2410 research outputs found
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How Can Tattoos be Understood as Intermodal Expressive Arts Therapy?: Integrating Visual Art, Personal Narrative, and Embodied Experience: Development of a Method
Full text linkThis paper explores the inherent intermodal nature of tattoos through the lens of expressive arts therapy, demonstrating how tattoos integrate visual art, personal narrative, and embodied experience. A group intervention was designed and implemented in an outpatient setting, drawing on existing literature and the Expressive Therapies Continuum (ETC) to examine how tattoos function as therapeutic tools that support identity formation, emotional healing, and self-expression. The intervention guided participants through an intermodal process that began with reflective writing on identity-forming experiences, followed by visual art-making and somatic engagement. This approach illuminated the transformative potential of tattoo conceptualization within a therapeutic context, affirming tattoos as powerful conduits for storytelling, meaning-making, and reclaiming personal narratives
Exploring Dance/Movement Therapy Through an Existential-Feminist Lens for Perimenopausal Individuals in the Post-COVID Digital Age: A Literature Review
Full text linkThe goal of this thesis was to understand the impact that perimenopause and the COVID-19 pandemic have on individuals and how existential theory and dance/movement therapy can be applied to enhance quality of life. The literature review first explores historical and current contexts of perimenopause. The second section covers the impact of the COVID-19 pandemic on caregiving individuals, particularly women. Subsequent sections introduce existential theory and dance/movement therapy frameworks, with a concentration on relevant concepts for the specified population. Research shows that during the COVID-19 pandemic, external pressures around appearance, reproductive value, and the societal expectations of women intensified. Overall, the research supported that perimenopausal individuals in a post-COVID-19 pandemic society can benefit holistically from dance/movement therapy through an existential-feminist lens
Development of a Method: Expressive Arts Therapy as a Means of Transformation for Incarcerated Individuals and Carceral Institutions at Large
Full text linkThis thesis examines the transformative potential of expressive arts therapy within carceral settings as an alternative to punitive approaches. As the United States maintains the highest incarceration rate globally with high recidivism rates, this research proposes rehabilitation through creative expression rather than punishment. This study details a six-week pilot program at Whatcom County Jail incorporating dance/movement therapy, music therapy, drama therapy, and visual arts with incarcerated individuals diagnosed with serious mental illness. The curriculum focused on nervous system regulation, emotional awareness, relationship-building, and conflict resolution through experiential learning. Qualitative observations revealed three key outcomes: increased emotional vulnerability, improved impulse control, and enhanced interpersonal connection among participants. The literature review supports these findings, documenting how arts-based interventions in carceral settings foster positive identity formation, improved self-regulation, and community-building skills. This research argues that expressive arts therapy offers correctional facilities a pathway to function as rehabilitative sanctuaries rather than punitive establishments, addressing underlying trauma and mental health issues prevalent in the incarcerated population. This represents a practical step toward transforming individual behavior and carceral institutions themselves, potentially reducing recidivism and promoting successful community reintegration
As if We Could Get Along: Dramatic Reality’s Influence on the Prosociality of Adolescent Boys with Problematic Sexual Behavior
Full text linkThere is a strong need for novel treatment approaches for adolescents with problematic sexual behavior (PSB), considering that historically, treatment approaches for adult sex offenders have been blindly applied to youth. Adolescent boys with PSB are at risk for poor treatment outcomes when they engage in anti-social behaviors and group hostility. Dramatic reality, a core process in drama therapy, may assist in transforming the experience of boys in their capacity to exhibit prosocial behavior, given that dramatic reality inherently augments reality. This community arts workshop used purposive sampling in a day treatment center for adolescent boys with PSB and explored improvisational play as a container to observe prosocial behaviors which emerged in the group. The participants were nine adolescent boys admitted to a treatment center with an age range of 15-18. Public and altruistic prosocial behavior were the most frequently observed types of prosocial behavior. The author crafted dramatic masks as a form of arts-based research to analyze the data. The study suggests that professionals working with this population should consider creative and playful interventions that encourage prosocial behavior, breaking up patterns of social rejection and hostility and encouraging the formation of an ensemble
Music Therapy for Premature Infants in Neonatal Care: A Literature Review
Full text linkFor both babies and their families, premature birth is a life-altering event that often brings out a complicated web of physiological and emotional challenges. In recent decades, music therapy has gained recognition as a support system for the smallest and most vulnerable patients in Neonatal Intensive Care Units (NICUs), where they receive specialized care. This literature review explores how music therapy supports the development and emotional well-being of premature infants while also supporting the parents in navigating the emotional difficulties, engaging with their babies, and being more secure in the NICU environment. According to current research, this paper collects and analyzes various developmentally appropriate music therapy techniques, including receptive, improvisational, and re-creative approaches. The techniques also highlight tools such as the Pacifier-Activated-Lullaby (PAL), breathing entrainment, and parent-infant bonding through culturally appropriate songs.
