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Anti-Oppressive Pedagogy in Dance/Movement Therapy Education: Embodied Experiences of Black, Indigenous, and Students of Color
Get PDFABSTRACT
This study explored the embodied graduate educational experiences of dance/movement therapy students who were Black, Indigenous, and people of color (BIPOC). Eight research participants who were between the ages of 22 to 45 years old were recruited from American Dance Therapy Association (ADTA) approved programs. Participants self-identified as Black/African American and Jamaican, Black/African American, Latinx/Brazilian, Asian/Chinese, Asian/Filipino, Asian/Chinese and Taiwanese American, and Asian/Chinese and White American. A qualitative research design based in phenomenology and arts-based methods grounded in anti-oppressive research were used. Two semistructured interviews and 1 week of embodied observation and journaling were part of data collection. Themes included four embodied states and eight embodied substates. The embodied state, wounded body, spoke to harm that occurred with peers, instructors, and course materials. The second embodied state, critical body, included ideas of contemplation or action about injustices or inequities for marginalized groups. The embodied substate, intersectional body, encompassed participants’ awareness, understanding, and choices around conformity to social norms of their own intersectional identities. The final embodied state, flourishing body, were the conscious and unconscious efforts of resourcing through various interpersonal and intrapersonal supports. The findings, in combination with other research in the literature, were used to suggest seven recommendations for an embodied anti-oppressive pedagogy in dance/movement therapy
The Art and Dark of Assessments: A Literature Review and Personal Arts-Based Research
Get PDFThis critical literature review and personal arts-based investigation provides a brief history, a summary of the current use, and limitations of mental health and art therapy assessments today. Every individual is uniquely and authentically created from a combination of biological attributes, surroundings, personal experiences, and preferences. We share commonalities such as interests, values, morals, culture, religion, age, etc., but this is not to say that we will behave or respond identically in any situation. Therapists must learn how to adapt and use appropriate tools and measures for each client\u27s specific needs, however, there is no specific training or precise guidelines regarding this art of adaptation. An uncommon practice in the United States is research conducted via the expressive arts modalities, including art, music, dance, drama, expressive arts, or multi-modal (Barone, 2012). Assessments have the potential to provide more efficient and culturally relevant information than the current, outdated assessments in use to help gain a better understanding for future research. This thesis contains a literary review regarding the use of assessments, limitations, and standards and policy; the same concepts addressed from an art therapy perspective; exploration of the use of arts-based research; and drawing upon the author’s personal arts-based research. Additionally, it is suggested future research recommendations are derived from a critical analysis of the literature, personal reflection using arts-based research, and genuine personal inquiries. Art therapists should constantly challenge creation methods, ways of research, and assessments in the field to generate an unbiased, inclusive, trauma informed and culturally aware approach that could accommodate to every individual with specialized, authentic, quality-based care
Streamlining the Performance/Talkback Model Using Media and Alternative Action (MAAct): An Intervention
Get PDFThis capstone project ventures to develop a drama therapy method that may increase empathy, social skills, and communication skills in populations with substance use disorders. Particular attention has been paid to the efficacy of performance/talkback methods in increasing these factors. An attempt has been made to streamline the performance/talkback method for greater accessibility to such methods in clinical spaces. The literature shows a particular need in populations with substance use disorders for social skills, communication skills, and empathy training. There have been published drama therapy studies that aim to intervene in these areas, though few with this particular population. This method was tested in a clinical partial hospitalization program that treats adults with substance abuse disorders. The participants were white women between the ages of 21-61. Through this inquiry, I have learned that it may be possible to replicate many of the studied effects of performance/talkback models using pre- recorded media instead of live performance. I believe this method can be applied to many populations to spark discourse, encourage perspective-taking, provide social rehearsal, break down communication patterns, and increase topic-related empathy. I also believe this model can increase access to performance-based interventions by eliminating many of the logistics of staging a live performance
Integrating Expressive Arts Therapies into Facilitated Online Therapy Groups for Adults: A Review of the Literature
Get PDFIn early 2020, COVID-19 infections soared throughout the world, driving most group interactions online. Online adult Expressive Arts Therapy (EAT) groups faced unique challenges and opportunities, as the arts interventions did not always translate directly online without adaptations. In this literature review, this thesis focuses on how the specialization of Expressive Arts has been applied to these online adult therapy groups. Where the literature lacked references to the Expressive Arts specifically, the individual arts of Dance Movement Therapy (DMT), Expressive Writing (EW), Art Therapy, and Music Therapy were considered. This capstone thesis offers suggestions for areas of future research to include the use of Expressive Arts Therapies as ways to ameliorate challenges found in online therapy groups; to consider ways in which the use of online Expressive Arts Therapy groups might serve some populations better than in-person groups; and to apply the Expressive Therapies Continuum as a theoretical framework through which to reimagine Expressive Arts interventions with adult therapy clients in online settings
The Neurobiology of the Healing Arts: Expressive Arts Therapy as an Effective Treatment for Adults Diagnosed with Complex PTSD due to Complex Trauma in Childhood: A Literature Review
