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Self Determination Theory and Expressive Arts Therapy: A Path to Needs Satisfaction and Mindful Autonomous Motivation
Get PDFThis literature explores supporting mindful autonomous motivation by meeting basic psychological needs using expressive arts therapies. Self-determination theory was created from the extensive research of two psychologists, Edward Deci and Richard Ryan. The theory proposes that an increase in well-being and personal growth can be achieved by meeting the psychological needs for competence, relatedness, and autonomy (Reeve & Lee, 2019, p. 102). This paper investigates how various theories in expressive art therapy can be used to support psychological need satisfaction. The examination includes the therapeutic relationship, the expressive therapies approach and examples of populations impacted by frustrated need satisfaction. The populations discussed in this literature review include ex-cult members, nonbinary youth, hospitalized children, and incarcerated women
Healing Trauma through Dance/Movement Therapy: Literature Review
Get PDFTrauma comes in many ways, from car accidents, natural disasters, physical and emotional abuse, divorce, loss, and many more. Trauma and trauma responses have been studied for years, connecting how the human brain processes trauma events and how the body responds to the brain’s information. This literature review surveys the different trauma responses through the brain, nervous system, PTSD, and dissociative responses. It highlights trauma-informed care and clinical dance/movement therapy interventions. Those interventions include mirroring techniques, empowerment-focused dance, movement work, and Movement Assessment and Treatment Manual for Trauma (MAMT), a tool to use as a guideline in treatment, mindfulness, and yoga. It is concluded that there is a positive response to the interventions, but further research is still needed
Post COVID-19 Self-Care of the Therapist: A Community Project
Get PDFThe continuous COVID-19 pandemic has brought new expectations and higher demand in the field of mental health counseling. Many individuals began seeking therapy during this time which is a good thing however, the therapists are facing a higher risk of burnout syndrome and compassion fatigue. Therapists have not shifted their focus as much on themselves through acts of self-care during this time despite the world around them shifting. In graduate counseling programs there is discussion and perhaps a dedicated week of course material to self-care however, it is not taught the importance to implement and discover what acts of care work best for each individual. This community engagement project advocates for therapist engagement of self-care through an in-service experience with the clinical population at a therapeutic day school. Participants engaged in a discussion regarding self-care, a dance/movement therapy practice discussion and experiential and concluded with assembling their own “self-care kit”. I observed and received an overall positive response and gratitude for both reminding and providing some tools to allow this clinical team to take time to care for themselves. When the therapist takes time to do self-care, they will be more engaged and present with the individuals they help
Examining Ableism in Music Therapy Education and Clinical Training: Student and Educator Perspectives
Get PDFAbleism is the discrimination against disabled people and favoring of nondisabled people. Ableism can pervade societal expectations, medical systems, educational systems, and culture. Within higher education, ableism can prevent disabled students from succeeding in programs with unique requirements, like music therapy. College music therapy programs combine aspects of music, psychology, and clinical training. While music therapy students frequently will work with disabled clients, there is a lack of consideration for disabled music therapy students and disabled music therapists. The purpose of this phenomenological study was to examine ableism in music therapy education and training. Participants completed a creative writing response about their story as a disabled music therapy student or music therapy educator. Student participants attended virtual focus groups, and music therapy educators had virtual individual interviews. Some participants answered questions by email. Through thematic analysis, the essence of ableism in music therapy in education and training was revealed. This included experiences with interpersonal, internalized, institutional, and structural ableism. Inherent ableism in music therapy was also discussed. A similarity among the educators was referring to their anti-ableism efforts as a work in progress, with some disabled educators sharing their lived experience with disability. Disabled music therapy students and music therapy educators discussed specific aspects of music therapy education they perceived as ableist, as well as ableist microaggressions they experienced or witnessed. Suggestions for future systemic changes in music therapy education and training are considered
