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Body Mapping and Body Scan: Meditation and Art Therapy: A Literature Review
Get PDFThe methods of body mapping, including if the research used both body scans and body maps, and who the populations served were the aims of the research. Two published body mapping manuals were found by Gastaldo et al., (2012) and Solomon (2002). Informed consent and ethical considerations were of high priority. The findings consisted of no concrete method for conducting and creating body maps. Art therapists were not a part of the research teams. Body maps were used mostly with female identifying participants, most of which were adults. The major gap in the research consisted of external validity (Gastaldo et al., 2012; Solomon, 2002)
AVOIDING EDUCATOR BURNOUT: USING MINDFULNESS TO EMBODY TEACHER VALUES
Get PDFThe purpose of this creative thesis is to explore applying mindfulness into an educator’s lesson planning process through identifying a teacher’s core values. It is important not only because of the scarcity of current research on said topic, but findings show there is a strong case that can be made regarding alleviating educator burnout. The suggestion(s) provided in the creative thesis are geared towards teachers already well-versed in a mindfulness practice and looking to take their experience further in a professional setting. Additionally, the sessions cater to educators who may not have much (if any) autonomy in their classroom and feel as though their “hands are tied” with regards to mandated curricula. Since mindfulness is rooted in Buddhist theory and therefore may raise some separation-of-church-and-state concerns, this creative thesis has taken careful steps to employ secular language instead, making these professional development offerings appropriate to be presented in the public-school setting
Queering the Bible Belt: Stories of Student Affairs Professionals Establishing LGBTQ Pride Centers in the Deep South
Get PDFThis study examined the experiences of 20 student affairs professionals who played a pivotal role in the establishment of LGBTQ pride centers at public four-year institutions of higher education in the Bible Belt. Since the first pride center opened at the University of Michigan in 1971, pride centers have been a critical resource for supporting LGBTQ college students. In the Bible Belt, 28 pride centers have been successfully established by professionals despite social, fiscal, and religious conservatism negatively influencing public support of LGBTQ initiatives. However, best practices for establishment in this region have not emerged. Understanding the experiences of individuals who overcame challenges in the Bible Belt, where establishment is least likely, can provide future student affairs professionals with strategies for establishing their own centers.
Using narrative inquiry, semi-structured interviews were conducted with a purposively selected group of participants from 12 public four-year higher education institutions across seven states in the Bible Belt. Interview transcripts were coded and thematically analyzed using queer theory as a theoretical framework (Jagose, 1996; Kirsch, 2001; Pinar, 1998).
Findings revealed the role of participants in pride center establishment, sociocultural challenges experienced, and strategies used to address those challenges. Role of participants was threefold: to build new partnerships with allies while both supporting and centralizing existing LGBTQ services. Sociocultural challenges included: institutional heterosexism; conservative religious views on gender/sexuality; and social/fiscal conservatism. Strategies to address challenges involved: coalition building with student affairs colleagues; engagement with campus leaders; and strategic planning, research, and documentation focused on center development. Findings have best practice implications for establishing centers in the Bible Belt and elsewhere
Charter School Leaders and Their Students’ Resilience
Get PDFThe purpose of this multiple composite case study was to develop descriptive accounts of the thoughts, beliefs, actions, and assessments of charter school leaders regarding their efforts towards students’ resilience-building. Survey results from 46 participants identified eight Massachusetts charter school leaders who prioritized resilience-building within their schools. Semi-structured interviews with eight participants inquired about their reasons and methods for resilience-building in their schools and the factors and conditions that inhibit and foster their efforts. The qualitative data analysis yielded five findings. Participants operated from two orientations: resilience empowers learners and cultivates self-directed learning; and resilience is needed to manage traumatic experiences in student’s lives. These two orientations became the basis for the two case studies. They explained empowerment in terms of students developing independence, problem-solving, using multiple attempts to complete difficult tasks, and utilizing strategies to overcome trauma. Participants reported that building resilience in their students requires programming that is culturally relevant, culturally supportive, and connected to students’ lives. According to these leaders, engaging school programs that give students a voice, demonstrate that academic work has real-world consequences, and enable students to have a positive impact on their community are essentials elements of building resilience. Participants stressed the importance of creating a welcoming, safe, and nurturing climate in their schools as a necessary part of resilience building. The findings indicate that school leaders need multi-faceted and intentional approaches to leadership that both empower students in their academic and personal lives and acknowledge the high impact trauma has on contemporary youth and their schooling
Dance and Dance/Movement Therapy to Support Social-Emotional Learning in the Boston Public Schools
Get PDFA presentation of findings and perspectives into the function and impact of dance and dance/movement therapy (DMT) on social and emotional skill development for students in the Boston public schools (BPS). Literature supports the discussion of incorporating DMT principals into instructional settings for advanced development and mastery of social-emotional competencies as defined by the district, such as self-awareness and management, relationship and social skills, and decision-making. A specific consideration of the arts as a catalyst for rendering increased mental health for the youth in BPS is supports the application of DMT theories and practices and the development of competencies within the various domains of social-emotional skill development
On Developmental Transformations and Neural Integration: A Literature Review
