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Murphy, Caitlin Frances. "Post-Disaster Group Art Therapy Treatment for Children." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/55.
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A qualitative research study presents a thorough examination of a group art therapy curriculum for child survivors of disaster or traumatic events. A review of the existing literature was used to inform the current study. The researcher utilized focus group method of inquiry to gain a better understanding of the topic from experts in the art therapy field. Through the gathering of data and analysis, the findings suggest that the curriculum developed to assist child survivors of traumatic events or disasters has intrinsic value and can assist in the recovery process. The focus group provided a means to analyze the curriculum in a critical manner, allowing it to be adjusted and revised for implementation in the future. Drawing on their expertise in working with survivors of disaster or traumatic events, the focus group participants provided valuable feedback used to revise the proposed curriculum. The revised curriculum has the potential to provide safety and containment to encourage integration of the trauma amidst internal and external chaos that a disaster or traumatic event may evoke.
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Sanders, Gwen J. "Art Response to Confusion, Uncertainty, and Curiosity During Group Art Therapy Supervision." Thesis, Notre Dame de Namur University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246527.
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This research project used a causal comparative design to examine differences between intact groups of graduate art therapy students using art as a response to emotions and sharing the art during group supervision. There is scant research on group art therapy supervision thus in this study the variables of curiosity and psychological mindedness were analyzed. Utilizing art making as a tool to understand emotions in response to working with clients therapeutically provides both an implicit, internal focus on the self in relation to others that is then evaluated in an explicit, external context of group supervision, where these emotions are shared. Forty participants completed response art as well as pre- and post-test inventories of the Curiosity and Exploration Inventory-II, subscales of stretching and embracing, and the Balanced Inventory of Psychological Mindedness, subscales of interest and insight. Data were analyzed using Wilcoxon rank sum test and Spearmen’s rho correlations. While findings were limited due to the small sample size, nonparametric measures, and confounding variables, findings confirmed that stretching and interest showed significant increases. Students later in their practicum showed an increase in embracing while group size of four or less had greater increases in insight. Insight increased early in the research study and decreased significantly at the end of this present study, suggesting that as students learn they develop a more humble stance of not knowing. Future research would benefit from a qualitative inquiry to identify and understand aspects of creating art in response to clients and sharing it in supervision.
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Walters, Jenna. "Integrating Restorative Justice Approaches in an Art Therapy Group." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/60.
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The purpose of this research was to explore the integration of restorative justice approaches within the structure of group art therapy. The research approach was based on a mixed methods design that incorporated both a survey and a case study of a group. The open group structure posed some challenges; however, four of the adolescents agreed to participate in the research study. Each of the eight group art therapy sessions was structured to include an art directive, psychoeducation, and group discussion. Based on the analysis of the data, restorative justice approaches can be successfully integrated into group art therapy. Findings suggest that the participants experience an ambiguity between the roles of victim and offender and had difficulty distinguishing the short-‐term and long-‐ term effects of behavior. The developed curriculum can be beneficial for incarcerated and anger management populations, as well as in school-‐based programs. Future research may include explorations into the efficacy of the curriculum in a school setting with a closed group format. This research has opened the door for several future studies and has provided valuable information to the art therapy field.
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Schofield, Sally. "Group art therapy for people with Parkinson's : a qualitative study." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/group-art-therapy-for-people-with-parkinsons-a-qualitative-study(1e37dc4c-34cd-4636-b324-6f5d563e95f8).html.
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This thesis explores the effects of art-making in group art therapy sessions for people affected by Parkinson's Disease. It examines their experience of self through active engagement with art materials. It also draws on the experience of family caregivers and of professionals providing other therapeutic support for these patients. The research methodology is based on feminist, post-structuralist epistemological thought, situating the research as a political, reality-altering endeavour shaped by, and interpreted through, the researcher's particular ideological lens. The thesis emphasises the importance of developing a critical overview of the research context and considering how dominant discourses have shaped both the individual patient's experience of Parkinson's and the service approach to ways of improving their quality of life. A medical model is viewed as determining a narrow understanding and experience of the condition. Broadening the focus of the work to attend to how Parkinson's is culturally and socially embedded provides new understandings of its effects on patients and their wider needs. The research design has a strong participatory component drawing on the support of a consultancy group of six people affected by Parkinson's and three family caregivers, all seen as experts through their personal experience of the condition. The researcher defines her position as researcher-near using her background as artist, art therapist and her experience of working with people affected by Parkinson's at the research site. The research design is inspired by group art therapy practice, and takes research as praxis for theory building. Social science qualitative interviewing was used with four focus groups, and in ten semi-structured individual interviews which involved participant selected examples of their group therapy artwork. Nine audio-recordings of group art therapy sessions were collected. The researcher used art-making throughout the research process to create visual researcher diaries, and 'response' art as a way of exploring the material gathered for analysis. Besides providing an opportunity to consider the role of visual expression to complement verbal, this English language thesis uses data collected in Spanish and Catalan. Translation across languages (spoken, written and visual) and cultures became a method through which to consider interpretation, explore nuances and question assumptions. The dilemmas faced in translation enhanced researcher reflexivity and facilitated exploration of the space between art and language. This thesis offers an understanding of the potential contribution of group art therapy within six themes: 'Self-construction and discovery'; 'Material action'; 'Aesthetic group movement'; 'New perspectives'; 'Artwork as legacy'; and 'Physical transformation of issues'. These themes support the view that group art therapy acted as a catalyst for well-being and better functioning for participants, and that it can be modelled as a continuous process of embodied enquiry for those affected by Parkinson's. The triangular therapeutic relationship is explored and the terms 'creator' - 'artwork' - 'audience' are proposed to recognise the flexibility in the art-maker's position between creator and audience of their artwork. That artwork is conceptualised as an active meaning generator in the group art therapeutic encounter and the artistic intersubjective matrix is explored in relation to therapeutic factors specific to group art therapy. Implications for working with other related chronic, life changing conditions are elaborated.
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Tramer, Beth A. "Case Study: Geriatric Group Art Therapy in a Nursing Home." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1210555128.
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Ilnicki, Diann. "Drawing on dreams : an art therapy contribution to group dream work." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39124.pdf.
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Pantic, Lorraine Rose. "Building Resilience Through Group Art Therapy with Youth Exposed to Risk." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/99.
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The research objective of this qualitative case study was to explore how art interventions could be useful to teach at-risk adolescents how to identify with and develop, personal strengths and resilient qualities. The subjects in this study were receiving treatment in an outpatient mental health clinic for a variety of diagnoses and participated in a ten-week resiliency building art- therapy group. During the weekly sessions participants followed a specific protocol including psycho-education, art therapy interventions and processing of the art products. The art interventions were based on the literature and designed to develop personal strengths, self- reliance, self-discovery and communication, problem solving, flexibility, compassion and empathy, future planning and teamwork. The results indicate that at-risk adolescents are able to identify, discuss and develop solutions to their challenges using the art interventions and psycho- education and that the group art-therapy modality provides a unique tool to accelerate positive outcomes and resilience in an outpatient mental health setting.
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Rios, Jamie N. "Exploring Resilience through the Observation of Group Art Therapy with Adolescents." Digital Commons at Loyola Marymount University and Loyola Law School, 2017. https://digitalcommons.lmu.edu/etd/302.
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This research is a qualitative art-based case study exploring the facilitation of resilience through the observation of a resiliency-building art therapy group with adolescents. The researcher was the subject and utilized both direct and participant observation of a ten-week resilience-based art therapy group to gain a better understanding of how an art therapy group in a school setting is run. Reflective art making that mirrored the art directives given in the group were incorporated by the researcher to gain a deeper and more personal understanding of the resilience building process. The literature review covers a broad range of resilience and a variety of methods for observing therapy. The weekly art directives were based on the resilience literature and designed to develop personal strengths, self-discovery, communication, self-reliance, problem solving, flexibility, and future planning. Themes identified within the analysis include: flexibility, structure, anxiety, cohesive relationships, and creativity. The researcher found that flexibility in the co-facilitators and structure in the art therapy program are key elements in a successful group. Through this study the researcher identified the usefulness of direct and participant observation of therapy for developing clinical skills and highly recommends both be included in therapeutic training programs.