“I AM NOT GOING TO HIDE WHO I AM”: HOW JEWISH GIRL ACTIVISTS NAVIGATE THEIR RELATIONSHIP TO VOICE, VISIBILITY, AND REPRESENTATION
Get PDFThis dissertation examined how 32 Jewish activist girls, aged 14 to 18, who were affiliated with Jewish communities navigated their relationship with voice, visibility, and representation. A primary goal of the study was to understand the challenges they faced in their everyday lives and to make their knowledge known. Research questions that guided the study included: 1) How do Jewish activist girls navigate their relationship to voice, visibility, and representation?; 2) What are the unique challenges experienced by Jewish girl activists?; and 3) How do Jewish girl activists exercise resistance against the challenges they experience? The literature that informed this study were drawn from research on girls’ development, the field of girls’ and girlhood studies, and sociological and cultural studies on the lived experiences of Jewish girls. Data were collected using semi-structured interviews, focus groups, and a survey with a purposively selected group of Jewish girls from across a diverse range of racial, ethnic, socioeconomic, religious, and geographic backgrounds. Data were coded and thematically analyzed using grounded theory analysis (Corbin & Strauss, 1990; Glaser & Strauss, 1967). Findings showed that girls wrestled with multiple aspects of their identities, including: 1) Issues around faith and spirituality and structural issues in traditional Judaism; 2) Antisemitism and criticism about Israel and their own relationship with Israel; 3) Making their Jewish identities known; 4) Complex understandings about their racial, ethnic, and gender identities; and 5) The need for validation and approval. Generating theory about Jewish activist girls revealed that Jewish identification had a significant influence on the way that they related to voice, action, and representation
Playful Dance/Movement Therapy for Traumatized Individuals with Intellectual and Developmental Disabilities: Development of a Clinical Method
Get PDFThis capstone thesis project explored the potential for dance/movement therapy (DMT) to be an accessible and effective treatment for people with intellectual and developmental disabilities (IDD) that have been impacted by trauma. People with IDD are more vulnerable to adverse life events than the neurotypical population. Past research has largely used treatment designed for neurotypical people who communicate and interpret life events in different ways than people with IDD. The expressive arts therapies, and DMT specifically, have the potential to create a positive embodied experience for people with IDD that have been impacted by trauma. The current method consisted of one DMT session at an expressive arts therapy center with a group of teenagers, both neurodivergent and neurotypical. Themes that emerged from the intervention as a whole included joy, well-being, engagement and accessibility. Sub-themes that emerged from creative movement tasks in the intervention included autonomy, weight, awareness, and self-care. The use of DMT techniques in a playful format is a starting point to meet people with IDD where they are and lessen the impact of trauma
USING DRAMA THERAPY TO FOSTER PEER SUPPORT AMONG NURSE LEADERS
Get PDFThis study explored the use of drama therapy to support the social-emotional experiences of nurse leaders at a mid-sized regional hospital system in the Southeastern United States. Nurse leaders have experienced profound changes to their work environments in recent years and burnout has been at an all-time high among healthcare workers globally. Organizational supports for nurses and nurse leaders are both inadequate to meet the needs and under-resourced. The research questions explored 1) whether the drama therapy peer support initiative improved outcomes and 2) whether there was a significant relationship between measures, and 3) what nurse leaders described as facilitators and barriers to participation. To answer these questions, pre- and post- surveys were sent to nurse leaders (N = 32) who participated in the drama therapy program. Survey measures included Maslach Burnout Inventory-HSS, Toronto Empathy Questionnaire, and WHO-5 Wellbeing Index. The validated measures were helpful for providing baseline data that could uniquely inform the development of future support programs for nurse leaders at the study site. In addition to the quantitative measures, participants responded to brief qualitative questions on the pre- and post- surveys related to experiences, barriers, and facilitators associated with the initiative and the topic of peer support generally. Facilitator field notes were analyzed to assist with qualitative analysis and interpretation of data
Exploring Core Concepts and Uses of Makeup in Expressive Arts Therapy and Mental Health: A Critical Review of the Literature