Get PDFThis thesis presents developmental transformations (DvT) and explores this technique’s connections with neural integration. Developmental transformations is an improvised drama therapy technique (Johnson, 2013). Neural integration is what occurs when the different parts of the brain are working together (Siegel, 2020). Domains of integration are the different parts of the mind that are attempting to work together (Siegel, 2010a). This thesis aims to demonstrate how elements and techniques of DvT may facilitate neural integration. Background in both areas is provided, then specific concepts, skills, and methods of developmental changes are connected to domains of integration. Practical applications are reviewed, and future directions and limitations are touched on
Where I’m From: Internal Manifestations Among Cambodian Women Using The Expressive Arts A Literature Review
Get PDFChronic mental illness has affected many Cambodian people, but, culturally, Cambodians aren’t accustomed to opening up and discussing their feelings, rather defining mental illness to craziness and seeking help is presumed taboo. Thus, Cambodians are often reluctant to talk about their experiences and/or their related illnesses. Though Cambodians have experienced inconceivable suffering and violence during the Khmer Rouge era, for the purpose of this thesis, I will be discussing the role of Cambodian women and investigate the extent of what they’ve witnessed and experienced. Cambodian women have suffered through many years of trauma and grief, during and after the Khmer Rouge regime, but have yet to fully explore the root of their mental health issues. All trauma involves loss, whether it be loss of safety or security, world-view, or the loss of a person by death or other types of separation. Characteristics of grief tend to overlap with those of trauma experience. It is important to remember that the way people grieve and process that grief varies from one person to the next. One of the questions I am asking in this capstone thesis exploration is: Could it be that sometimes the brain’s way of protecting us is to block out painful memories to teach us how to survive. This literature review will be examined and organized into four parts: writings about Cambodian women, trauma, grief, expressive arts therapy and how it relates to this population. Existing research supports the benefits of using Expressive Arts Therapy with Cambodian women who are finding their way to not only cope, but to discover everlasting tools to bring about healing into their everyday lives
Musical Theatre and Drama Therapy: A Duet for Dementia
Get PDFThe purpose of this capstone thesis is to explore the potential of developing musically informed dramatic interventions that directly support the quality of life (QoL) for patients with Alzheimer\u27s disease and related dementias (ADRD). Alzheimer\u27s disease (AD) is progressive, causing people to lose their memory and thinking skills and eventually carrying out simple daily tasks. Researchers estimate that more than 5 million Americans live with AD today. There is no known cure for dementia, but treatment care has evolved into person-centered, non-pharmacological approaches often involving expressive art interventions to channel a patient\u27s creative strengths. Research has become increasingly valuable in the field of drama therapy in recent years. However, more research is needed to provide rigorous studies that add to and strengthen the field\u27s understanding of drama therapy practices. A gap in this research is adaptable, approachable, and accommodating dramatic interventions for this population. Through the writer\u27s evaluation of research and experience at a nursing care facility, the data suggests a collaborative relationship between drama and music therapy is possible and can help create therapeutic musical theatre interventions. Furthermore, musically informed drama therapy, once developing structured methodology and conducting future empirical research, has the potential to create an entry point for patients with ADRD in accessing their imagination and creativity
Examining Sibling Relationships with Older Adults Through Songwriting: Development of a Method
Get PDFSibling relationships have a profound influence on development, psychological health, and various interpersonal relationships. Within sibling relationships exists complex dynamics of both warmth and conflict that can easily lead to abuse. Many people could be victims of sibling abuse and not even realize it. Various cultural norms not only dismiss many signs of sibling abuse as normal, but minimize and hide the abuse as well. Despite the growing relevance of sibling relationships in adulthood, there is a significant lack of research on siblings in the field of music therapy. Using an individual, single session model, this research study explored the complexities of sibling relationships with older adults through the use of songwriting. Results revealed themes highly congruent with the literature review, including themes around physical and mental health, conflict and rivalry, and warmth and complexity. The results also provided multiple discoveries which deviate from the literature, including parental influence, marriage, and dynamics between older adult siblings. Findings from this critical review of the literature provide a more holistic perspective of older adult clients within music therapy, as well as deeper insights into critical and unique intergenerational and transgenerational issues of culture, closeness, economics, politics, and sibling abuse in sibling relationships
Preparing for an Unpredictable Future: A Community Engagement Project
Get PDFThe COVID-19 Pandemic has upended lives across the world for the past two years, and it is hard for anyone to say if or when life will return to what we may have called “normal.” Communities must learn how to support and protect one another in rapidly changing circumstances, while holding space for the collective trauma and grief of this pandemic. In this thesis, there is a review of literature regarding trauma, collective healing within communities and families, and COVID’s impact on Jewish communities, with a particular focus on drama therapy. This is followed by a description of a workshop run within a grassroots Jewish community formed during the pandemic. This workshop used the guidelines of “action explorations” (Blatner, 2006; Blatner & Blatner, 2018) to support the participants to gain greater insight into their community through the “Hero’s Journey” (Minerson, 2017). The workshop allowed participants to explore the creation of their community, where they are in this moment, and where they want to go together, in the unpredictable future. Results suggested that the embodied, community-centered, and flexible approach facilitated deeper connection for participants of their own visions and needs for their future as well as that of the community. Future research should engage with the question of how we, as therapists and community leaders, support our clients and communities to survive, grow, and heal within collective trauma and uncertain futures