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Dissertations / Theses on the topic 'Family art assessment'
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1
Del, Dosso Rachel L. "Family Art Assessment And Advocating For Children." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/290.
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This study explores how Landgarten’s Family Art Assessment can provide clinicians with valuable information about families that can be used to advocate for the needs of the children in the family. A comprehensive literature review covers family assessments using art developed by Psychologists, family art assessments created by art therapists, and the benefits of using them in clinical treatment. The researcher utilized a qualitative research approach. The data gathering took the form of surveys and semi-structured interviews with clinicians at a community mental health agency following their participation/observation in a Family Art Assessment administered to a family on their caseload by a board certified art therapist. The researcher used textual analysis of the interview transcription to identify emergent themes. The emergent themes included: the impact of domestic violence, power dynamic, disconnection, and the therapist’s efforts to increase connection and communication in the family. Study findings indicate that Family Art Assessments, when used as a consultation service administered by an experienced art therapist, can serve as an invaluable tool to provide clinicians with a more complete understanding of the families they are treating quicker than verbal therapy assessment methods alone. The findings also indicate that the Family Art Assessment helped clinicians conceptualize their cases from a more systemic perspective that considers the children’s environment and relational patterns within the family as contributing to their problem behaviors and symptoms, and allowed clinicians to envision a path in treatment that included advocating for the children’s needs.
2
Keynan, Nitzan. "Family Art Assessment Praxis In Community Mental Health." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/16.
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This study endeavors to explore the use of Helen B. Landgarten’s Family Art Assessment as a consultation service, in community mental health clinic settings. This research is a continuation of a pilot project initiated by director of the Helen B. Landgarten Art Therapy Clinic, Dr. Paige Asawa, MFT, ATR-BC, in which Dr. Asawa implemented the Landagarten Family Art Assessment at a local clinic with five families. The initial results of that study were examined and analyzed by Meirav Haber, who used a survey and an art response component to document the participants’ experience. In this study, a focus group was conducted, which consisted of various stakeholders in the agency from administration to the clinicians who participated in the initial pilot project. They shared their thoughts and feelings about the experience in a semi-structured conversational setting. The focus group recording was transcribed and analyzed into three themes: procedural recommendations, assessment conceptualizations, and therapeutic relationship indications. This indication pertained to the formation and stability of the therapeutic relationship between the family and its primary clinician, which must exist prior to conducting the Family Art Assessment. A synthesis of the existing protocol, focus group conversation, and the literature reveals that it is beneficial to have both the assessing art therapist and the primary clinician present in the therapy room during the consultation of the Family Art Assessment, in order for the results of the assessment to be as authentic and valid as possible. These results may contribute to a better understanding of the possibilities of having art therapy consultations as this local clinic, and to promote collaboration between art therapists and mental health professionals.
3
Hanney, Lesley. "Family assessment and interactive art exercise an integrated model /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/46525.
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Thesis (Ph.D.)--University of Western Sydney, 2009.A thesis presented to the University of Western Sydney, College of Arts, Social Justice and Social Change Research Centre, in fulfilment of the requirements for the degree of Doctor of Philosophy in the field of Art Therapy. Includes bibliographies.
4
Clement-Millican, Vicki D. (Vicki Diane). "The Development and Exploration of an Adlerian Family Art Therapy Assessment Tool with Families of Adolescents." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc935567/.
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This exploratory study drew from research in family art therapy assessment by Kwiatkowska (1978), Landgarten (1987), Kurinsky (1986), and Wilson (1988). The objectives of this study were to develop a theoretically consistent art therapy assessment tool for Adlerians to use in initial family therapy interviews and to evaluate its effectiveness in a field test with families of adolescents. Accounts of the families' perceptions of their AFAAT experience and the researcher's and three trained family therapists' interpretation of the six families were provided. An overview of the six families' perceptions of their AFAAT experience, their interactions, their art works, and hypotheses about indicators of adolescence as seen in their art works were also described. Although compelling anecdotal information about families of adolescents and their art work was obtained from the study, the validity and reliability of the AFAAT, as established in this study, is insufficient. Recommendations for improvements to the AFAAT and ideas for future studies to refine and utilize it more effectively concluded the study.
5
Haber, Meirav. "Program Evaluation of a Pilot Project Using the Family Art Assessment to Support Clinical Treatment." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/101.
