle that music technology serves as a conduit for inner balance and full engagement in creative experience. Informed by autoethnographic methods, the study intertwines personal reflections with theoretical insights, illuminating the lived experience of creative practice in the digital age. By examining my subjective experiences as I navigate various music technologies and creative processes, the research offers a nuanced understanding of how technology shapes and amplifies emotional expression and self-concept. This autoethnography advocates for the continued exploration and integration of music technology in personal and therapeutic practices, highlighting its potential to foster inner balance, connectivity, and creative expression. Through autoethnographic inquiry, the research invites readers to reflect on their own experiences with technology-mediated creativity and its implications for personal growth and well-being. Keywords: Music technology, self-concept, emotional regulation, music therapy, hip hop therap
Art Therapy Treatment for Adult Women with Comorbid or Co-occurring Anxiety: A Literature Review
Get PDFAnxiety disorders are prevalent across the globe and are more often diagnosed in women. Anxiety disorders are highly comorbid and can worsen the outcomes of other mental and medical health diagnoses. Research on treatment for anxiety disorders has spanned decades; however, the gold standard treatment, cognitive behavioral therapy and medication, leave many individuals without significant results. Art therapy has shown, in small scale studies, the ability to be applied with success to several populations but could benefit from further research. It is the hypothesis of this literature review that art therapy can be an appropriate alternative treatment for comorbid anxiety disorders in adult women when standard treatments fail. Art therapy research often falls short of research guidelines such as being conducted by non-art therapists and methodological issues. Art therapy studies have shown to be an effective treatment across age groups, nationality and gender. Strengths of art therapy treatment include a transdiagnostic approach, flexibility, and accessibility. The results of this literature review suggest that art therapy treatment is equally as effective as cognitive behavioral therapy in treating comorbid anxiety disorders and is an appropriate alternative treatment
Exploring Silence in Music Therapy with Autistic Children: A Qualitative Study
Get PDFSilence is essential for human connection, communication, and expression. This paper presents an inquiry into the experience of measurable moments of silences within music therapy with children on the autism spectrum: what happens directly after moments of silence preceded by sound, what might that indicate about the function of silences, and how they can be used therapeutically? Literature about silences within psychotherapy and music therapy suggests that silence can have multiple functions within therapy. Using both a specifically designed data sheet and anecdotal summaries, I documented silences within individual music therapy sessions with children ages 3-14 diagnosed with Autism Spectrum Disorder (ASD) at a private autism diagnosis and treatment center in the suburbs of a main New England city, then engaged in data review, writing and arts-based reflection. Through this process, I identified four themes: silences elicit client responses; responses to silences are unique to the context in which they occur; client-initiated silences can support a client’s awareness of self and autonomy; and music therapists, through their own self-awareness and reflection in the clinical moment, can uphold and utilize silences as profound spaces for therapeutic attunement and alignment towards client-centered goals
An Expressive Arts-Based Community Well-Being Initiative for Intensive Care Unit Staff: Fostering Self-Compassion and Peer Support Through Patchwork Murals
Get PDFThis community engagement project, conducted at a large hospital complex in Northeast Pennsylvania, focused on Intensive Care Unit (ICU) staff well-being. A brief literature review explored the multidimensional challenges experienced by healthcare professionals, particularly amidst the aftershocks of the COVID-19 pandemic, citing an urgent need for integrated support systems. Supported by the Center for Professionalism and Well-Being (CPW), the initiative aimed to co-design and co-create an arts-based well-being initiative that met the direct needs of ICU staff. Through meetings with the Nursing Operations Manager (NOM) and staff interactions, specific concerns and preferences were identified, informing program design. Participants created individual reflective artworks, which were then integrated into a collective patchwork mural to represent support and transformation. The facilitator’s journey, captured through El Duende Process Painting (EDPP), identified the evolution of emotions and insights throughout each stage of project development. The culmination of the project, depicted through layered artistic reflections and poetry, illustrated the transformation from uncertainty and anxiety to hope and empowerment. This reflective narrative emphasized the value of collaborative arts-based experiences in supporting holistic well-being and peer support among healthcare professionals. Despite continued experiences with pre-existing barriers, this project identified collaboration with Well-Being Champions and ongoing feedback as crucial to developing future initiatives. This community engagement project demonstrates the potential that collaborative art-making has for fostering self-compassion, peer support, and professional healing in healthcare settings
Connecting Dance/Movement Therapy and Social Emotional Learning in an Integrated Early Childhood Setting
Get PDFStudents and educators are currently engaging in Social-Emotional Learning (SEL) practices across the grade levels amidst an emotional and behavioral crisis effecting many schools. This community engagement project explored the intersection of Dance/Movement Therapy and SEL in a public preschool setting. Movement groups were held based on the SEL concepts in the curriculum to help students embody and understand them. Through movement, play, and props, students were able to express their emotions and connect with one another over the course of four sessions. The research both in literature and practice conducted by the author show the positive impact of movement and play for students’ emotional well-being