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Couples in the Playspace: Community Engagement with Developmental Transformations
Get PDFCouple therapy is an evolving field in the modern therapeutic landscape. With that evolution comes an opportunity to study the application of drama therapy with couples. Although there is limited evidence supporting the use of drama therapy with couples, there is no research on the use of Developmental Transformations (DvT), a play-based improvised form of drama therapy, with couples. As a first step in exploring this gap, this community engagement project invited two monogamous couples to engage in two separate brief DvT sessions. Given that this project was community-oriented rather than clinical, the focus of this capstone was self-reflective in nature. This self-reflection was conducted using journaling and artmaking techniques and analysis. Although the project gave way to important personal insights about DvT with couples, there were limitations to this project, primarily due to the dual relationship between the couples and the researcher. Further study on this topic is imperative to better understand the potential benefits of using DvT with couples
Drama Therapy and the Collective Male Identity: An Examination of Masculinities, Violence, and the Unique Position of Drama Therapists in Violence Prevention
Get PDFTraditional narratives of masculinity have been historically constructed and reinforced by systems of power, shaping a rigid framework that often emphasizes dominance, emotional suppression, and control. Literature on hegemonic masculinity and identity development reveals that masculinity is not a fixed truth but a social construct shaped by external expectations and internal negotiations. This critical review examines the fluidity of masculinity across historical, cultural, and psychological contexts. Drama therapy emerges as a promising intervention for reimagining masculinity in a more inclusive and adaptive way. Through techniques such as role exploration, embodiment, and storytelling, drama therapy provides a relational framework for men and boys to expand their emotional fluency, process trauma, and develop healthier relational dynamics. This review highlights the necessity of dismantling restrictive identity frameworks while engaging boys and men in meaningful identity work that fosters authenticity, accountability, and emotional resilience. By integrating therapeutic innovation with broader cultural change, drama therapy can contribute to the prevention of gender-based violence and the cultivation of healthier, more connected expressions of masculinity. These findings underscore the need for continued research and systemic efforts to support the transformation of masculinity in ways that honor both personal authenticity and collective well-being
The Relationship Between Language and Musical Skill Development in Individuals With Complex Communication Needs: Implications for Interprofessional Pedagogical and Research Practice
No full textThe relationship between music and language has long fascinated scholars and educators. Observational and experimental research has yielded evidence of music’s positive impact on language development. However, research has largely focused on individuals who primarily use speech to communicate. Individuals with complex communication needs (CCNs), who use augmentative and alternative communication (AAC) to communicate, are underrepresented in the literature.
Purpose: The primary purpose of this study is to gain a deeper understanding of the relationship between language development and musical skill development in individuals with complex communication needs using alternative assessment tools: the Communication Matrix (CM; i.e., language) and the Sounds of Intent (SOI) framework (i.e., music). The secondary purpose is to gather information on the experiences that speech pathologists and music educators have with interprofessional practice in public school settings.
Method: A mixed-methods approach was used. Quantitative results from the CM and SOI framework were analyzed using descriptive and inferential statistics. Qualitative results from semi-structured interviews conducted with music educators and speech pathologists were analyzed using a grounded theory approach.
Results: Thirty-one students, ages 7–19 with CCNs, participated in the study. A CM and SOI framework was completed for each student and analyzed using descriptive and inferential statistics, which revealed a strong, positive relationship between language development and musical skill development in the student participant cohort. One-way ANOVA and mean comparison tests performed on three groups of communicators (i.e., speech, speech and AAC, and AAC only) showed more significant differences in performance on language skills than on musical skills within the three groups. Semi-structured interviews with three music educators and four speech pathologists revealed themes relating to their backgrounds, current practices, experiences with interprofessional practice, and their acquisition of skills needed to address the needs of the students with CCNs
The Clock is Ticking: A Systemic Review of the Literature Informing High School Student Self-Agency in Managing Mental Health Issues for the Purpose of Staying in Class and Learning
No full textThis dissertation grounded in a dual-theoretical framework of Bandura\u27s Self-Efficacy Theory and the Black Panther Party’s Revolutionary Theory of CommunityEmpowerment presents a systematic review of the literature exploring how high school students impacted by trauma, poverty, and systemic inequities utilize self-efficacy to remain engaged in learning, especially when immediate access to school-based mental health support is limited. 150 research articles across educational, psychological and sociopolitical domains were screened and 28 articles were analyzed to answer the three guided research questions:
1. How do mental health challenges affect high school students’ academic engagement?
2. How do high school students with self-efficacy manage their behavior and focus during class?; and What coping mechanisms can support high school resilience in educational settings?
3. Foundational literature on trauma including adverse childhood experiences, anxiety, and academic pressure helped shape the studies included in the systematic literature review.
Data analysis focused on students’ capacity for emotional regulation, resilience, coping, how students develop self-agency and how and in what ways they use community and peer-based strategies in the absence of timely professional interventions. The COVID-19 Pandemic further contextualizes these dynamics, amplifying disparities in mental health access and educational readiness. Findings highlight the need for collaborative and collective supports. Research analyzed shows that students navigate distress through adaptive strategies such as peer support, mindfulness, and problem-solving. The review identifies trauma-informed, culturally responsive practices that can be embedded into school systems to support student well-being. This research offers insights for educators, administrators, and policy makers seeking to humanize schools, affirm student strengths, and build environments that foster structures and systems that promote equity and safety within the academic setting. Ultimately, the study shows that when students’ self-efficacy is nurtured alongside collective support, even those facing significant adversity can thrive in school settings
ART THERAPISTS\u27 EXPERIENCE UTILIZING VIRTUAL REALITY’S MULTIBRUSH IN GROUP ART MAKING WITH YOUNG ADULTS.
No full textYoung adults aged 20-35 experience disproportionately high rates of mental health conditions yet exhibit low treatment-seeking behaviors, creating a significant care gap. Digital interventions—particularly Virtual Reality (VR)—show promise for reaching this tech-savvy group. The primary research question explored art therapists\u27 insights utilizing this modality, while a secondary aim examined whether creating VR response art (VRRA) enhanced understanding of the group process. Three credentialed art therapists and nine young adults participated, sharing insights via interviews after VR group sessions and VRRA creation. Thematic analysis revealed that adaptation to VR influenced group dynamics, self-expression through embodiment, collaboration, boundary management, sensory stimulation, and raised ethical issues. The VRRA process revealed VR’s transformative potential for group art therapy, deepening understanding of spatial, technological, and relational dynamics. Overall, VR presents a viable, engaging modality for young adults who are resistant to conventional interventions
Family-Based Mindfulness: A Curriculum Guide for a Four-Week Program
Get PDFThis thesis argues that, compared to a traditional parent-only mindful parenting program, a family-based mindfulness program will more effectively support parental caregivers in developing secure attachments with their adolescent children, which is essential for healthy youth development and well-being. The rationale for this project examines the development and outcomes of secure and insecure attachment, the impact of trauma on youth mental health and parenting practices, how mindfulness can support emotional regulation, and the benefits and concerns of mindful parenting programs. The creative project for this thesis draws from the literature to create a comprehensive format for a family-based mindfulness program (FBMP). Hence, the creative project for this thesis is a curriculum guide for a four-week program, guiding facilitators on how to present an introductory mindfulness course to parents, caregivers, and their adolescent children. It offers instructional and experiential components of mindfulness and co-regulation, self-awareness and emotional regulation, self-compassion and gratitude, and deep listening and mindful communication, with an overarching message of connection through play and togetherness
Touch Me, a Literature Review: Examining the Integration of the Kestenberg Movement Profile and Attachment Theory in Couples\u27 Relational Movement