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This study explores the use of Helen Landgarten’s family art assessment in helping to inform therapists’ work with families. The study endeavors to evaluate a pilot project in which director of the Helen B. Landgarten Art Therapy Clinic, Dr. Paige Asawa, MFT, ATR-BC, implemented the Landgarten family art assessment at a local clinic with five families and involved family track clinicians through observation and discussion to inform their clinical treatment of families. Through program evaluation using a survey and an art-based research procedure, the study investigates family track clinicians’ experiences, recommendations, and opinions of the family art assessment. Ten family track clinicians participated in program evaluation in this study. A quantitative and qualitative analysis of participants’ survey answers and art responses served to solidify whether these clinicians found the family art assessment project beneficial to their clinical work with families. A synthesis of the literature, survey analysis, and art analysis reveals the value of having art therapists conduct family art assessments as an informative consultation for clinicians assessing and treating families. Study results may contribute to more formal inclusion of the family art assessment in assessment procedures at this local clinic. These results hold valuable implications for redefining the role of the art therapist as assessment expert, using art therapy to promote collaboration among mental health professionals, and ultimately improving the quality of clinical family care.
6
Garcia, Melissa. "Qualitative Assessments used in Art Therapy Programs with Cancer Patients in a Medical Settings." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/766.
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This document reviews qualitative assessments used to explore the impact on art therapy interventions with patients in cancer treatment. The study explored the use of qualitative assessment in evaluating patient perspective on receiving art therapy adjunctly with cancer treatment. In addition, the research aimed to determine if art therapy interventions are perceived as effective in helping cancer patients reduce stress, cope, improve quality of life, express emotions, and reduce cancer-related symptoms during and after cancer treatment through qualitative assessment. Approximately 300 cancer patient experiences were reviewed through surveying qualitative studies that explored the effects of art making in cancer treatment through qualitative assessment such as interviews, questionnaires, observations, and open-ended questions. This archival research used a thematic approach to identify emergent themes in format, administration techniques, and impact in qualitative assessments to learn about the patient art therapy experience. The emergent themes were discovered while surveying information regarding types of formats and administration procedures used in qualitative cancer research. These findings suggest that qualitative assessments used in art therapy programs are a useful tool to determine how art interventions may help address patient's psychosocial needs, provide coping skills, and relieve cancer–related symptoms.
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Bailey, Hannah, Noelle M. Giacona, and Angel Yang. "Arts-Based Assessments and Projective Tests: An Interpretation of Self." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/825.
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This research seeks to understand the relationship between arts-based assessments and perception of self through exploration of participants’ interpretations of their own animal drawings. Subjects’ experiences with projective tests, personality assessments and tools, and art assessments were also examined for contextual understanding and comparison. To conduct this mixed methods pilot study, a survey was administered to alumni of the Loyola Marymount University Marital and Family Therapy Department. The findings suggest evidence of self- projection within arts-based assessment interpretation by way of metaphor, and highlight the potential for interpretation bias in therapeutic assessment, both in administration and perception. This pilot study has provided foundational information for future research, and suggests the following to be considered for continued exploration: styles of interpretation, framework of questions, usefulness of assessments, consistency of assessment interpretation, and how demographics plays a role in each of these elements.
8
Hodges, Julie. "Yours, mine or ours: whose perceptions are most important in measuring family functioning and predicting psychopathology?" [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19249.pdf.
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Panagopoulos, Irene, and mikewood@deakin edu au. "The importance of assessing family dysfunction in conjuction with standardised measures when treating substance abuse." Deakin University. School of Psychology, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050728.100552.
