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Building Connections Through Community Art With Middle School Students: A Community Engagement Project
Get PDFMiddle school students are faced with many challenges related to their mental health and school. During the time of the Covid-19 pandemic, additional mental health concerns and challenges related to school were escalated. In a population that is pre-occupied with peer interactions and perceptions, being in quarantine left students without a sense of connection to their peers. The goal of the community engagement project presented was to utilize the creative arts to aid in building a sense of community and connection amongst 15 middle school students. During a creative arts enrichment course, the students were asked to select two art forms and a topic related to their school community. The students were divided into three groups to creatively answer the questions provided related to passions within their school through sketching and creating memes. Through this process, students were able to collaborate with one another, while being challenged to think abstractly about their community. The community engagement project highlighted the challenges of this population while attempting to bridge these gaps through collaboration. It is my recommendation that future research continue to expand upon the structure of art forms utilized and how future research may provide clarity into long-term effects of the Covid-19 pandemic in community building of the middle school population
Defining Best Practices for the Development and Implementation of Music Therapist Verbal Processing Skills in Clinical Spaces
Get PDFThough verbal processing is a key component within many music therapy sessions, the current body of music therapy literature does not provide substantial guidelines outlining how music therapists are to cultivate verbal counseling skills and integrate verbal processing with their practices. This thesis critically reviews existing music therapy literature to uncover and integrate ideas from the field regarding the positioning, clinical relevance, and training of music therapist verbal processing skills in clinical practice. Information concerning the uses of verbal processing in music therapy practice, the relationship between the modalities of music therapy and verbal counseling, and the interplay of theoretical orientation with clinical action are reviewed and synthesized. Themes that emerge through this process include: (1) the power of integrating verbal and musical processing modalities to optimize clinical efficacy; (2) the impact of therapist theoretical orientation on the positioning of verbal processing; (3) the importance of remaining within ethical and educational scope of practice introducing verbal processing in music therapy spaces; (4) the need for a standard definition of verbal processing in music therapy; and (5) the need for concrete verbal skills training in music therapy education. Through this examination, twenty-two verbal processing skills are identified, defined, and presented within four developmental categories: skills prior to speaking, skills to structure the session space, skills to guide, and skills to deepen the process. Further development of training and curriculum models for teaching music therapy students and professionals verbal processing skills is recommended
Understanding Factors Associated with Clinician Confidence to Identify and Treat PTSD and Complex PTSD
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This dissertation explores mental health clinicians’ experiences and self-identified confidence to identify and treat post-traumatic stress disorder (PTSD) and Complex PTSD. PTSD is a highly prevalent mental health condition that impacts an estimated 24.4 million individuals in the United States (PTSD United, 2019). Complex PTSD has just emerged for the first time with official diagnostic criteria in the publication of the ICD-11 in 2019 for use beginning in January 2022 (WHO, 2019). There is very little existing research that considers the experience or confidence of clinicians who work with clients who have PTSD and Complex PTSD, which is troubling given the prevalence rates of these disorders. Nor does research exist that speaks to what it will mean for clinicians to incorporate the new taxonomy for Complex PTSD or the ways in which Complex PTSD differs in identification or treatment approach in comparison to PTSD. Through the analysis of three principal factors, primary clinical focus on trauma, years of experience, and highest level of training, a foundational understanding of the ways these factors influence clinician confidence is presented in this Volume I report of the Meier’s Therapists’ Experiences Survey (M-TES). This exploratory survey research utilizes descriptive statistics, crosstab calculations, and several post hoc tests to begin to unpack the aggregated responses of 217 outpatient mental health clinicians who participated in the first distribution of the M-TES. This study provides an introductory look at factors associated with clinician confidence to identify PTSD and Complex PTSD and differentiate their treatment approach between the two. Recommendations are suggested for follow-up studies that would enhance knowledge specific to improving clinician confidence in identifying and treating PTSD and Complex PTSD. This research identifies needed areas of support for clinicians to identify PTSD and Complex PTSD and differentiate their treatment approach between the two, which would ultimately enhance and improve the treatment outcomes for individuals seeking mental health care for trauma conditions