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Rodriguez, Jennifer. "INFORMAL ART THERAPY GROUP AMONG MINORITY SENIORS IN INDEPENDENT LIVING COMMUNITIES." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/658.
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The elderly population have developed some resistance toward accepting community-based social services. Such resistance could be detrimental to the well-being of low-income seniors by hindering their chance of accessing services intended for them in the first place. Art therapy is seen as a promising intervention against client resistance. This study evaluated the effectiveness of art therapy on reducing resistance to services among low-income seniors living in independent living communities. Through a pre-experimental design, this study analyzed administrative data for a sample of 37 participants from a social service agency in Southern California. Results from two non-parametric tests (WilcoxonSigned-Rank and Mann-Whitney-U) revealed that art therapy is very effective in reducing resistance among seniors. Implications for gerontology and social services providers were discussed.
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Lee, Ji Hyun. "Group Art Therapy and Self-Care for Mothers of Children with Disabilities." Thesis, Lesley University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641805.
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The purpose of this study was to examine the effectiveness of a group art therapy intervention on psychological well-being of Korean mothers of children with disabilities. This study employed a quasi-experimental pre- and post-test research design with non-random assignment of participants to either the art therapy intervention group (AG) or the control group (CG). The present study quantitatively examined the effectiveness of the group art therapy intervention using four standardized measurements (Parental Distress sub-scale from Parenting Stress Index-Short Form, Perceived Stress Scale, Beck Depression Inventory-II, & The Multidimensional Scale for Social Support) assessing parenting stress, perceived stress, depression, and perceived social support. In addition, the Draw-a-Person-in-the-Rain (the DAPR) assessment with numerical scoring system was used to assess the mothers’ stress.
A total of 44 participants from multiple regions across Korea were included, and mothers in AG (n = 22) participated in 6 sessions of 100 minutes in length. The results of the statistical analysis showed significant differences between the two groups in parenting stress, perceived stress, and depression with those in the AG reporting a greater decrease in parenting stress, perceived stress, and depression than those in the CG. In terms of perceived social support, no significant difference was found between the AG and the CG. The results of the DAPR-Stress scale showed that stress indicators on the post-drawing assessment decreased significantly compared to the pre-drawing assessment after participating in the art therapy intervention. Thus, the art-based projective drawing assessment (the DAPR) supported the quantitative results of the art therapy intervention on decreasing stress. Overall findings support the effectiveness of the group art therapy intervention in enhancing psychological well-being of Korean mothers of children with disabilities.
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Springer, N. "How do art therapists interact with people and their artworks in a mentalization-based art therapy group?" Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13627/.
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Art therapy research studies neglect the description of practice. A literature review revealed that art therapists narrowly rely on self-reported case studies to build theory, but that approach tends to result in a description of the therapist's intention rather than the actions they undertook. Comparable forms of psychological therapy have constructed descriptions of practice from observational research but this method has been relatively underused by art therapists. The present study used observation to build a description of practice of how art therapists interacted with service users and their artworks in a mentalization-based art therapy group for people diagnosed with borderline personality disorder. Three fifteen minute video edited sequences of in vivo art therapy sessions were viewed by focus groups who described what they observed. Because the study assumed a social constructionist epistemology, focus groups were chosen to represent a range of service users, psychological therapists, art therapists and the treating art therapists' perspectives. A modified grounded theory approach was used to analyse transcripts from those focus groups which resulted in two core conceptual categories. The first proposed that when art therapists demonstrated their engaged attention, it supported a more reliable therapeutic interaction. The second, conversely, proposed that when the art therapists gave the appearance of passivity, it exacerbated dismissive interactions between group members and with artworks. This added new theoretical concepts to art therapy group literature. However, that theory was not tested in the present study.
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Liskin, Sung. "An Exploration of Existential Group Art Therapy for Substance Abuse Clients with a History of Trauma." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/295.
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The purpose of this study was to explore existential group art therapy (EGAT) as an alternate or integrated method in treating clients with substance abuse and a history of trauma. Subjects for this study were male and/or female adults, ages 18 and older, volunteer participants who were in treatment for substance addiction at Tarzana Treatment Centers. A group of seven participants who met the criteria for both substance abuse and history of trauma received Existential Group Art Therapy (EGAT) treatment for eight consecutive weeks. Participants were asked to fill out the Scale for Existential Thinking (SET) at the start of the group and at the end of the treatment process to determine whether or not there was an increase in “existential thinking” following eight weeks of EGAT. The group engaged in the art-making process and discussion of their artwork each week, and were asked to answer Post Group Survey Questions (PGSQ) after the termination of the group. This study details four of the seven participants since they attended most consistently and were deeply engaged in the process. The statistical significance of the observed results was measured using a paired two sample for means T-test (one-tailed). Changes in SET scores were deemed to be statistically significant with a result of p
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Potter, Sarah. "Art Therapists' Work with Textiles." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/771.
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This research project aims to explore how art therapists use textiles in clinical practice and personal artmaking and to learn about the perceived benefits and challenges of this type of work. The study utilizes a Qualtrics survey, with 70 participants, and a focus group methodology, with 4 art therapists. Through the analysis of the participants’ conversations, artwork, and survey information, emergent themes were identified related to examining biases of gender identity, challenges related to considerations of time, the repetitive and slow nature that are particular mindful qualities of textile making, potentially heightened benefits of textile work with children and adolescents, and a call to reexamine boundaries of technique with the inclusion of unstructured textile exploration. Art therapists described benefits for clients particularly related to trauma work, grounding, and sense of mastery. These themes emphasized findings that illuminate the value of working with textiles in personal artmaking and in art therapeutic environments.
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Weinbaum, Michelle A. "Building social capital in a traumatized community with small group art practice." Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/13778.
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Master of ScienceDepartment of Landscape Architecture/Regional and Community Planning
Stephanie Rolley
Small group creative practice has the potential to set the conditions necessary to develop or strengthen community networks, as a form of social capital, in a disempowered, traumatized community. Traumatized communities require the process of building social capital to begin at an earlier point than in other communities and by addressing the background of trauma first. Case studies of three programs present the opportunity to inform the design of future development work with disempowered, traumatized communities like those of many women in countries engaged in armed conflict. The case studies examined are a government founded shelter for abused women; a localized project to teach agricultural skills; and a project to teach women artistic skills as a therapeutic exercise to build trust levels necessary to increase networks. Social capital provided perspective for examining the bonds between individuals and groups and how they affect individuals’ access to resources. Framed by a literature review, the case studies synthesized literature and first hand experiences and knowledge. A question protocol was used to query the case studies in order to identify best practices. The literature review demonstrated that the most reliable indicators of social capital are trust and association and suggests accepted indicators for each. By querying the case studies, it was determined that best practices for a project designed to build social capital in disempowered, traumatized communities include stipulations on the size of groups, how time is scheduled for informal interaction, identifying indicators of trust, and how conditions for group outcomes were met. This study found that, with an intentional design focus on group outcomes, as well as with attention to other best practices, creative practice is a viable method to increase the levels of trust necessary to set conditions for further development of social capital in the identified communities.
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Weiskittle, Rachel E. "The Efficacy of a Group Visual Art Bereavement Intervention with Older Adults." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5940.