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In this thesis, the link between substance abuse and family dysfunction is examined, and an argument is made for the assessment of family dysfunction when treating clients with substance abuse issues. Family dysfunction has been associated with a broad range of problems in children (e.g., low self esteem, increased risk of child abuse) through to adolescence and adulthood (e.g., increased risk of mental disorders such as depressive disorders, substance abuse disorders, and personality disorders) (Kaplan & Sadock, 1998). It is not the purpose of this thesis to suggest that family dysfunction causes substance abuse but rather to highlight that family dysfunction can in some cases place the individual at greater risk of substance abuse. Therefore, in order to understand the reasons why substance abuse developed and how it is maintained in the present requires the assessment of family dysfunction. Further, the importance of assessing the role and impact that family dysfunction may have had on the client, may help to better understand the nature and extent of substance abuse so that relevant and appropriate treatment goals for change may be set, progress monitored, and risk of relapse reduced. Chapter 1 provides a brief introduction to this thesis, and Chapter 2 is a review of the literature on the impact of family dysfunction including poor parental attachment and supervision, neglect, physical and sexual abuse, in adolescence and adulthood. Four case studies are presented to illustrate how family dysfunction and substance abuse may be related, thus highlighting the importance of assessing family dysfunction when treating substance abuse clients. All of the case studies include an individual with a substance abuse disorder (namely heroin) but they are diverse in terms of the types and extent of family dysfunction. The final chapter discusses the case studies in relation to the literature reviewed. Lastly, it gives consideration to the implication of a history of family dysfunction, and how it may impact negatively on treatment and therefore prognosis.
10
Ekici, Siddik. "An Assessment on the Impact of Family Dynamics on the Runaway Problem Among Teenagers." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4814/.
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Although Turkey is a country with strong social cohesion, figures of runaway children in Turkey are increasing dramatically. This research focused on the factors that cause children to run away and on interaction programs to intervene and/or prevent this problem. Until recently, Turkish family life was able to avoid such problems, but with the effect of westernization and social mobility in Turkey, the basic family structure has become more like the family structure in the western countries. Studies reveal that runaway episodes happen in all families regardless of such factors as economic, race, or geographic situations. Teenagers run away for several reasons; however, early intervention is highly suggested by studies to mitigate the problem. Although, parent-child conflict plays a significant role as a reason for youth leaving home, on the other hand family interaction still remains the best alternative to the problem.
11
Tannenbaum, Lloyd Gordon. "Parent/Professional Perceptions of Collaboration When Viewed in the Context of Virginia's Comprehensive Services Act System of Care." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/30165.
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In 1992,Virginia created a system of care that was designed to address the needs of troubled youth and their families. Known as the Comprehensive Services Act, the legislation mandated that family and service system interactions were intended to be child-centered, family-focused, and collaborative in nature. Whether at the assessment, planning, implementation, or evaluation phase of a family's individualized service plan unfolding, strong collaborative linkages between families and professionals were encouraged. The present study focuses on determining perceptions of collaborative experiences from the point of view of parents of emotionally disturbed children who have been served by the system of care's Family Assessment and Planning Team, and the perceptions of experiences of professionals who comprise that team. In addition, the study will attempt to show a relationship between a parent's collaborative experiences and a child's treatment outcome.
Data suggest that differences exist between parents and professionals in their perceptions of collaborative experiences during the FAPT process, and that the group to which one belongs is a determining factor in shaping those perceptions. Secondly, no statistically significant relationship was found between parent perceptions of collaborative experiences and treatment outcomes of their children.
[App. C and D removed per Dean DePauw, 3/28/2014, GMc]Ed. D.
12
Williams, Nina Lynne. "Identification of giftedness in preschoolers: Are some environmental factors related to cognitive assessments?" Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284027.
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This study has the objective of examining parental perceptions, some home environmental factors, and SES on a child's cognitive development. Two groups were used to collect data, a high SES group and a low SES group. Twenty-six preschool children, 13 females and 13 males (24 Caucasian, one African American, and one Asian) were referred for giftedness. Parents responded to two surveys, one questionnaire, and an interview. The children were administered two cognitive skills tests: (a) The Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983), KABC and (b) the Qualitative Use of English and Spanish Tasks, QUEST, (Gonzalez, 1991). Qualitative analyses was used to: (a) describe parental perceptions about the meaning of giftedness; and (b) describe parental perceptions about the development of giftedness. A total of seven patterns were found. Quantitative analyses was used to: (a) explore any relationship between parental perceptions and their own child's cognitive abilities; (b) explore any relationship between some environmental factors and the child's cognitive abilities; and (c) explore any relationship between the parents socioeconomic status and their own child's cognitive abilities. Quantitative results suggest that some home environmental factors do influence a child's cognitive abilities. Quantitative results also suggest that the parents' SES influences the child's performance on cognitive skills tests.
13
Espinoza, Gabriela. "Art Therapy Based Curriculums with Patients who Have or Had Cancer." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/767.