Dance/Movement Therapy Combined with Tai-chi as a Regulation Strategy for Children Who Have Experienced Trauma: Developing a Method
Get PDFThis capstone thesis examines the question of how dance/movement therapy can be combined with tai-chi to support the emotional regulation of children who have experienced trauma. The paper examines a possible method that combines dance/movement therapy with tai-chi, grounded in the theories of Trudi Schoop. It highlights the application of tai-chi as a movement intervention that impacts participants ability to engage in treatment. Through the literature it was found that dance/movement therapy techniques of deep breathing, balance, and slow, rhythmic movements can impact emotional regulation. In combination with dance/movement therapy and tai-chi principles of internal awareness, body alignment, and weight control a method was developed. There were seven participants who engaged with the method. Through the development of the method, dance/movement therapy when combined with tai-chi was found to have an impact on participants ability to regulate and engage in treatment
Partial Hospitalization Programs and Adolescents: The Impact of Brief Art Therapy Treatment
Get PDFThis paper evaluates partial hospitalization programming and art therapy practices with the adolescent population. The adolescent experience is a time of complex biopsychosocial development marking personal identity exploration and independence. Adolescent mental health challenges range from depressive, anxiety, conduct and mood disorders. Partial hospitalization programming is a means of acute integrative care founded in milieu therapy that caters to the unique mental wellness needs of the adolescent population. Among the most impactful psychotherapeutic interventions for adolescent mental health is art therapy, an evidence-based practice incorporating creativity and theory. This paper explores the adolescent developmental experience, current treatment methods of partial hospitalization programming, and the effectiveness of art therapy to propose the value of incorporating art therapy practices as a foundational method of treatment in adolescent partial programs
A Study of Dual-Language Preschoolers with Moderate to Severe Autism: Perspectives and Practices of Professionals in Boston-area Massachusetts School Districts
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The rate of autism continues to increase globally across cultures and languages. Inequities exist in early access to an autism diagnosis and necessary evidence-based education and related services for dual-language children in the U.S. This qualitative dissertation study investigated the perspectives and practices of 10 educators and therapists working in the Boston area of Massachusetts with dual-language preschoolers with moderate to severe autism. Data was collected via semi-structured interviews on Zoom. Practitioners described their commitment to their students and families. Using a social constructivist phenomenological approach, the data analysis of the practitioners’ responses resulted in seven main findings. Assessment procedures for special education eligibility determination, monitoring progress, or 3-year-reevaluations did not address the required practice of assessment in the home language. Instructional practices described included early childhood and monolingual special education with little mention of cultural and language factors. Barriers to dual-language instruction were highlighted, leading to the use of primarily monolingual practices in special education and related services. Challenges identified included accessing competent interpreters, the limited availability of early childhood bilingual special education professional development, and rare support from English as a second language (ESL) teachers. Parents’ language barriers impacted their understanding of the special education process for their children and led to a delayed start of evidence-based autism services. Priorities for language instruction did not address the social communication needs of dual-language students with autism across settings. Additional barriers were identified regarding student access to appropriate online education and therapy for dual-language preschoolers during the COVID-19 pandemic. A limitation of this study is the research context of the pandemic lockdown, making it challenging to access practitioners and collect data. Recommendations include the development of state standards for teacher preparation and professional development, policy change from monolingual to bilingual early childhood special education, and further research that includes dual-language preschoolers with autism. Using a bilingual special education approach with continuation of the native language and a focus on social communication development across home, school, and communities can support the most significant progress in learning and best quality of life outcomes for dual-language preschoolers with autism and their families
Playing the Roles of the Eating Disorder: Suggestions for the Use of Drama Therapy in Adolescent Residential Eating Disorder Treatment