Get PDFAccording to Merriam Webster (2022) the definitions for Makeup are as follows; “Cosmetics (such as lipstick, mascara, and eye shadow) used to color and beautify the face”, “A cosmetic applied to other parts of the body”, and “Materials (such as wigs and cosmetics) used in making up or in special costuming (as for a play).” Many of the articles reviewed also discuss the importance of skin care and the rituals that one goes through when applying or removing facial products. For this research, a combination of all definitions above will be most beneficial. However one may define makeup, within the current body of literature, there seems to be a universality about what is known. Though makeup’s ability to physically transform is obvious, those individuals who use it more often, tend to have an affinity for it\u27s emotional impact as well. Whether the application provides a calm space, helps one to better understand themself, provides a sense of control, a hobby, sense of pride, helps increase self-esteem. or allows them to feel a closer kinship to themself. Makeup can be an outward reflection and expression of who someone is. It can allow for people to feel a sense of control and balance in life. The therapeutic value of makeup is therefore an important argument to consider in expressive therapies. he concept of makeup as therapy is extremely new, and the expressive arts therapies field lacks research on this topic. As a response to the gap in literature, a critical review of existing knowledge around makeup, skin-care, face massage, physical touch, and how these may effect ones mental health or sense of self must be explored. This review is a starting point for more in depth studies and ongoing research to be done on how makeup could be used as a therapeutic tool
Self-Care for Hospice and Palliative Nurses and How Drama Therapy Could Help: A Literature Review
Get PDFNurses experience a higher-than-average risk of suicidal ideation and are less likely to seek help than the general population. In addition, nurses have a higher rate of interpersonal violence, hypertension, diabetes, musculoskeletal injury, and obesity. Many nurses experience burnout, compassion fatigue, and vicarious trauma. Because of the required exposure to grief, death, and compassion inherently needed in the profession, hospice and palliative care (HPC) nurses are uniquely positioned for special vulnerability to these issues. This literature review aims to examine the use of drama therapy, and how its techniques could be used to support self-care with HPC nurses. Literature was explored to better understand the HPC nursing profession, the state of the occupation, definitions and effects of burnout, compassion fatigue, and vicarious trauma, causes and history of each, as well as the concept of self-care for these caregivers. Prior studies of therapeutic interventions that have been used to support HPC nurses in their self-care were explored, including some prior expressive arts therapies programs. Drawing from the literature, which points to the inherently embodied nature of the HPC nursing profession, this writer explores drama therapy and its core processes as potentially effective in offering support to reduce burnout, compassion fatigue, and vicarious trauma. Based on the writer’s experience, and parallels made in the literature, a short form of developmental transformations and the co-active therapeutic theatre model, two drama therapy methods, are explored and suggested for future implementation. Arts-based reflections and resources are provided
Unpacking Racial Trauma and Reclaiming a Sense of Self with The Expressive Therapies Continuum: A Literature Review
Get PDFDespite modern society\u27s advancements and relearning of societal norms toward addressing racism. The continuation of injustice and social disadvantages is upheld by systemic and institutional racism, which can be subtle and aversive. If left untreated, the racial experiences manifest into racial trauma with the same diagnostic symptoms as Post-Traumatic Stress Disorder. This research will examine the literature on the biological effect of trauma on the mind and body. Moreover, looking at how unprocessed racial trauma can be inherited through generations and shrinking tolerance to manage traumatic symptoms thus distorts identity development—resulting in weaker protective factors and instability when faced with future encounters with race-based trauma. Due to the similar effect between race-based trauma and other traumatic experience, the research reviews literature about how sensorimotor and art therapy are effective treatment modalities to help reconsolidate the traumatic events and complete the traumatic response in the nervous system to make sense of self to the event to foster strengthened identity. This paper highlights the Expressive Therapies Continuum Framework to integrate physical, emotional, and cognitive selves to process trauma. This literature review reveals how applying the ETC can form a container against racial triggers using culturally affirming materials and cultivate a safe space for expressing and exploring identity development. Reflective artmaking is utilized to process the learning from the research. This literature review intends to bring awareness to racial trauma in the expressive therapy field, the intersection of the role of racism on identity development, and the potential of the ETC to be a tool for exploring racial issues and the celebration of self