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Research on expressive art interventions for bereavement has burgeoned in recent years. Studies have supported their effectiveness in facilitating participants’ adjustment to loss (e.g., Rosner, Kruse, & Hagl, 2010; Uttley, 2015) and have revealed the frequency with which they are clinically implemented (Thompson & Neimeyer, 2014). Clinicians and recipients of expressive art interventions advocate for their helpfulness in grief processing (e.g., Gamino, 2015). Publications have highlighted particular visual art modules that facilitate adaptive adjustment to loss by providing avenues for self-expression, meaning making and continuing bonds with the deceased (Neimeyer, 2016), but few studies have quantitatively investigated whether they improve bereavement outcomes. Efficacy of treatment modalities are especially warranted for bereaved subgroups at elevated risk for developing symptoms of complicated grief, such as socioeconomically vulnerable older adults, as they are among those most likely to benefit from intervention but face the most barriers to accessible treatment (Ghesquiere, 2013; Newson et al., 2011). This longitudinal study investigated the feasibility and efficacy of a 4-week grief support group with visual art modalities for bereaved older adults residing in government subsidized independent living facilitates in the community. Measured outcomes included meaning made from the loss, continued bonds with the deceased, perceived social support, personal growth, and negative bereavement experiences such as symptoms of complicated grief and depression. Findings from this study support the feasibility and acceptability of implementing an art-based grief support group for socioeconomically vulnerable older adults. Significant improvement was found in meaning made from the loss, personal growth, and negative grief symptoms. Depressive symptoms significantly decreased immediately following completion of the group, but these levels returned closer to baseline levels at one-month follow up. Participants who screened positively for complicated grief at baseline reported greater improvement in their negative grief symptoms and depression, consistent with the extant literature that the bereft in highest distress receive the most benefit from grief intervention. As complicated grief is more prevalent in the older adult population than other age groups, further investigation on the efficacy and effectiveness of targeted bereavement support is warranted.
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Bourne, Margaret, University of Western Sydney, College of Social and Health Sciences, and School of Applied Social and Human Sciences. "Trusting the artwork." THESIS_CSHS_ASH_Bourne_M.xml, 2003. http://handle.uws.edu.au:8081/1959.7/682.
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The purpose of this research was to inquire into the subjective experience of participants of psychodynamic group art therapy.This investigation was designed to record participants' responses and understanding of their art-making and their artwork in therapy. The qualitative methodology of phenomenography was chosen to record the art-making process. The sample included three women from a women's centre and six university students. A single interview was conducted with each of the nine participants and included their artwork from the group art therapy. Group art therapy committed to a participant's personal development was effective in contributing to a resolution of personal conflicts, whereas group art therapy committed to professional development was effective in stimulating group dynamics, but the participants were guarded when discussing the personal content of their artwork.Master of Arts (Hons) (Art Therapy)
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Skaife, Sally Elizabeth. "An investigation of the relationship between art and talk in art therapy groups." Thesis, City University London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527181.
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This research explores a duality in art therapy: is art therapy about using art to help clients make therapeutic relationships or is it about therapeutic relationships facilitating a transformative process in art-making? In my experience art easily becomes subsumed by verbal interaction in art therapy groups in which there is reflection on interpersonal relationships. I contextualise my clinical experience by referring to the art therapy literature in which I identify four historical phases in the art/talk relationship: acknowledgment of a tension between art and talk; splits in types of practice resulting in tension becoming hidden in each; the sliding scale and recognition of creativity in polarity; and finally a celebration of diversity and plurality. Using a heuristic approach, reflexive writing and hermeneutic reflection, I have related texts from Continental Philosophy to my own clinical experience, to interviews and questionnaires previously given to members and the therapist of a colleague's art therapy group, and to the art therapy literature. The interrelated philosophical texts have sought to revise the way that art has been thought about in Western philosophy since Plato. I have analysed them with a view to re-visioning the ontological foundations of art therapy theory. Hierarchical divisions in the way that art is thought about are endemic to the development of the role of art in Western society, and thus reflected in art therapy theory. The philosophical works that I study challenge these divisions through the recognition of paradox. Understanding the hierarchical dilemmas that result from combining art and talk as mutative paradoxes presents a way of working with other hierarchies and for representation of voices that are suppressed. The outcome of this research has been to consider ways of working with tensions in the art/talk relationship in clinical practice and to develop a theoretical framework for art therapy which can be applied across all the client groups that art therapists work with. The aim has been to develop a unified identity for art therapy which resists splits which disadvantage clients, and fragment the profession.
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Holtzhausen, Minnon. "Psychiatric in-patients’ experiences of an art group : with a focus on the self." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013146.
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Aims: It is argued that one’s sense of self is threatened and eroded by mental illness. According to the narrative perspective, one’s personal life narrative is displaced and maintained by a story of illness. However, dialogical self theorists argue that mental illness limits the number of ‘I’ positions available within an individual, resulting in the positions/voices becoming rigid and being dominated by a singular, monological position. The aims of this qualitative study are to attempt to understand and examine psychiatric inpatients’ personal lived experiences of an art group. The goal of the study is to focus on the impact of the art-making process on these patients with regards to the construction of their sense of self. Design: A qualitative research design was used in the study. Method: Four psychiatric in-patient art group members – three male and one female, between the ages of 27 and 40 – were interviewed. A semi-structured interview schedule consisting of sixteen questions focusing on the interviewees’ experiences of the art group was used. The interviews were analysed using an interpretive phenomenological analysis. Results: Three superordinate themes emerged: What the Participants Gained From the Art Group, Sense of Community and Leaving a Mark, and The Experience of Self in the Art group. All three Superordinate themes fall within the participants’ experience of the art group. Conclusion: All four of the participants expressed positive feelings and enjoyment towards the art group. Participation in the art group provided the participants with a sense of pride, achievement and hope within their lives. As a result of participation on the art group, one of the four participants was able to construct a thin alternative experience and sense of self.
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Euvrard, Gwenda Joan. "Dreamwork and imaginal healing: the incorporation of artwork in a systematized method of group dreamwork." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002481.
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This exploratory study investigated the expansion of an established systematized group dreamwork method (Shuttleworth-Jordan, 1995) to incorporate artwork. The rationale for the addition of artwork was situated firstly, in a poetic Jungian understanding of the image as a holistic "place" of gnosis or transformative healing and, secondly, in an argument that in order to carry the gnostic potential of the image into the lived world, a dreamwork method should involve all four styles of consciousness (thinking, intuition, sensation and feeling). It was considered that the verbal interpretive Shuttleworth-Jordan method would be enhanced by the incorporation of a visual artwork process in order more fully to open the potential of the method for incorporating the nonverbal intuitive, sensation and feeling styles of consciousness. In order to compare the established method (dreamwork Without Art) and the proposed method (dreamwork With Art), two dreamwork workshops were conducted in which all participants experienced all four conditions of the study: Dream Presenter Without Art, Dream Presenter With Art, Group Member Without Art, Group Member With Art. Two levels of assessment were utilized: a quantitative analysis (involving rating scales completed after each dreamwork session), supported by a qualitative analysis (involving written questionnaires completed at the end of the workshops and follow-up interviews conducted a week after completion of the workshops). The results suggested that the incorporation of artwork in the Shuttleworth-Jordan (1995) group dreamwork method enhanced the established method in that a consistent trend of increased involvement in the dreamwork process and increased dreamwork effectiveness was reflected, while no deleterious effects were noted which might detract from the effectiveness of the existing model which had been established in previous research studies. Finally, a refined step-by-step group dreamwork method incorporating artwork was proposed, which included qualitative feedback from the present study.
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Spisak, Stephanie. "Using Art Therapy to Empower Young Kenyan Girls." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1209239573.
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Nemeth-Sauselen, Annette Kimberly. "Expressive and Traditional Group Counseling Approaches: Treatment Outcomes and Patient Satisfaction in a Combined Partial Hospitalization and Intensive Outpatient Program." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1610563382276869.
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Reed, Kelly Layne. "An exploration study of the relationship between effectiveness of filial therapy training groups and group cohesion." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9832/.