Get PDFThis Master’s thesis explores the intersection of the Kestenberg Movement Profile (the KMP) and Attachment Theory to analyze and interpret relational movement within romantic partnerships through an in-depth literature review of existing qualitative, quantitative, and arts-based studies. The author subsequently executes an arts-based autoethnographic inquiry recreating various relational postures from the existing literature. The author assesses, describes, and subjectively reflects on these postures using bipolar and unipolar shape flow language from the KMP to identify various attachment behaviors and styles. Findings suggest that bipolar and unipolar shape flow can correlate with specific attachment behaviors, demonstrating that relational movement offers insight into secure and insecure attachment styles in adult partnerships. Assessing bipolar and unipolar shape flow movements in clinical practice provides a method for clinicians to glean valuable information about couples’ dynamics without having to inquire verbally. This integrative approach to gathering client information enriches clinicians’ ability to holistically hold each client with care. This theoretical fusion invites future development of a standardized movement-based coding system for attachment styles and calls for expanded research across diverse populations. Ultimately, the integration of KMP and Attachment Theory amplifies DMT’s visibility in psychotherapeutic contexts and contributes to a more sophisticated and comprehensive understanding of romantic intimacy and relational health
Integrating Nature and Creativity: Exploring the Therapeutic Potential of Expressive Arts Therapy in Eco-Retreats
Get PDFThis capstone examines the therapeutic potential of integrating expressive arts therapy and eco-therapy in immersive retreat settings. It highlights how combining creative expression with nature-based practices can holistically address emotional well-being, promote self-discovery, and foster communal support. Drawing on current research and insights from both brief and extended retreats, the study emphasizes the synergistic benefits of practices such as somatic movement, yoga, art-making, journaling, and guided engagement with the natural environment. Qualitative research and observations indicate that participants experience enhanced creativity, emotional release, a deeper connection to nature, and increased mindfulness. These outcomes are linked to trauma-informed approaches and an understanding of the interconnection between human experience and the natural world. By offering a structured framework that weaves together somatic practices and earth-centered rituals, this capstone contributes to the growing field of expressive therapies and presents a model for intensive, short-term experiences that foster resilience, community cohesion, and personal transformation
Incorporating Music Therapy into the COPE Treatment Model: A Literature Review
Get PDFThis literature review aims to explore and expand the use of music therapy in the treatment of substance use disorder (SUD) and post-traumatic stress disorder (PTSD), two diagnoses that frequently co-occur. The paper first explores music therapy research in each diagnosis separately and then offers areas where music therapy interventions can be incorporated into the Concurrent Treatment of Substance Use Disorder and PTSD using Prolonged Exposure (COPE) treatment model developed by Sudie Back. The COPE model is a widely used, efficacious 12-week cognitive behavioral treatment method that has not previously included music therapy interventions. However, there are multiple ways that music therapy could be incorporated to support COPE patients’ successful recovery, including songwriting, receptive music for relaxation, and drum circle activities for trauma processing. This literature review includes treatment recommendations and suggestions for further research
Make Some Noise: The Intersection of Music Therapy and Classroom Management
Get PDFThis literature review defines and explores the themes at the intersection of music therapy and mental health counseling techniques and general education practices for classroom management. This work explores how general education teachers, who are not therapists or musicians, might use music to engage students so that their classrooms feel safe (physically and emotionally), productive, and ideally, fun. From recent and relevant literature in music therapy, psychology, and education journals as well as classroom management guidebooks grounded in trauma-informed theory, five major themes emerged: (1) Student Intrinsic/Extrinsic Motivation, (2) Student-Teacher Relationships (3) Social/Emotional Learning, (4) Psychological Safety/Well-Being in School, and (5) Teacher Identity and Burnout. An analysis and discussion of these five themes indicated that music therapy-informed techniques and the use of music in general classrooms are potentially powerful tools for motivating and building relationships with students, and that music therapy could be useful for addressing and preventing teacher burnout as well. While more research is necessary to determine the efficacy of music therapy-informed techniques for classroom management, the initial research shows a great potential for the use of music by general education teachers at any grade level