The paper begins by providing an overview of fetal development throughout gestational stages, including key milestones in neurocognitive, auditory, and language systems. The timing and personalization of music therapy interventions can meet the special requirements of premature newborns based on the developmental foundation. Evidence shows that music therapy can support stabilize vital signs, improve feeding and sucking behaviors, reduce hospital stays, etc. The literature review also addresses some practical and cultural challenges that music therapists or the medical staff may face in a culturally diverse and emotionally heavy setting. By presenting the writer’s perspective on a scientific analysis of music therapy in NICUs, this review discusses further exploration into how music therapy can support more development in the long term, and the need to effectively adapt music interventions to reflect and honor each family’s culture, spirit, and music traditions
Queens of Chaos: How ADHD Affects the Experience of Motherhood
Full text linkHistorically, Attention Deficit/Hyperactivity Disorder (ADHD) research and public perception have centered on hyperactive young boys, overlooking how the condition manifests in women, particularly mothers. As diagnostic understanding improves, increasing numbers of women are receiving ADHD diagnoses in adulthood, shedding light on the intersection of ADHD symptoms and gendered social expectations, including the ideals of motherhood. This hermeneutic phenomenological study explores how ADHD affects the lived experience of motherhood through in-depth interviews with five mothers across North America. Findings reveal significant challenges in executive functioning, emotional regulation, time management, and self-perception, exacerbated by societal expectations of maternal competence. Participants describe the intention-behavior gap, persistent guilt, and the pressure to conform to neurotypical parenting standards. Despite these struggles, narratives also highlight the transformative value of diagnosis, the role of self-compassion, and the importance of community with other neurodivergent mothers. Grounded in Critical Disability Theory, Feminist Standpoint Theory, and Gender Schema Theory, this study conceptualizes the Access-Affirmation Matrix, illustrating how access to resources influences self-perception and empowerment. The study provides critical insights for mental health professionals, policymakers, and support networks, advocating for more inclusive and affirming support systems for neurodivergent mothers
Examining Factors that Shape the Perspectives of Afro-Caribbean Parents on the American Special Education System
Full text linkCultural beliefs of disabilities and education can impact parents’ perspectives of special education. There are pertinent concerns over the cultural factors shaping the perspectives of Afro-Caribbean parents on the American special education system. This qualitative case study explored the perceptions of six parents of children with special needs who identify as Afro-Caribbean living in Massachusetts. Applying a theoretical/conceptual framework that includes acculturation, assimilation, social identity, and school family partnership, this study reveals challenges Afro-Caribbean parents and their children encounter in the U.S. special education system. The analysis of the data yielded seven findings. The findings detail parents’ negotiations of their roles, participation, and views of the special education system include: (a) ethos attaching enduring hardships to education influenced the participants; (b) prior challenges experienced by parents increase the value of education; (c) parents lacked procedural knowledge of special education processes; (d) parents have a holistic approach towards their children’s education; (e) parents contended with the consequences of schools not implementing intentional and uniform culturally sensitive practices; (f) power differential interferes with parents’ engagement and participation in special education processes; and (g) parents were ambivalent towards their children’s inclusion in special education. These results highlight the voices of parents from the Afro-Caribbean region and can assist stakeholders in creating more inclusive and equitable policies and practices in special education
Mindful Art Curriculum: Teaching Towards Transformational Change