Get PDFEmpirically based therapies for posttraumatic stress disorder (PTSD) have been found to be less effective in treating more severe trauma presentations such as complex PTSD (CPTSD). Neurobiological investigation provides a framework for examining the physical and psychological effects of trauma on brain and nerve structures and provides insight into how to effectively treat CPTSD. This literature review examined symptomology of CPTSD resulting from complex trauma in childhood, neurobiological effects of trauma and their implications for treatment, and the efficacy of the current treatment models, primarily those of eye movement desensitization and reprocessing (EMDR), narrative exposure therapy (NET), and somatic psychotherapies. Significant findings revealed that symptomology can be generalized into three treatment constructs: exposure, regulatory, and attachment techniques, and that all three must be included into treatment models for maximum efficacy. However, few models address all areas of symptomology in one cohesive treatment model and combining treatment methods requires special attention to the neurological processes underlying the presentation of symptoms found in CPTSD. The author offers an original, 4-phase model which combines these elements into one cohesive treatment model utilizing the expressive arts therapy (ExAT) modality: 1) Regulation of affect and arousal states, 2) exposure to traumatic memories and experiences through artistic expressions, 3) re-processing and re-writing personal narratives through artmaking, and 4) sharing arts products for compassionate witnessing. Further research into the CPTSD diagnosis, symptomology, and the hypothesized therapy offered is recommended, with special emphasis on investigating the effects of the proposed treatment model on neurobiological processes
Forming and Performing Online Playback Theatre for Drama Therapy Students and Faculty
Get PDFAs a growing number of university students complete school online, either by choice, or due to the unpredictability and severity of the Covid-19 pandemic, new issues have arisen regarding the structures in place to assist students in developing peer support. Within the drama therapy graduate field, students studying online may lack creative ways to express and connect with others in the virtual classroom. Thus, this community engagement project was designed to offer drama therapy students studying at Lesley University opportunities to learn, perform, and watch playback theatre, with the goal of increasing peer engagement, community connection, and clinical insight. Based on student reflections during the event, preliminary evidence suggests that students who engaged in the playback theatre performance felt a greater sense of connection to peers after attending. Implications for further research suggest examining how playback theatre may influence and strengthen students’ empathy and social connection to one another, potentially supporting students’ engagement in course curriculum and overall psychological experience attending school online
A Narrative Approach to Songwriting in a Pediatric Medical Setting: Understanding Caregivers’ Lived Experience through Development of a Method
Get PDFThis exploratory Capstone project focused on understanding caregivers’ lived experience through a narrative-informed songwriting approach. Previous literature has explored the use of narrative therapy and songwriting with caregivers, but little research has focused on a narrative informed approach to songwriting with caregivers of children in a pediatric hospital. This four phase songwriting intervention was carried out over the course of four sessions with two caregivers (a mother and father) of one of the patients on the medical units at a Children’s Hospital in the metro Boston area. Data collection and analysis followed a qualitative iterative arts-based procedure that included writing down the narrative of each session as well as the researcher’s own self-reflection through violin improvisation. Four main themes were lifted from the self-reflections, including: Everything at once/Overwhelm; A moment of calm; Music as containing/supportive; and Connection through music. The results indicate that providing a space for caregivers to process their narratives through music can support the caregivers’ own reflection and understanding of life events, and simultaneously strengthen the therapeutic relationship
Music Therapy and Counseling with Mixed-Race Populations: A Literature Review
Get PDFMultiracial individuals currently make up 10.3% of the United States population. While there are a few biracial identity development models in existence, there are currently no music therapy models or music therapy literature that involves work with mixed-race populations. This critical literature review examines various biracial and multiracial literature to outline the diverse and unique mixed-race experience. Music therapy research, literature, and methods that explore identity development and sense of self are also examined. While music therapy has been shown to help support identity development and self-actualization, there is a lack of qualitative and quantitative research. The literature presented indicates that music therapy can help facilitate healthy identity development in mixed-race populations. This critical literature review provides the foundation for a method that can integrate biracial identity development with music therapy. Further research needs to be done before a full understanding of how music therapy can be used in context of counseling mixed populations
Advancing A Mixed Methods Approach to an Evidence Based Practice in Drama Therapy: A Literature Review
Get PDFThe present literature review investigates the history, roles, strengths, and limitations of quantitative, qualitative, and mixed methods approaches within the research process. The goal of this review is to conclude whether a mixed methods approach can be utilized to support drama therapy in becoming an evidence-based practice. Current trends in drama therapy research demonstrate a need for more empirical investigations within the field. This is accompanied by the added competitive nature and standards of professions within healthcare. As such, this literature review explores future recommendations for research practices within drama therapy, including utilizing a mixed methods approach, manualization in drama therapy, and supporting research collaborations with other professional practices
Gap Analysis of 2SLGBTQIA+ Curriculum in Counseling Programs
Get PDFThe purpose of this paper is to propose additional curriculum specific to marginalized populations and communities for Clinical Mental Health Counseling programs. There is a systemic lack of purposeful education on marginalized communities that student clinicians will be serving, with an emphasis on expectations of being a lifelong learner, asking the student/counselor to educate themselves. This expectation is unsustainable in the context and acknowledgment of burnout among human service providers, and does not reinforce the lens of trauma informed care that is stressed in its programming. To build strong clinicians, support must be executed systemically within its programming as an institution to ensure the readiness of the individuals in the program to be prepared to serve clients that is respectful responsible for the students, professors, and future clients. The population focus of this paper is the Two Spirit, Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual+ (2SLGBTQIA+) community, recognizing the global present-day threats, curriculum integrated into counseling programs to educate counselors is essential in the advocacy and care of the clinicians and clients; integrated education in the already required education is a systemic support in protection against burnout for the clinicians. This addition of 2SLGBTQIA+ education is a systemic for clinicians to support this community that is reportedly proven to suffer higher rates of ACE’s, suicide [attempts/ideation], and mental health needs overall