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Exploring Puppet Making and Identity Formation with Adolescents
Get PDFThe formation of identity is a critical developmental process during adolescence, characterized by self-exploration and the establishment of a stable sense of self. This capstone thesis presents a novel intervention, the Puppet Protocol, designed to facilitate identity exploration and positive self-expression among adolescent clients through the creation and manipulation of puppets. The intervention\u27s theoretical foundation draws from embodiment theory, which posits that physical actions and sensory experiences influence cognitive and emotional processes (Gibbs, 2005; Glenberg, 2010; Koch et al., 2012). By engaging adolescents in the embodied experience of puppet-making and puppetry, the Puppet Protocol aims to provide a creative and playful outlet for self-reflection and self-expression. This thesis outlines the development, implementation, and evaluation of the Puppet Protocol through a series of group and individual sessions conducted with adolescent clients at an outpatient expressive therapy clinic. Quantitative findings assess participants\u27 ability to articulate positive self-descriptors, engage in the puppet-making process, and name their creations. Limitations, including a homogeneous sample and lack of pre-intervention assessment, are discussed, along with recommendations for future research. The thesis concludes by emphasizing the importance of therapist flexibility and client-centered tailoring of interventions, particularly in the context of expressive arts therapies (Malchiodi, 2003)
Mindfulness Practice and Nonself Perspective Foster Happiness and Flourishing Through the Stewardship of the Sense of Self
Get PDFMindfulness meditation is a self-regulation practice that cultivates and grounds attention and awareness in the present moment to enhance voluntary cognitive control of the physical and mental state of being. This practice positively impacts calmness, clarity, and concentration. Multiple reviews and meta-analyses have consistently demonstrated mindfulness significant physical and psychological health benefits. Despite mainstream interest and popularity, most mindfulness teaching in America omits the concept of nonself and other specific core contents of the practice. The comprehensive Buddhist teachings of dhamma (universal truth about self, the human condition, and the nature of our existence) can be a valuable and appropriate addition to mindfulness training. It could significantly improve the outcomes in a secular setting. This research showcases the positive correlations in three fields of study: the neuroscience of consciousness and contemplative practice, focusing on the sense of self; positive psychology, focusing on the concept of flow; and mindfulness practice, comprising of the nonself concept. The author proposes that current neuroscience research provides pertinent and compelling reasons to introduce the nonself perspective to the secular mindfulness curriculum to attain richer benefits and results. This inquiry explores the merit of mindfulness and nonself mindset in fostering happiness and flourishing through the stewardship of the three senses of self (agency, embodiment, and narrative), defined by neuroscientists
Mindfulness Practices for Adults with Attention-Deficit/Hyperactivity Disorder
Get PDFThis creative thesis project is intended to guide mindfulness instructors in offering a curriculum meant to instruct adults with attention-deficit/hyperactivity disorder (ADHD) as well as potentially their families, teachers, and healthcare professionals in the use of mindfulness practices and principles to better manage the effects of ADHD on the adults’ personal and professional lives. The thesis is composed of a literature review and academic rationale discussion for the applicability of the principles and practices provided as well as a lesson plan and resources for the curriculum such as a syllabus, class presentation slides, and guided audio meditation recordings. The curriculum is meant to take place two times a week in group sessions for a total of four weeks
Learning Disrupted: The Effects of the COVID-19 Pandemic on the Student Teacher/Supervising Practitioner Relationship
Get PDFIn March 2020, the COVID-19 pandemic disrupted the lives of educators across Massachusetts when schools closed their doors to in-person learning for the school year. Online teaching and learning became the norm as teachers quickly adapted their lessons for virtual classrooms. Student teachers were among these educators, finding themselves quarantined for the final months of their teacher education programs. Literature suggests that the student teaching semester and the relationships formed within it are integral to teacher education. How would these relationships fare through this interruption to the field experience? This qualitative case study examined the relationships between student teachers and supervising practitioners, and specifically explored the impact of the COVID-19 pandemic on these relationships. The case study tells the stories of seventeen individuals, selected using convenience sampling, participating in a student teaching practicum at a private university in Massachusetts. Through semi-structured interviews, the eight supervising practitioners, eight student teachers, and one university field placement coordinator discussed the importance of communication, trust, and hands-on experiences in the practicum. They identified the qualities of successful field placement relationships and shared personal perceptions about the impact of the pandemic on the teacher candidates’ overall readiness to teach. Examined through the lenses of Self-Efficacy and Cognitive Apprenticeship Theories, three important themes emerged from the data—the impact of professional resilience, importance of communication, and the positive effects of community and collaboration. The study’s participants shared the ways that the pandemic disrupted the practicum experience overall, while still providing valuable lessons for both student teachers and veteran educators to use well beyond the practicum
Bird’s Nest Drawing: Exploring the Attachment of Left-Behind Children in China