Get PDFAdolescents with eating disorders are faced with a variety of medical and psychological complications. This literature review examines these complications and the treatments available to adolescents with eating disorders, as well as factors influencing treatment resistance and dropout, specifically at the residential level of care. Additionally, the use of drama therapy as a treatment option for adolescents with eating disorders is explored. The use of role theory and role based work is proposed as a way of tackling treatment resistance in adolescents. Through role-based work, a client is given the opportunity to explore the functional aspects they attribute to their eating disorder, including but not limited to the roles of identity, control, and guardian. Further research recommendations include creating manualized versions of drama therapy for the treatment of eating disorders, additional outcome studies about residential eating disorder treatment, and an exploration of role expansions before and after treatment
Teacher Perceptions of Self-Efficacy Before and After Engaging in Hevruta or Psychodrama-Based Online Workshops
Get PDFTeacher self-efficacy is a construct that continues to be extensively researched. With the onset of the Coronavirus pandemic, the learning environment has shifted dramatically and has had an impact on Jewish educators’ sense of efficacy. This study examined the pre- and post-test scores for self-efficacy of Jewish educators who engaged in either an online psychodrama-based professional development workshop, a hevruta-based workshop, or an integrated session using both psychodrama and hevruta study. The participants were 28 Jewish educators from around the United States who were split into one of six groups. Two psychodrama-based groups and two integrated groups met online for 3-hours, and two hevruta-based groups met for 2-hours. Participants filled out a participant information form which provided demographic data and all participants filled out the TSES-short form at the start of their respective sessions. Only 22 participants filled out the post-TSES survey sent one week after the session. Data analysis consisted of ANOVA to compare the means of the three groups with the respect to the TSES subfactors of Student Engagement, Instructional Efficacy, and Classroom Management. Due to the small sample size, statistically significant results were not expected, and the data were examined through a lens of program evaluation. Of interest was the higher post-scores of the psychodrama-based groups and the lower scores for the hevruta-based groups. Expanding the sample size could be a way to rectify some of the study’s limitations. This study contributes to knowledge on the practice of psychodrama and expressive arts in an online format as it relates to teacher training and could help support the growth of expressive arts pedagogy in Jewish education, both as teacher professional development training and as a methodology for classroom teaching
The Use of Music Therapy in the Development of Socio-Emotional Skills in Children: A Literature Review
Get PDFSocio-emotional development is an important domain of childhood development. Research indicates that the development of socio-emotional skills can have both short-term and long-term outcomes in other areas of a child’s life (Jones et al., 2015; Hammer at el., 2018). The most widely used approach in teaching social and emotional skills in children currently is through a social emotional learning (SEL) program. Music therapy is a commonly used modality with children to reach a variety of different goals. This paper explores current ways music is being implemented for improving socio-emotional skills, both within social emotional learning and in music therapy contexts. The implications of these findings support the inclusion of music therapy within SEL programs to increase engagement and effectiveness and the development of a music therapy-based SEL program
Artful Journey: An Art Journaling Method for Adults with Physical Disabilities and Progressive Conditions
Get PDFIf given the opportunity to do so, all people have the potential to be creative and engage in artistic expression. In an environment of empathy and support, art therapy interventions can be adapted to be accessible for people of all abilities. There is limited research regarding the uses and possible benefits of art therapy for adults living with physical disabilities. To address this issue, this art therapy method looked at how a group of adults from a day program for people with progressive conditions responded to a series of art journaling interventions titled Artful Journey. Artful Journey was designed to be a flexible art therapy experiential that could be adapted to fit the needs and abilities of all who participated, regardless of their physical abilities. Using a person-centered and strengths-based approach, Artful Journey invited participants to engage in four collaborative art and writing interventions. Social isolation, depression, and increased reliance on others for assistance with activities of daily living are common challenges faced by adults with physical disabilities and progressive conditions. For many, these challenges have been heightened by the effects of the COVID-19 pandemic. The collaborative art and writing projects of Artful Journey were able to help participants maintain peer support in a virtual setting. The multimodal design of Artful Journey also created flexibility that allowed for increased accessibility and the opportunity for deeper exploration of the topics discussed. The participants’ responses to each intervention of Artful Journey also suggests that this collaborative art journaling project helped to facilitate positive emotions, including joy, hope, and strength during challenging times. With this experiential, art journaling was introduced as a potential coping skill for adults with physical disabilities and progressive conditions to continue to utilize as the symptoms of their illnesses progress