The Creative Arts Personal Growth Group (CAPG): Transforming Fear and Shame

Creative arts therapies (CAT) provide a safe and creative environment for older adults to process life experiences and maintain personal growth while aging. There is a growing need to make creative arts therapies more accessible to the aging population, as many have limited access to these services. This need has been catalyzed by the advent of the COVID-19 pandemic. Tele-CAT offers a possible solution. This study explored the experiences of older adults who participated in an online creative process of digital photocollage based on CAT. Twenty-four Italian and Israeli community-dwelling older adults aged 78 to 92 participated in this research through Zoom teleconferencing software. Transcriptions of the sessions and the art produced through the photocollage were qualitatively analyzed through Thematic Analysis. The findings show that the projective stimuli of digital photographs supported older adults’ narratives and engaged them in a more embodied emotional experience. Participant experiences involved artistic enjoyment within a positive and safe interaction with therapists. The creation of digital photocollages allowed the participants to process their life experiences and create an integrative view of their life, a vital developmental task in late life. These results point to the advantages and challenges of tele-CAT for older adults.

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Lego Serious Play: a three-dimensional approach to learning development

Journal of Learning Development in Higher Education ◽

10.47408/jldhe.v0i6.208 ◽

2013 ◽

Cited By ~ 3

Author(s):

Alison Rosemary James

Keyword(s):

Student Learning ◽

Personal Growth ◽

Three Dimensional ◽

Approaches To Learning ◽

Creative Arts ◽

Dimensional Approach ◽

Corporate Sector ◽

Approach To Learning ◽

Learning Development

This paper discusses work underway to explore the use of Lego Serious PlayÃÂ (LSP) as an unconventional means of developing student learning. Designed originally as a thinking tool within the corporate sector, the techniques and applications of LSP are not those conventionally used in developing academic capacities within students. However, experiences with LSP at the London College of Fashion and that of users in other settings offer evidence of its value in aligning with other approaches to learning to provide a non-hierarchical and student-centred lens through which to consider personal growth and subject understanding.ÃÂ This paper suggests that LSP has an important role to play in supporting multisensory approaches to reflecting on learning, either in tandem with, or instead of writing. While the use of LSP discussed here focuses on its implementation on creative arts courses, it is a highly transferable methodology which can be applied across the spectrum of disciplines and for multiple purposes.

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Holistic Literature Education as an Effective Tool for Social-Emotional Learning

Handbook of Research on Supporting Social and Emotional Development Through Literacy Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-7464-5.ch002 ◽

2021 ◽

pp. 26-49

Author(s):

Juli-Anna Aerila ◽

Johanna Lähteelä ◽

Merja Anitta Kauppinen ◽

Mari Siipola

Keyword(s):

Personal Growth ◽

Literacy Practices ◽

Meaning Making ◽

Social Emotional Learning ◽

Emotional Learning ◽

Reading Process ◽

Creative Arts ◽

Social Emotional ◽

Literature Education ◽

Family Literacy Practices

This chapter concerns a model of holistic, structured literature education, which has pedagogical value for social-emotional learning. Fiction supports children's personal growth in many ways. The special emphasis lies on the reading process, which aims at empathizing reading and sharing of text-based emotions and experiences. Further individual and common arts-based meaning-making is an intrinsic part of the reading process. The empathized reading process as well as supportive reading environment need to raise educators' consciousness. Creative, arts-based activities offer channels to make children's interpretations of fictional texts visible. There are several presented examples of arts-based methods for literature education and the family literacy practices that have an impact on social-emotional learning. The methods are individual story ending (ISE), kamishibai theater, silent books, and structured reading moments.

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Bidirectional Associations Between Self-Perceptions of Aging and Processing Speed Across 3 Years

GeroPsych ◽

10.1024/1662-9647/a000165 ◽

2017 ◽

Vol 30 (2) ◽

pp. 49-59 ◽

Cited By ~ 12

Author(s):

Anna L. Seidler ◽

Julia K. Wolff

Keyword(s):

Processing Speed ◽

Personal Growth ◽

Significant Loss ◽

Path Model ◽

Outcome Variable ◽

Beneficial Effects ◽

Self Perceptions ◽

Chi Squared ◽

Perceptions Of Aging ◽

Bidirectional Associations

Abstract. Background: Previous studies point to a potential relationship between self-perceptions of aging (SPA) and cognitive performance. However, most of these studies are limited by their experimental design. Previous longitudinal studies looked solely at memory as an outcome variable without examining the directionality of effects. The present study examines the direction of effects between two domains of SPA (personal growth and physical losses) and processing speed (PS). Methods: The sample consists of 8,198 participants of the German Ageing Survey (DEAS), aged between 40 and 93 years. A cross-lagged path model was estimated to examine directions of relationships across 3 years via chi-squared difference tests for each domain of SPA. Results: In the unconstrained models, the effect of SPA domain personal growth in 2008 on PS in 2011 and vice versa were marginally significant. For SPA domain physical losses, the effect of SPA on PS was significant, whereas the other direction of the effect did not reach significance. However, the cross-lagged paths of both domains of SPA on PS and vice versa could be set equal without a significant loss of model fit. The resulting associations indicate a significant bidirectional relationship between both domains of SPA and PS. Discussion and conclusion: This study provides initial evidence that SPA can influence trajectories of cognitive decline and vice versa. The results emphasize the detrimental and beneficial effects that stereotypes can have on individuals and add further evidence to the theory of stereotype embodiment.

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Persönliche Reifung (Personal Growth) durch Belastungen und Traumata:

Diagnostica ◽

10.1026//0012-1924.47.3.153 ◽

2001 ◽

Vol 47 (3) ◽

pp. 153-162 ◽

Cited By ~ 124

Author(s):

Andreas Maercker ◽

Robert Langner

Keyword(s):

Personal Growth ◽

Soziale Unterstützung ◽

Soziale Erwünschtheit

Zusammenfassung. Die deutschsprachigen Versionen der Selbstbeurteilungsfragebögen “Persönliche Reifung nach Belastungen“ (PRB) und “Posttraumatische Persönliche Reifung“ (PPR) werden vorgestellt und teststatistisch überprüft. Der PRB-Fragebogen ist eindimensional, während der PPR-Fragebogen fünf Subskalen umfaßt: Neue Möglichkeiten, Beziehungen zu Anderen, Persönliche Stärken, Wertschätzung des Lebens und Religiöse Veränderungen. Die untersuchte Stichprobe (N = 141; MAlter = 37.5 Jahre, SD = 17.8, Altersbereich 19-78 Jahre; 63.8% weiblich) setzt sich aus Teilstichproben älterer Studenten mit schweren Lebensereignissen sowie Patienten aus internistischen Kliniken zusammen. Es werden Angaben zur Reliabilität, faktoriellen und diskriminanten Validität der beiden Fragebögenversionen gemacht, die die Faktorenstruktur der englischsprachigen Originalversionen weitgehend bestätigen. Beide Fragebögen korrelieren sehr hoch miteinander. Zur externen Validierung der Fragebögen wurden Bewältigungsstrategien, wahrgenommene soziale Unterstützung, Symptome der Posttraumatischen Belastungsreaktion sowie die soziale Erwünschtheit untersucht. Aufgrund von theoretischen und faktorstrukturellen Gesichtspunkten wird die Verwendung des fünf Dimensionen erfassenden PPR-Fragebogens empfohlen. Offene Probleme der Validierung werden abschließend diskutiert.

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