Get PDFTo explore the attachment of left-behind children (LBC), this mixed-methods study analyzed the Bird’s Nest Drawings (BND) and narratives from 117 fourth graders from Shaanxi and Gansu, China. Overall, the BND of LBC showed less secure-attachment features. These distinctions can be seen in several pictorial elements, and manifest differently across gender groups and rural versus urban groups. Drawings and narratives revealed eight underlying themes of absence, longing, and support from parent and peer attachment. Children creatively communicated complex emotions and attachment experiences through the metaphor of the bird’s nest, ranging from abandonment, loneliness, and vulnerability, to coping, hope, and resilience. Quantitative and qualitative findings provide valuable insight into the psychological impacts of being left behind and children’s need for security, stability, and support. The findings of this study shed light on not just negative psychological outcomes but also resilience in these children. The dichotomy poses a challenge and opportunity to develop effective supportive strategies that honor their complex emotional realities
All in the Image: Nightmares, Posttraumatic Stress, and Expressive Therapy: Critical Literature Review
Get PDFThis paper reviews the therapeutic potential of combining expressive therapy approaches with dreamwork protocol in treating recurrent nightmares seen in populations with PTSD. The intersection between the dreaming state, nightmares, dreamwork, and trauma can provide important insights into the purpose of dreaming, subconscious processing of trauma, and effective treatments for individuals struggling with nightmares. Clinical implications of dreamwork are considered in working with posttraumatic stress disorder along with this condition’s connection to recurrent nightmares. In working with trauma and the arts at a sensory and affective level of experience, there is potential for individuals to explore and process their recurrent nightmares and traumatic experiences typically held at the subconscious level. Core principles of embodiment and the healing arts within trauma-informed care and nightmare work allow a broader range of options for individuals processing and working with traumatic nightmare material. Descriptions of both group and individual dreamwork in high-risk populations, including hospice/bereavement care, incarcerated individuals, formerly-imprisoned gang members, and war-affected children illustrate healing and working through trauma-related nightmares
TaRole Theory: Alchemizing the Drama Therapy Role Sort with the Tarot
Get PDFIn this mixed-methods qualitative and arts-based research project, the researcher conducted a community engagement workshop infusing role theory into a personalized tarot reading for each participant. The participants considered the types of roles they currently play and have played in their lives, gave themselves a tarot reading with the researcher’s guidance, and created individual expressive arts presentations based on their reflections of their readings. Data were extrapolated from the prevalent themes observed in the reflections and the performances, which included protection, self-limitation, openness, trust in self, and connection and collaboration. Lack of a focused population was one limitation of this research. Results were artistic reflections of the data collected and the emergent themes from the group of participants
The Feminine Expansion of Role Theory: A Community Workshop
Get PDFTraditional gender roles and dominant narratives in society impose different pressures on men and women. Women experience the societal pressure to excel in multiple roles simultaneously such as caregiver, breadwinner, partner, and community member all while meeting societal judgements and expectations regarding appearance, achievements, and behavior (Ilic, 2023). This thesis will focus on the development of a drama therapy community workshop for cisgender women to explore the roles they play in Western society. Because we are living in a patriarchal society where the understanding of human experience is mostly through a white, male, heterosexual, middle-class, and able-bodied lens my focus is on expanding drama therapy’s role theory role method to include the voices and experiences of cisgender women
Speak My Language: Art Therapy Restorative Justice Hybrid for Disenfranchised High School Students
Get PDFAbstract
This literature review examines the use of zero tolerance policies and exclusionary practices in schools throughout the United States. The adolescent population is more vulnerable now than ever, particularly after the COVID-19 pandemic. An increasing number of students are struggling with behavioral misconduct, mental health issues, and suspension/expulsion from school. The research contained in this review explores how zero tolerance policies have contributed to the current state of our education system, behavioral misconduct in schools, student involvement in the juvenile justice system, alternative methods of discipline such as restorative practices and therapeutic interventions like Art Therapy. The current exclusionary discipline approaches found in the education system, such as zero tolerance policies, are exceedingly inappropriate considering the developmental, emotional, and social needs of this population. The research shows evidence that students need to be provided opportunities within school to repair the harm that they have caused and remain a part of the school community. In addition, the research indicates that alternative styles of discipline, such as restorative justice practices, can reduce violent, aggressive, and high-risk behaviors in disenfranchised students. Lastly, a recommendation is offered on how restorative justice practice might be integrated into school settings using Art Therapy
Dance/Movement Therapy: A Novel Approach for Latino Males with Incarceration Histories in SUD Treatment
Get PDFThis paper investigates how open clients would be to participating and engaging in Dance/Movement Therapy (DMT) sessions at a residential SUD facility. The questions asked were (1) What level of engagement would clients have and (2) How would they engage in DMT group sessions at a residential substance use disorder facility? A program lasting 8 weeks, aimed at facilitating DMT group sessions, was conducted at a residential SUD facility twice a week. The objective was to assess participant engagement levels and observe their involvement in the DMT sessions. Residents of the facility were invited voluntarily to attend the DMT groups. Some things to consider were the residents’ social, cultural, and legal factors and the possibility of how they may affect their engagement. The clients consisted of all-male, mostly monolingual Spanish-speaking, were of Latino-Hispanic ethnicity, and the majority were legally mandated or had incarceration histories. Results indicated the DMT program had a high level of kinesthetic engagement, and most residents attended the group sessions. In addition, facilitator observations of the clients included – 1) gradually growing trust in the group process, 2) initially, concrete directives of experientials were easier to follow versus abstract ones, and 3) confidence and collaboration were built through peer support