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This study examined the relationship of group cohesion among heterogeneous and homogeneous groups on individual treatment outcome of child-parent relationship therapy (CPRT). CPRT is a filial therapy model that targets the parent-child relationship as a means for preventing or improving child and/or family problems. This study included 30 parents or caregivers from 9 groups which met for 10 sessions. Participants qualified for this study if their groups ended with at least 3 group members and 2 leaders, all pretest and posttest data on their child between the ages of 2-11 was completed, and if they attended at least 6 of the 10 sessions. Correlation coefficients, t-tests, and effect sizes were calculated. Results demonstrated no statistically significant differences between pretests and posttests on the Child Behavior Checklist (CBCL) for all 30 participants; however, differences in measured effect (η2) between children identified with borderline and clinical behavior problems and children with normal behavior problems suggest that CPRT is more effective among children who demonstrate significant behavior problems. Perceived and observed group cohesion measurements demonstrated no significant difference at the individual outcome level. This finding suggests that group cohesion may not be related to individual outcome. Although there was no significant relationship between group cohesion and individual outcome for this study, results of the group measurements regarding engagement and group cohesiveness, coupled with previous studies on CPRT effectiveness, suggest that CPRT should be utilized in homogeneous groups.
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Nieves, Christina Impoco. "Expressive Arts Intervention for the Adult Cancer Survivor in the Community Support Group Setting." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573897771394791.
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Flahive, Mon-hsin Wang. "Group sandtray therapy at school with preadolescents identified with behavioral difficulties." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4878/.
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Sandtray therapy, a modality of play therapy, has been used in a variety of ways as the treatment intervention with different theoretical approaches; however, there is a very limited amount of empirical research. The purpose of this research is to examine the effectiveness of group sandtray therapy at school with preadolescents identified with behavioral difficulties. This is a pretest-posttest control group design. Participants in the experimental group received sandtray therapy in group for ten weeks, and participants in the wait-list control group received no treatment intervention. The researcher compared two groups to examine the overall effectiveness of sandtray therapy as determined by the scores of the Child Behavior Checklist-Teacher Report Form (CBC-TRF), Parent Report Form (BASC-PRF), and Self Report of Personality (BASC-SRP). Based on teachers' reports, statistically significant difference existed between the two groups in terms of preadolescents' overall behaviors, externalizing behavior problems, and internalizing behavior problems after the ten week treatment intervention. The effect sizes were medium (d= .52-.59). According to parents' reports, a statistically significant difference was found regarding preadolescents' externalizing behavior problems, and the effect size was medium (d=.63). No statistically significant differences were found regarding preadolescents' total behaviors and internalizing behavior problems based on BASC-PRF. The effect sizes arranged from medium to small (d=.55 and .35, respectively). In terms of the total behavior on BASE-SRP, no statistical significant difference was found and the effect was small (d=.18). A case example was included to illustrate the process and effect of group sandtray therapy. Based on the results of this study, it is determined that group sandtray can be an effective treatment intervention for preadolescents identified with behavioral problems. The primary contribution of this study is to present empirical support for the effectiveness of using sandtray therapy.
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Luz, Jillian E. "Exploration of the Process of an Altered Book Project With Women Cancer Survivors." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/291.
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This research examines the experience of a long-term creative arts project within a women’s cancer support group. Specifically, the research explores the effects of a creative arts project on quality of life. Literature describing cancer support groups has been reviewed, as well as literature published which specifically studied the effects of art therapy with those living with from medical illnesses including, but not limited to, cancer. Qualitative data was gathered through surveys, interviews, and by analysis of the creative art projects. Group participants were offered the directive to create an altered book in which to express their cancer journey. The art directive was a long-term project, with participants given the opportunity to work on their altered books over the course of six months. Both the processes by which the creative art projects were created as well as the content of the finished products were evaluated. Four prominent themes were discovered during analysis of data; time, a sense of life and growth, gratitude for social connections, and the creative process. These findings were then examined in the context of the general literature as well as art therapy literature on medical support groups. The research supports general literature which identifies that cancer diagnoses and treatment can create social isolation, creating a vital need for social relations and connection. The art therapy research studied chose to focus more on the art product, whereas this research also greatly considers the process of the art-making as significant data.
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Körlin, Dag. "Creative arts therapies in psychiatric treatment : a clinical application of the Bonny Method of Guided Imagery and Music (BMGIM) and Creative arts group /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-388-4/.
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Eggers, Sarah H. "Using Photography and Poetry in Group Therapy for People with Severe and Persistent Mental Illness: An Outcome Study." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/58.
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This research explores the experience of participation in a pilot program that integrated poetry and photography for a group of seven adults living with severe and persistent mental illness. Data was gathered in the form of written, visual and verbal responses generated through a semistructured, qualitative focus group that took the week after the end of the pilot program. The data was categorized and coded using a analytical procedure based on Photovoice, a participatory action research model that seeks to empower research participants by providing them with cameras to document and share issues of importance to their lives. Analysis of the data resulted in the emergence of six overarching themes: 1) The group experience 2) Self vs. other 3) Accomplishment and challenge 4) Confinement vs. freedom 5) Observing vs. Being observed/new perspectives and 6) Memories recalled. These themes were examined against existing literature about the use of photography and poetry in therapy, arts-based and group therapy treatments of severe and persistent mental illness, and the use of participatory and artsbased research in mental health. The findings of this research emphasize the rich possibilities for incorporating linked language/written and visual interventions in the treatment of severe and persistent mental illness, as the two offer complementary but distinct opportunities for healing, growth and self-expression. Moreover, this study demonstrates the importance of including mental health clients as participants in qualitative research regarding their perceptions of treatment, and the fundamentally empowering experience of being viewed and treated as experts on their own lives.
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Danger, Suzan. "Child-Centered Group Play Therapy with Children with Speech Difficulties." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4337/.
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The problem with which this investigation was concerned was that of determining the efficacy of child-centered group play therapy with pre-kindergarten and kindergarten children with speech difficulties as an intervention strategy for improving specific speech problems in the areas of articulation, receptive language, and expressive language. A second purpose was that of determining the efficacy of child-centered group play therapy in improving self-esteem, positive social interaction, and in decreasing anxiety and withdrawal behaviors among pre-kindergarten and kindergarten children with speech difficulties. The experimental group consisted of 11 children who received 25 group play therapy sessions one time a week in addition to their directive speech therapy sessions. The comparison group consisted of 10 children who received only their directive speech therapy sessions. The Goldman Fristoe Test of Articulation, the Peabody Picture Vocabulary Test - Revised, and the Clinical Evaluation of Language Fundamentals - 3 were used to measure receptive and expressive language skills. The Burks' Behavior Rating Scale was used to measure symptoms of anxiety, withdrawal, poor self-esteem, and poor social skills as observed by parents and teachers. Twelve hypotheses were tested using ANCOVA and Eta Squared. Child-centered group play therapy was shown to have a large practical significance in helping children improve their expressive language skills. Child-centered group play therapy was shown to have a medium practical significance in increasing children's receptive language skills. Small sample size may have contributed to the lack of statistical significance as calculated by the analysis of covariance. Child-centered group play therapy was shown to have a small yet positive impact upon children's articulation skills and anxiety. Although not significant at the .05 level, these results indicate a slightly larger increase in articulation skills and a slightly larger decrease in symptoms of anxiety among those children who received group play therapy as compared to those who did not. Child-centered group play therapy was shown to have a mixed effect upon children's self-esteem, withdrawal behaviors, and positive social interactions. This study supports the use of child-centered group play therapy as an effective intervention strategy for children with speech difficulties to improve expressive and receptive language skill development.
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Packman, Jill. "Group activity therapy with learning disabled preadolescents exhibiting behavior problems." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3326/.