Full text linkWith the recent influx of American public school diversity, art educators must establish an art curriculum that nurtures students\u27 cultural awareness and creates a more equitable and inclusive learning environment. This paper responds to the increasingly diverse classroom and proposes the need for the implimentation of a mindful, culturally responsive art curriculum. Mindfulness paired with culturally responsive teaching is a transformative tool for art educators. These teaching techniques unite and create an inclusive and inquisitive learning environment. Through mindful exploration students learn to cultivate awareness and focus, forming a deeper connection with art and one another. As Jon Kabat-Zinn expressed, Mindfulness is the awareness that arises through paying attention, on purpose, in the present moment, nonjudgmentally. By fostering a mindful art environment, students gain knowledge and develop practices that empower them to express their authentic selves without fear of judgment, resulting in genuine artistry
Ifá and Mindfulness: Two Distinct Practices with Parallel Concepts to Improve Mental Health
No full textThis research compares the West African Ifá tradition with Western mindfulness in promoting mental health and well-being. Both Ifá and mindfulness aim to strengthen the mind and enhance awareness. Negative emotions like anger, grief, and confusion disturb our peace and composure, leading to reactive responses. Negative emotions can significantly affect our mental well-being. Ifá and mindfulness practices support each other by improving cognitive skills and raising awareness of challenges. I will analyze the Ifá principles of Orí (head/mind), Òríṣàs (emotional guidance), Ìwá-pèlé (good character/patience), Ese Ifá (poetic verses), and Odù Ifá (binary code/Ifá literary corpus) alongside the mindfulness practice of meditation, awareness cultivation, loving-kindness, and equanimity. They share similarities and promote the daily practice of meditation. Both Ifá and mindfulness aim to enhance mental health and overall well-being. Like mindfulness, Ifá highlights the significance of morning reflection for daily guidance. I will explore the positive impact of Ifá and mindfulness on the human mind to improve our mental health and overall well-being
From Shame to Self-Compassion: Understanding the Experiences and Characteristics of Self-Identified White Anti-Racist Clinical Counselors in Maine
No full textFollowing the rise of the cultural competence movement, clinical counselors demonstrate a fundamental paradox of perpetuating and mitigating racial oppression within the mental health field. There is a growing need for accountability and systemic change as demographic and sociopolitical shifts occur across Maine and the nation. Grounded in Critical Race and Critical Feminist theories, this critical narrative qualitative study explored the experiences, characteristics, and interests served by seven White, self-identified anti-racist clinical counselors in Maine. Clinicians participated in semi-structured interviews, which were then analyzed using a feminist voice-centered relational method, the Listening Guide. Findings revealed the significance of witnessing the marginalization of others, radical confrontation through education and confrontation of bias, reflexivity, and identity, trauma, and marginalization as integral experiences that influenced motivation for engagement. Participants also demonstrated accountability, a sense of community, receptivity to discomfort, and willingness to act when engaged in anti-racism. When detached, participants demonstrated characteristics of internalized White supremacy and White fragility. This included White saviorism, perfectionism, the right to comfort and safety, and the epistemology of ignorance. Lastly, contrapuntal voices revealed shame and self-compassion as motivators of engagement in unsettling reflexivity required to apply critical awareness to personal and professional realms. Together, these findings resulted in the creation of a dynamic model—Evolving Reflexivity: Antiracist Development among White Clinicians. The model delineates the iterative process by which White clinicians engage with internal and external experiences, and elucidates how they navigate shame and cultivate self-compassion. This study addresses the gap in formal learning necessary for unsettling reflexivity by offering a model for exploring the development of White anti-racist clinicians