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Patients who have/had cancer are often left with emotional distress, as well as, anxiety, and depression amongst other effects. Art therapy based curriculums have been utilized with patients that have/had cancer with promising results of decreasing emotional distress and other effects. Five different art therapy based curriculums are explored through archival research approach. Through this approach, information is collected to explore five research questions that are presented to understand how these art therapy-based curriculums can help patients who have/had cancer. These research questions explore the type of interventions being utilized in the curriculum when the curriculum is being implemented in the patient’s treatment, what the demographics are for the curriculums that are being used, the structure of the workshops where these curriculums are taking place and what the impact was of the curriculums. The significant finding was that interventions such as mindfulness, relaxation activities and reflection on self decreased emotional distress. A more extensive selection of curriculums would have been beneficial in finding more themes and provide evidence that art therapy based curriculums can help the patient that has/had cancer.
14
DeSanto, Lara, Sarah Han, and Cecilia Sánchez. "Evaluating Standardized Assessments’ Ability to Capture Lived Experience of Cancer Patients and Survivors in Art Therapy Groups." Digital Commons at Loyola Marymount University and Loyola Law School, 2021. https://digitalcommons.lmu.edu/etd/954.
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This paper explores the use of quantitative assessments typically used in research to evaluate experiences of cancer patients and survivors receiving group art therapy services. Literature exploring program evaluation as a methodology, how current research selects standardized measurement tools for the evaluation of art therapy interventions with adult cancer patients and survivors, and on the efficacy of art therapy with this population is reviewed.
Quantitative and qualitative data were collected from four participants, who were clients in two eight-week art therapy groups. Quantitative data were collected in the form of pre- and post-test measurements using six commonly used standardized quality of life assessment tools. Qualitative data were collected via focus groups and art responses. Quantitative data were analyzed to identify general trends in the pre- and post-test measures, demonstrating that no significant positive shifts in symptoms or well-being were documented in the tests. Qualitative data were then analyzed to identify six prominent themes, including the impact of the COVID-19 pandemic on the participants’ experience of the tests, the participants’ perceived personal value of the tests, pre- and post-test measures as containment of experience, art responses as accurate representations of the benefits of art therapy, participants’ passion for art therapy, and participants’ feelings that standardized tests did not accurately capture their experience in the group. These findings were then examined in the context of the literature reviewed, and it was concluded that while standardized assessments have a valuable place in research, they do not effectively capture the lived experience of participants in art therapy groups. Furthermore, future research should continue to explore the value of qualitative research, including that which uses art-making, in evaluating art therapy programs and effectiveness.
15
Levenberg, Jill. "A Qualitative Analysis of Quantitative Assessments in Art Therapy Research with Patients with Cancer in a Medical Setting." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/768.
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This paper uses a qualitative approach to explore quantitative assessment tools and their use in art therapy research with patients with cancer. An archival method was used to gather articles on cancer research which were compiled from peer-reviewed journal articles available online. The author used a systematic analysis to select articles that met the specific research criteria of working with cancer patients in a medical setting, included the implementation of art therapy, and the administration of a pre- and post-test. Twenty-two quantitative assessments fit these criteria. Further exploration was conducted on the five most common assessment tools. These five assessments were further analyzed for emergent themes and characteristics. These common traits were that all of the assessments were self-report questionnaires, four out of five were Likert scales, the assessments were chosen for their accessibility, and many of the research studies were not accessible to a diverse population. It was concluded that these quantitative assessment tools are helpful in art therapy as they contribute towards creating quantifiable results in the research. It may be useful to implement these assessment tools in further art therapy research with cancer patients in order for art therapy to be more frequently employed in medical settings.
16
Martin, Mary A. "Predicting institutional behavior in youthful offenders: The role of individual and family factors in risk assessment." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4196/.