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This study was designed to determine the effectiveness of group activity therapy as a school based intervention with fourth and fifth grade preadolescents with learning disabilities experiencing behavior problems. The group activity therapy intervention followed humanistic principles and was designed to address the cognitive and social emotional needs of this population. The preadolescents were provided a variety of developmental appropriate materials and activities to encourage self expression and group interaction. The 24 volunteer preadolescents were randomly assigned to the experimental group (n=12) and to the control group (n=12). The treatment group preadolescents were divided into groups of three and participated in group activity therapy one hour per week for 12 weeks. The participants were assigned to groups according to individual needs and personality traits. The control group received no treatment during the study. Pre and post test data were collected from parents using the Child Behavior Checklist (CBC) and the Behavior Assessment Scale for Children (BASC).
Analysis of Covariate (ANCOVA) was utilized to determine statistical significance between the treatment group and the control group on the post-test means for each hypothesis. In each case, the post-test specified in each hypothesis was used as the dependent variable and the pre-test as the covariate. Specifically, the preadolescents in the treatment group showed statistically significant decreases in total behavior problems on the BASC (p=.05) and decreases in internalizing problems on both the BASC and CBC (p=.03, p=.05, respectively). While not statistically significant, positive trends were noted on the CBC total behavior scale (p=.08) and on the CBC externalizing scale (p=.09). In addition, Cohen's d effect size was calculated for each hypothesis and post hoc analysis of the subscales to determine practical significance of the treatment on the experimental group when compared to the control group. A large treatment effect size was found on the BASC (d=.91) and CBC (d=.82) total behavior problems scales and on the BASC (d=1.03) and CBC (d=.90) internalizing problems scales. A moderate to large treatment effect size (d=.78) was found on the CBC externalizing problems scale and a medium treatment effect size (d=.53) was found on the BASC externalizing problems scale. Qualitative data was also examined to determine clinical significance of the intervention. This study determined that group activity therapy is an effective intervention for preadolescents diagnosed with a learning disability.
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Benjamin, Amante Brittany, Alejandra Hernandez, Emily Lin, Amanda D. Martin, and Chao Zhao. "Exploring the Efficacy of the Helen B. Landgarten Art Therapy Clinic’s Transition to Telehealth During COVID-19." Digital Commons at Loyola Marymount University and Loyola Law School, 2021. https://digitalcommons.lmu.edu/etd/955.
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This research qualitatively explores the impacts of the Helen B. Landgarten Art therapy Clinic’s transition to art therapy telehealth services during the COVID-19 pandemic. The purpose of this research was to explore the efficacy of interventions and the clinical themes that emerged as a result of telehealth art therapy services delivered to marginalized communities through the Helen B. Landgarten Art Therapy Clinic. Data that was collected includes anonymous surveys from administrators, teachers, and caregivers of those receiving services and facilitators of services, semi-structured interviews with administrators, teachers, and caregivers of those receiving services, as well as a focus group with facilitators of services. Through the analysis of data several findings suggest that art therapy telehealth can provide a safe space for engagement in mental health and be more accessible to marginalized communities. These findings potentially open new doors for further inquiry into art therapy telehealth.
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Bourne, Margaret. "Trusting the artwork /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031223.151032/index.html.
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Yousef, Dina K. "Group Activity Play Therapy for Preadolescents: Effects on Low Self-Esteem." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862864/.
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Research shows that preadolescent females are more prone to negative self-perceptions than their male counterparts which places them at greater risk of developing mental health problems stemming from low self-image. The purpose of this randomized, controlled outcome study was to examine the effectiveness of group activity play therapy (GAPT) compared to an evidenced based social skills/self-esteem group. Participants were 29 fourth and fifth grade girls in two Title I schools in the southwest U.S. referred by teachers and school counselors as presenting with low self-esteem. Participants identified as 45% Latina, 38% Caucasian, 14% African American, and 3% Asian. Children were randomly assigned to either 16 sessions of GAPT (experimental group; n = 15) or 13 sessions of an evidenced based social skills/self-esteem group intervention (control group; n = 14). Results from a 2 (Group) by 3 (Times) repeated measures ANOVA indicated that, compared to the control group over time, the GAPT group reported statistically significant improvement in self-esteem with a moderate to large treatment effect. Teachers did not report a statistically significant difference between the two groups over time. However, teachers reported noteworthy improvement for children in both treatment groups, with generally stronger improvement for the GAPT group. Overall, results indicate that GAPT may be a promising school-based intervention for preadolescent females suffering with low self-esteem.
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Smith, Nancy Renfer. "Comparative Analysis of Intensive Filial Therapy with Intensive Individual Play Therapy and Intensive Sibling Group Play Therapy with Child Witnesses of Domestic Violence." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2696/.
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The purpose of this study was to determine the effectiveness of Intensive Filial Therapy in: (a) improving the self-concept of child witnesses of domestic violence; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety and depression, of child witnesses of domestic violence; (c) reducing externalizing behavior problems, such as aggression and delinquency, of child witnesses of domestic violence; (d) reducing overall behavior problems of child witnesses of domestic violence; and (e) increasing communication of empathy between mothers and child witnesses of domestic violence. A second objective of this study was to compare the effectiveness of Intensive Filial Therapy with Intensive Individual Play Therapy and Intensive Sibling Group Play Therapy with child witnesses of domestic violence. The experimental group consisted of 11 child witnesses of domestic violence whose mothers received 12 Intensive Filial Therapy training sessions within a three week period and had 12 mother-child play sessions. The Intensive Individual Play Therapy comparison group, consisting of 11 child witnesses, and the non-treatment control group, consisting of 11 child witnesses, were utilized from the Kot (1995) study. The Intensive Sibling Group Play Therapy comparison group was utilized from the Tyndall-Lind (1999) study. Children in all studies completed the Joseph Preschool and Primary Self-concept Screening Test and the Child Behavior Checklist. Mothers who received Intensive Filial Therapy training conducted pretest and posttest play sessions for the Measurement of Empathy in Adult-Child Interaction. Analyses of Covariance revealed the children in the experimental group significantly increased in self-concept, and significantly reduced overall behavior problems. A comparison of t-test scores of the pretests and posttests revealed mothers in the experimental group significantly increased communication of empathy to their children.
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Cheng, Yi-Ju. "Impact of Child-centered Group Play Therapy on Social-emotional Assets of Kindergarten Children." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804822/.
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Early childhood is a critical period during which children develop social-emotional competence that will affect future success. Developing social-emotional assets is of importance for kindergarten children because of their concurrent cognitive and social changes as well as the experience of transitioning from home to school environment. A growing number of schools have adopted social-emotional learning (SEL) programming to focus on fostering children’s prosocial behaviors through direct instruction and engaging activities in classroom settings. However, some researchers have proposed that learning should capitalize on children’s natural interests rather than adult-determined agendas. Based on theoretical assumptions regarding potential effectiveness of child-centered group play therapy (CCGPT) as a treatment modality, I sought to explore the effects of CCGPT on social-emotional assets of kindergarten children utilizing parent and teacher reports across pretest, posttest, and one-month follow-up. Additionally, given that group sizes have been inconsistent and rarely explored across previous studies, I investigated the therapeutic aspect of group sizes in CCGPT outcome by comparing 2-member and 3-member CCGPT groups. Forty-three participants with mean age of 5.14 were recruited from three elementary schools, including 19 Hispanic, 14 Caucasian, and 10 African American. Twenty-one participants were randomly assigned to the intervention group receiving a mean of 15.32 CCGPT sessions over 8 weeks, and 22 participants were assigned to the waitlist control group. Six mixed between-within ANOVAs were conducted applying an alpha level of .05 to interpret statistical significance and η2 calculation to assess practical significance. Results indicated a statistically significant interaction effect on SEARS-P Total score, F (2, 72) = 4.533, p = .014, with medium effect size of η2 = .101. Post Hoc analyses indicated a non-statistically significant interaction effect on SEARS-P Self-Regulation/Responsibility subscale with a small effect, F (1.868, 67.248) = 1.776, p = .179, η2 = .043; a statistically significant interaction effect on SEARS-P Social Competence subscale with a medium effect, F (1.696, 61.049) = 3.413, p < .05, η2 = .079; and a statistically significant interaction effect on SEARS-P Empathy subscale with a medium effect, F (1.439, 51.79) = 4.592, p < .05, η2 = .106. Thus, participants in the CCGPT group showed a non-significant increase in the ability to self-regulate emotions and to take responsibility for actions and a significant increase in competence to interact socially with others and in empathy for others. Teacher reports did not show statistically significant results with a small effect, F (2, 70) = .917, p = .404, η2 = .013. Results on group sizes indicated that no statistical differences were detected between two-member and three-member groups with no effect, F (1.493, 25.377) = .039, p = .942, η2 = .001. Moreover, the results on follow-up supported that a certain level of the effects of CCGPT lasted one month after the intervention. Overall, children seemed to benefit from CCGPT, and CCGPT may be considered a viable treatment for enhancing kindergarten children’s social-emotional development.
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Blalock, Sarah M. "Individual and Group Child-Centered Play Therapy: Impact on Social-Emotional Competencies." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849659/.
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A randomized controlled trial study was conducted to test the effectiveness of 16 sessions of the modalities of individual and group child-centered play therapy (CCPT) on improving social-emotional assets, including self-regulation/responsibility, social competence, and empathy. Participants were 56 students in four urban elementary schools in north central Texas, referred by teachers for disruptive or problematic behavior: 10 female and 46 male; ages 5 to 10 years with mean age 7.12; and 21 identifying as Hispanic, 17 as White, 8 as Multiracial, 1 as Asian, and 9 unspecified. Teachers and parents completed the Social and Emotional Assets and Resilience Scale (SEARS; Merrill, 2011) at pre- and post-treatment. With a significance criterion of p< .05, teacher reports provided no statistically significant results. However, parent reports indicated a statistically and practically significant interaction effect with a medium to large effect size, indicating a substantial improvement in children's scores from pre- to post-test attributed to group assignment. Mean differences indicated substantial gains in overall social-emotional assets, according to Total scores, in both individual and group treatment conditions as compared to the waitlist control group. Additionally, both individual and group play therapy was correlated with significant improvement with a large effect for the constructs of self-regulation/responsibility and social competence, with the group condition having a larger effect than the individual condition. Regarding empathy, neither modality resulted in significant improvement, though individual CCPT resulted practically in a large effect. These results indicate CCPT may provide a developmentally appropriate treatment for clinicians working with children in schools and in the community to foster their social and emotional competencies.
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Armstrong, Meredith. "An art based support programme for the amelioration of general psychological distress in marginalised children in South Africa." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003730.
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This study aimed to construct, and implement an in-school "art expression" based programme designed to aid in mitigation of psychological stress, behavioural difficulties, and self-negativity frequently experienced by marginalised children. It was developed for application within schools that cater for children exposed to neglect and/or abuse resulting from poverty in South Africa. This programme outline was developed and implemented through intensive exploration and review of previously effective art therapy, art expressive methods and techniques in similar contexts, together with the knowledge and experience of a qualified art therapist and educational psychologist. Data was collected through open-ended informal qualitative interviews, observations, and photographs of artworks produced during sessions. These were then analysed in conjunction, using the content analysis method, visual interpretive measures and thematic analysis. This enquiry documented the process of art creation through "art expression", and its ability to ameliorate psychological difficulties affecting marginalised children in South Africa. Following the establishment of trust between the researchers and the participants, the results found that the use of different art modalities demonstrated predominantly positive results in varying degrees. It is hoped that this study can be used to further practical interventions of this nature in comparable milieus in South Africa.
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Tyndall-Lind, Ashley. "A Comparative Analysis of Intensive Individual Play Therapy and Intensive Sibling Group Play Therapy with Child Witnesses of Domestic Violence." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278610/.
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This study was designed to determine the effectiveness of intensive sibling group play therapy in: (a) improving the self-concept of child witnesses of domestic violence; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety and depression, of child witnesses of domestic violence; (c) reducing externalizing behavior problems, such as aggression and delinquency, of child witnesses of domestic violence; and (d) reducing overall behavior problems of child witnesses of domestic violence. A second objective of this study was to compare the effectiveness of intensive sibling group play therapy and intensive individual play therapy on the above identified dimensions.
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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.
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Schmidt, Mellis I. (Mellis Irene). "Forgiveness as the Focus Theme in Group Counseling." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330735/.
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This study reviewed the literature regarding forgiveness and developed a structured group counseling format with the theme of forgiveness. The purpose of the study was to determine the effect of forgiveness as used in group counseling upon depression, generalized anxiety, dogmatism, relationships, guilt, and forgiveness in the participants. Thirty subjects were selected to participate in one of three groups: an experimental group, a comparison treatment group, and a control group. The experimental group and the comparison treatment group participated in two-hour group sessions, once a week for ten weeks. The experimental group was didactic and experiential with the focus on forgiveness, whereas the comparison treatment group was problem solving using Redecision Therapy. All groups participated in pre and post test sessions. The seven hypotheses in this study were tested with a multivariate analysis of covariance as well as univariate analysis of covariance for each hypothesis. Significance in differences between means was tested at the .05 level of significance.
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Löfström, Åsa, and Jeanette Åberg. "Kvinnors upplevelser av bildskapandets betydelse i en självhjälpsgrupp med fritt bildskapande och samtal - En kvalitativ studie." Thesis, Stockholms universitet, Psykologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131419.
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Bildterapeutiskt arbete kan vara ett sätt att stärka psykisk hälsa. Lite är dock skrivet om upplevelsen att använda sig av bildskapande i självhjälpsgrupper. Föreliggande studie avsåg att undersöka detta. Respondenter var fem deltagare samt projektansvarig bildterapeut med erfarenheter från självhjälpsgrupper innehållande fritt bildskapande och samtal. Intervjuer genomfördes och analyserades genom tematisk analys. Tre teman framkom (Personlig utveckling, Bildskapandet samt Sammanhang) innehållande tolv kategorier (Agentskap/empowerment, Att utmana sig själv, Ökad livskvalité, Lust, Kravlöshet/prestigelöshet, Bildens symboliska värde, Nya verktyg, Bearbetning/insikter, Flow, Gemenskap med andra, Kulturen i vården och samhället samt Lokalens betydelse). Resultatet indikerar att deltagarna upplevt ökad hälsa, större agentskap och gemenskap där bildskapandet varit en viktig del. Ytterligare forskning behövs dock för att styrka sambandet mellan bildskapande och ökat välmående.Working with art therapy can be a way to enhance psychic health. However little is written about the experience of using art therapy in self-help groups. The present study intended to explore that. Respondents were five participants and the project leading art therapist with experiences from self-help groups containing free imaging and talk. Interviews were made and analysed through thematic analyses. Three themes emerged (Personal development, Imaging and Context), containing twelve categories (Agency/empowerment, Challenging yourself, Increased quality of life, Desire, Permissiveness/ unpretentiousness, Symbolic value of image, New tooles, Processing/ insights, Flow, Community with others, Culture in care and society and Importance of premises). The result indicates that the participants experienced an increase in health, self-efficacy and fellowship. Additional research is however needed to confirm possible connections between art therapy and increased health.
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Morgan, Makayla Q. "Making Gallery Groups at a Public Art Museum Accessible to People with Aphasia." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586515207124486.
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Mabo-Bungane, Xoliswa Patricia. "A social group work empowerment programme for male youth who are on antiretroviral therapy / Xoliswa Patricia Mabo-Bungane." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8660.
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The HIV and Aids pandemic not only has an impact on women but also on men. Young people in their early and late adolescent years, between the ages 12 and 24 years of age, find themselves in a period of exploration and experimentation that can enhance high-risk sexual behaviour. In research done in South Africa it was estimated that half of all young men and woman are sexually active by the age of 16. Unfortunately, we in South Africa live in an era where HIV and AIDS do not allow such behaviours and this situation makes male youths one of the most vulnerable groups in our society to be infected by the HI-virus.