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A vigorous debate persists in the literature about the efficacy of clinical judgment and actuarial models of risk assessment. This study was designed to augment those commonly used methods by integrating a variety of factors that produce risk and protective effects among 101 youthful offenders. Adolescents and young adults in a maximum-security facility were interviewed with the Psychopathy Checklist: Youth Version (PCL:YV), and completed self-reports of psychopathy, impulsivity, and perceived parental care and protection. This selection of empirically-supported predictors was enhanced by criminal history and family information obtained through extensive file review. Markedly different prediction models emerged based on age. ADHD and PCL Factor 2 predicted adolescents' institutional maladjustment. In contrast, young adults' institutional behavior was influenced by impulsivity, family substance abuse, and gang membership. Treatment progress also differed depending on age; the absence of certain risk factors predicted success for adolescents, while academic achievement and intelligence facilitated young adults' advancement. Importantly, support was demonstrated for the moderating effects of protective factors on violence. Finally, the predictive validity of newly-developed psychopathy self-reports was examined in relation to the PCL:YV. Both the SALE PS-24 and the APSD were modestly effective at differentiating between high and low levels of psychopathy.
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With, Elizabeth. "An Assessment of the Parent Orientation Program at the University of North Texas." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3300/.
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Although most institutions offer a parent program option to the orientation program, there has been little formalized research into the quality, planning or programming of parent orientation. There has been very little research into the impact parent orientation has on parents and whether or not they feel that such programs have met their needs, particularly by gender, minority status, educational background, or by geographic distance from the institution. This study seeks to determine the effectiveness of the parent orientation program at the University of North Texas to the parents who participate in this program. The study attempts to measure whether parents feel that they have adequate information about the institution to adequately support their student through the college transition; if parents feel welcomed by the UNT campus community; and if they feel that they have developed resources and institutional contacts that may be useful in the future in assisting their child to have a successful college experience at UNT. The study, conducted in the summer of 2002, had 736 respondents. An instrument developed to determine parent's perceptions of the effectiveness of the parent orientation program consisted of 31 questions using a Likert scale. A t-Test was utilized to analyze the data because it is designed to compare the means of the same variable with two different groups. Generally, all aspects of the parent orientation program were found to be positive by each subgroup. Parents found value in the orientation program and how it prepared them to support their new college student. In all four components studied, women had a stronger feeling than the males. Minority status had no significant impact on the outcomes of orientation according to the participants. Educational background proved not to be a significant factor. Distance parents lived from UNT revealed significant difference in three of the four categories. The farther a parent resides from UNT, the more valuable the orientation experience was for them.
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Merker, Stephanie K. "Assessing Optimal Sibling Training Conditions: An Empirical Approach." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4808/.
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The purpose of the study was to investigate the effects of play materials on the interactions between a child with autism and her sibling. Three conditions were assessed: open choice, materials chosen by the child with autism, and materials chosen by the typically developing sibling. Within each activity, measures of social interactions were assessed. Results of the assessment showed that more interactions occurred with a material chosen by the child with autism. After sibling training (targeting specific teaching skills), social interactions remained highest in the condition with materials chosen by the child with autism. The results are discussed in terms of a material assessment to optimize sibling training conditions and the importance of sibling relationships.
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Clayton, Christina Dick. "The Effect of Parent English Literacy Training on Student Achievement." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4973/.
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When the Bush administration set out to revolutionize public education through the requirements commanded by No Child Left Behind Act of 2001 (NCLB), framers of the legislation chose language that appeared inclusive of all students in U.S. schools. The law demands that English language learners take the mandated exams early in their academic careers in the United States even though research indicates most will fail due to lack of time to acquire sufficient language proficiently to demonstrate their learning on the exams. Viewed through a critical theory lens, the inclusive nature of NCLB is in fact, oppressing ELL students. One district in Texas The study involved ELL students in grades 1-12 in a school district in North Central Texas that uses its family literacy center as an intervention to aid ELL families in English language acquisition. Students fell into three categories: students and parents who attend the family literacy center English classes, students whose parents attend the family literacy center English classes but the students do not attend, and students and parents who do not attend the family literacy center English classes. The quantitative data for the study were reading and math Texas Assessment of Knowledge and Skills (TAKS) and Texas English Language Proficiency Assessment System (TELPAS) scores of ELL students administered by the district in spring 2005. The independent variable was attendance at the family literacy center English classes. A series of one-way analyses of variance (ANOVA) and descriptive statistics (mean, standard deviation, homogeneity of variance) was applied to the data and significant differences were observed on only two measures of the TELPAS. The qualitative data were phenomenological interviews of teachers at the district-run family literacy center. Data derived from in-depth phenomenological interviews were between August and September 2005.