This study focused on male youths on ARV therapy (ART). The antiretroviral therapy requires maximum adherence from the people living with HIV and AIDS. Adherence to antiretroviral therapy poses a great challenge to the youth, especially if they are unemployed and have families who depend on them for financial as well as emotional support.
The aim of this study was to evaluate the impact of a social group work empowerment programme on male youths undergoing ARV therapy.
To achieve the aim of this study the following objectives were set:
• To investigate the needs of male youths on ARV therapy in a rural area.
This objective was achieved by obtaining a theoretical perspective from the literature as well as undertaking empirical research by means of the interviewing process. According to these findings male youths on ARV therapy have many needs, such as the need for more information on ARV therapy, the role of the Departments of Health and Social Development, the role of social workers, and how to disclose their HIV status to people other than their family members.
•To determine the role of social group work in empowering male youths who are on antiretroviral therapy to cope with the illness and ARV therapy by means of a literature study.
It was important for the researcher to do a literature study on social group work to enhance her knowledge and skills, because this is a method of social work that she not often implemented in practice.
• To develop and implement a social group work programme for male youths on ARV therapy.
The social group work empowerment programme for male youth on ARV therapy was implemented over nine group work sessions and tested on 10 respondents who were part of the needs assessment and were willing to be part of the group work programme in the rural area of the Motheo District. The programme consisted of nine group sessions with different topics discussed in each session for the empowerment of the target group. According to the group members, they acquired adequate skills to enable them to act properly in solving their problems. The programme impacted a lot on how they felt about themselves and the circumstances around them.
• To evaluate the effectiveness of the social group work empowerment programme on male youths on ARV therapy.
This objective was achieved in the sense that the general satisfaction of the young men had increased according to the Generalized Contentment Scale (GCS) of Perspective Training College. The measuring scale was utilized before the first session started, at the end of the fifth session (in the middle measurement phase), and at the end of the last session.
The findings from the research indicated that significant personal growth had taken place among the male youth on ARV therapy in a rural area. Scientifically proven research emerged from this study and proved that a well-designed social group work empowerment programme can enhance the social functioning and general contentment of the male youths on ARV therapy.Thesis (PhD (Social Work))--North-West University, Potchefstroom Campus, 2013
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Ojiambo, Deborah. "Effectiveness Of Group Activity Play Therapy On Internalizing And Externalizing Behavior Problems Of Preadolescent Orphans In Uganda." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103365/.
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This pilot study investigated the impact of group activity play therapy (GAPT) on displaced orphans aged 10 to 12 years living in a large children.s village in Uganda. Teachers and housemothers identified 60 preadolescents exhibiting clinical levels of internalizing and externalizing behavior problems. The participants ethnicity was African and included an equal number of females and males. Participants were randomly assigned to GAPT (n = 30) or reading mentoring (RM; n = 30), which served as an active control. Preadolescents in both treatment groups participated in an average of 16 sessions, twice weekly with each session lasting 50 minutes. Sessions were held in the school located within the village complex. A two (group) by two (repeated measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (TRF) and housemother reports using the Child Behavior Checklist (CBCL), children receiving the GAPT intervention demonstrated statistically significant decreases (p < .025) in internalizing behaviors (TRF: p < .001; CBCL: p < .001 ) and externalizing behaviors (TRF: p = .006; CBCL: p < .001) from pretest to posttest compared to children who received RM. The GAPT intervention demonstrated a large treatment effect on reducing orphaned childrenÆs internalizing problems (TRF: ?p2= .213; CBCL: ?p2 = . 244) and a moderate to large treatment effect on reducing externalizing problems (TRF: ?p2= .121; CBCL: ?p2 = .217). The statistical, practical, and clinical significance of the findings provided strong, preliminary support for using GAPT as a developmentally and culturally responsive school-based intervention for troubled Ugandan orphans.
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Rennie, Robyn Lynette. "A Comparison Study of Individual and Group Play Therapy In Treating Kindergarten Children with Adjustment Problems." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2504/.
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This study was designed to determine the effectiveness of individual child-centered play therapy in the elementary school in: 1) enhancing the self-concept of kindergarten children who are experiencing adjustment difficulties; 2) decreasing the overall behavioral problems of kindergarten children experiencing adjustment difficulties 3) decreasing externalizing behavior problems such as aggression and delinquency of kindergarten children experiencing adjustment difficulties; 4) decreasing the internalizing behavior problems such as withdrawal, somatic complaints, anxiety and depression of kindergarten children experiencing adjustment difficulties; 5) increasing parental perception of change in the problematic behaviors of kindergarten children experiencing adjustment difficulties; and 6) enhancing self-control in kindergarten children experiencing adjustment difficulties. A secondary objective was to compare the participants involved in individual child-centered play therapy with participants in a previous study who were involved in child-centered group play therapy on the above named dimensions.
The experimental group, consisting of 14 kindergarten children experiencing adjustment difficulties, received 10-12, 30-minute individual play therapy sessions in a 12 week period in their elementary school. The comparison group, utilized from the 1999 McGuire study, consisted of 15 children with adjustment problems and received 12-14, 45-minute group play therapy sessions in 14 weeks in their elementary school. The control group, consisting of 13 children experiencing adjustment problems, received no play therapy intervention over a 12 week period.
An Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses and one subscale hypothesis examining the effectiveness of individual play therapy versus the wait list control group. Specifically, children with adjustment problems in the experimental group exhibited a significant reduction in total behavior problems and a significant reduction in externalizing behavior problems as measured by the Child Behavior Checklist-Parent Form (CBCL). Additionally, an Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses examining the comparison of the effectiveness of individual play therapy versus the group play therapy comparison group from McGuire (1999). Individual play therapy was significantly more effective than group play therapy in helping children maintain an acceptable level of classroom behaviors as perceived by teachers on the Early Childhood Behavior Scale (ECBS).
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Reck-Gordy, Jennifer K. "Implementation of a Therapy Group for Wives of Veterans with Posttraumatic Stress Disorder: Development and Preliminary Outcomes." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68036/.
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The purpose of this study was to develop a manualized therapy group for wives or significant others of veterans with posttraumatic stress disorder and to evaluate its effectiveness in reducing wives' psychological symptoms. A second aim of the study was to determine if women's involvement in the wives group resulted in decreases in their husbands' PTSD symptoms. Women recruited for the study were administered pre-test measures during a screening session. They then participated in a 9-session manualized therapy group designed by the researcher that included psychoeducational, process, and support components. Examples of group topics included psychoeducation regarding PTSD, assertiveness and communication, intimacy, self-care, and stress management. After completing the group sessions, participants were asked to complete post-test measures. Other factors explored in this study included marital satisfaction, perceived social support, general satisfaction with the group, and demographic variables. Results indicated that wives who participated in the group treatment exhibited significant decreases in secondary stress symptoms and increases in marital satisfaction from pre-test to post-test. The majority of participants also reported high levels of satisfaction with the group process. Therefore, it appears that the group protocol presented in this study could be a useful tool in the treatment of wives of veterans with PTSD. The results of this study have potential implications regarding the clinical treatment of families of veterans with PTSD and the development of future programs within the VA system.
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Myler, Cory John. "Increasing psychological flexibility regarding interpersonal conflict between religious beliefs and attitudes towards sexual minorities: An Acceptance and Commitment Therapy (ACT) intervention." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1742.
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This study was designed to test the clinical effectiveness of an Acceptance and Commitment Therapy (ACT) group intervention for individuals reporting distress related to conflict between sexual and religious identity. There were 24 participants in the study, 12 of whom took part in the therapy group, 12 of whom were in a comparison group and did not participate in the intervention. Outcome measures included the Acceptance and Action Questionnaire-2 (AAQ-2), Components of Attitudes Towards Homosexuality (CAH), Outcome Questionnaire-45 (OQ-45), the World Health Organization Quality of Life Questionnaire (WHO-QOL), Dimensions of Latter-Day Saint Religiosity (DLDSR), and the Three-Factor Scale of Authoritarianism (3-FSA). Participants from both the intervention and the comparison groups completed an initial battery of these self-report measures and an additional follow-up battery, given after the intervention group had completed the six-session intervention and after a similar 6-week period had passed for the comparison group. Repeated-measure ANOVA of the collected data indicates that, relative to the comparison group, the intervention group showed statistically significant (p < .05) changes in symptom distress (partial &brkbar;Ç2 = .36), attitudes towards homosexuality (partial &brkbar;Ç2 = .461), and quality of life (partial &brkbar;Ç2 = .85). While preliminary, results of this study indicate that an ACT therapy group is an effective clinical intervention for individuals experiencing distress as a result of conflict between sexual and religious identity.
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Milašiūtė, Aurelija. "Dailės terapijos poveikis bendravimo įgūdžių plėtojimui, dirbant su priešmokyklinio amžiaus vaikais, turinčiais elgesio ir emocijų sunkumų." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140717_154141-95495.
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Darbe atlikta teorinė elgesio ir emocijų sunkumų turinčių vaikų samprata, sutrikimų atsiradimo priežastys, dailės terapijos galimybės bendravimo įgūdžių plėtojimui, analizė. Kvazieksperimento metodu atliktas tyrimas, kurio tikslas - ištirti dailės terapijos poveikį bendravimo įgūdžių plėtojimui, ugdant priešmokyklinio amžiaus vaikus, turinčius elgesio ir emocijų sunkumų. Atlikta matematinė aprašomoji duomenų analizė, pateikta naudojant atvejo analizės metodą. Tyrime dalyvavo patogiuoju būdu atrinkti 9 priešmokyklinio amžiaus vaikai, turintys elgesio ir emocijų sunkumų, kurie sudarė tikslinę grupę. Empirinėje dalyje analizuoti stebėjimo protokoluose užfiksuoti duomenys apie bendravimo įgūdžių raišką, dinamiką dailės terapijos sesijos metu, stebėtas poveikis. Diagnostinių piešinių testais analizuota ugdytinių bendravimo įgūdžių požymių kaita. Ieškota bendravimo įgūdžių požymių piešiniuose bei bendravimo įgūdžių duomenų, fiksuotų stebėjimo protokoluose, sąsajos. Atlikus tyrimo duomenų analizę, suformuluotos pagrindinės išvados: • Stebėjimo protokolų duomenys parodė tendenciją dailės terapijos sesijų metu pasireikšti pozityviai bendravimo raiškai. • pirminio ir baigiamojo diagnostinių H-T-P piešinių rezultatai atskleidė bendravimo požymių piešiniuose kitimą teigiama linkme. Žemos savivertės, agresyvumo, depresyvumo požymių, įtakojančių žemą bendravimo poreikį ar neigiamą bendravimo raišką, sumažėjo, o bendravimo poreikio požymių padaugėjo.The paper deals with theoretical analysis of children with emotional and behavioral difficulties and opportunities of art therapy in developing communication skills. The purpose of investigation was to find out whether art therapy has a positive effect on the development of communication skills of preschool children with emotional and behavioral difficulties. Quasi-experimental method was used to investigate art therapy effect. The mathematical descriptive analysis of the data was presented using the case study method. The study included 9 preschool children with behavioral and emotional difficulties, target group was selected using convenient way. In empirical part were analyzed data, about resolution skills and dynamics of the art therapy in sessions. By the help of diagnostic drawing tests attributes of communication skills were analyzed and captured in monitoring protocols. After the data analysis, the most important empirical conclusions that were drawn are: 1. Performed experiment revealed positive effect of art therapy on the development of social and communication skills. 2. Monitoring protocols showed a tendency to unfold the expression of positive communication 3. H-T-P drawing test results revealed positive direction. Low self-esteem, aggression, depressive symptoms, affecting the low need for communication or expression of negative communication decreased after experiment.
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Large, Rebecca. ""The mind is an absolute ******" : adjustment to residual disability following an Acceptance and Commitment Therapy (ACT) group for stroke survivors." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/105041/.
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This portfolio comprises of three papers: a systematic review, an empirical study and a critical evaluation of the research process. Systematic Review: The systematic review explored the influence of psychological flexibility on physical and psychosocial functioning in adults living with chronic pain. All studies revealed psychological flexibility or individual facets of the flexibility model improved daily functioning; including change in pain-related distress; depression-related interference; psychosocial functioning and in two cases improved physical health. There is some evidence that these effects are sustained over time. Proposals for further investigations into psychological flexibility are offered, in light of the methodological limitations associated with included articles. Empirical Study: This study aimed to explore stroke survivor’s experiences of an Acceptance and Commitment Therapy (ACT) group and the elements that supported them in adjusting to stroke limitations. Thirteen participants with varying residual stroke disabilities were interviewed; responses were analysed using Grounded Theory. Central to participant’s experiences was a concern of needing to accept a changed reality following stroke. Six core categories emerged from the data around processes that help facilitate movement towards improved acceptance. This intervention was found to support most stroke survivors with adjustment; although further replication and extension of this study is warranted due to certain methodological limitations. Implications for clinical practice and service development are considered. Critical Evaluation: Critical appraisal and reflections are offered on the research process.
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Cooney, Kimberly. "A comparison of analytic group art therapy and interactional media-oriented group art therapy through the examination of group metaphor as indicative of dynamic group processes/phases." Thesis, 1995. http://spectrum.library.concordia.ca/4475/1/MM01371.pdf.
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Coutinho, Michelle. "Art therapy with stroke patients in a group context." Thesis, 2012. http://hdl.handle.net/10210/5702.
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M.A."Stroke is one of the leading causes of death and disability in all races in South Africa" (Fritz & Penn, 1992, p 1). It has devastating effects, and may impact on every aspect of the person's functioning. Research shows that depression is common after stroke, becoming more of a problem with time, and having a greater effect on quality of life than the actual disability (Lezak, 1995). Despite such evidence psychologists have played a very limited role in the rehabilitation of this group. Those with communication problems especially have been excluded from research and therapy, which usually require competence with language to be successful. This study attempts to find an alternative method of research and therapy in order to include this group. Following the model of learned helplessness (Seligman, in, Bleiberg, 1986), it was proposed that the unavoidable, inescapable effects of stroke lead to feelings of helplessness, which are also impossible to escape, and the person soon looses the motivation to attempt to control the situation. This then leads to depression. A method of therapy which breaks this cycle, and allows for the person to experience how their actions do have an effect on their lives is needed. In addition to this, an alternative means of self expression for those with communication difficulties needs to be provided. Art therapy was found to address the problems presented by this group (Dailey, 1984). It has proved useful with other populations that have not been able to benefit from traditional psychotherapy. It becomes an alternative means of self expression for those whose communication ability is compromised. It is accessible to most people, as it only requires the ability to make marks on paper. A theme centred, art therapy approach was therefore chosen for the study. The aims of the study were; to create a therapeutic milieu which allowed for self expression, specifically the expression of emotions, which included all the participants; to investigate the effects of introducing an opportunity for self expression on self concept and group process; and to look at the themes which emerge from the art. The participants were members of a pre-existing support group for stroke survivors. A quasiexperimental design was used. The Draw a Person Test, was administered pre and post intervention. Additional information was gathered using the Beck's Depression Inventory and a demographic questionnaire. This study uses a qualitative method, which includes information regarding the researcher's experience, and is interpreted from the researcher's perspective. It was found that art therapy had a positive effect on self concept. It influenced group process, as participants who were previously marginalised became more central. Numerous themes emerged, some which were specific to individuals, but others that were of relevance to the group as a whole. It proved rewarding for the researcher, both as a therapist and in terms of her relationship with her father who is a stroke survivor with aphasia. Art therapy therefore seems to be a useful tool to be used with this group that has traditionally been excluded from therapy and research. It is suggested that further research would be useful, and suggestions regarding future research are discussed.