Art Therapy

2019 ◽  
pp. 239-268
Author(s):  
Shiri Hergass
Keyword(s):  
Art Therapy ◽  
Future Research ◽  
Promising Practices ◽  
Transgenerational Trauma ◽  
Aboriginal Australians ◽  
Successful Intervention ◽  
Cultural Considerations ◽  
Brain Physiology ◽  
Behavioural Health ◽  
Aboriginal Populations

Art therapy is universally practiced and has proven to be a successful intervention for trauma. This chapter focuses on how art therapy can be used to heal transgenerational trauma in Aboriginal Australians with a particular focus on children. The effects of trauma in general and transgenerational trauma more specifically on one's brain, physiology, and physical, emotional, and behavioural health are discussed. Promising practices of why art therapy works are outlined, challenges and cultural considerations for working with Aboriginal populations are identified, and solutions and future research are recommended.

Art Therapy

2014 ◽  
pp. 261-287
Author(s):  
Shiri Hergass
Keyword(s):  
Art Therapy ◽  
Future Research ◽  
Promising Practices ◽  
Transgenerational Trauma ◽  
Aboriginal Australians ◽  
Successful Intervention ◽  
Cultural Considerations ◽  
Brain Physiology ◽  
Behavioural Health ◽  
Aboriginal Populations

Art therapy is universally practiced and has proven to be a successful intervention for trauma. This chapter focuses on how art therapy can be used to heal transgenerational trauma in Aboriginal Australians with a particular focus on children. The effects of trauma in general and transgenerational trauma more specifically on one's brain, physiology, and physical, emotional, and behavioural health are discussed. Promising practices of why art therapy works are outlined, challenges and cultural considerations for working with Aboriginal populations are identified, and solutions and future research are recommended.

Comparison of Three Cognitive Screening Tools in Older Urban and Regional Aboriginal Australians

2015 ◽  
Vol 40 (1-2) ◽  
pp. 22-32 ◽  
Author(s):  
Kylie Radford ◽  
Holly A. Mack ◽  
Brian Draper ◽  
Simon Chalkley ◽  
Kim Delbaere ◽  
...  
Keyword(s):  
Characteristic Curve ◽  
Good Alternative ◽  
Screening Tools ◽  
Cognitive Screening ◽  
Community Based ◽  
Cross Sectional ◽  
Aboriginal Australians ◽  
Cultural Considerations ◽  
Aboriginal Populations ◽  
State Examination

Background: Validated cognitive screening tools for use in urban and regional Aboriginal populations in Australia are lacking. Methods: In a cross-sectional community-based study, 235 participants were assessed on the Mini-Mental State Examination (MMSE), the Rowland Universal Dementia Assessment Scale (RUDAS) and an urban modification of the Kimberley Indigenous Cognitive Assessment (mKICA). Performance on these cognitive screening tools was compared to dementia diagnosis by clinical consensus. Results: All tests were culturally acceptable with good psychometric properties. Receiver operating characteristic curve analyses revealed that the MMSE and mKICA were the most accurate. Conclusion: The MMSE is an effective cognitive screening tool in urban Aboriginal populations. The mKICA is a good alternative when illiteracy, language or cultural considerations deem it appropriate. The RUDAS also has adequate validity in this population.

Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

2019 ◽  
Vol 45 (1) ◽  
pp. 147-176 ◽  
Author(s):  
Justin D. Garwood ◽  
John W. McKenna ◽  
Garrett J. Roberts ◽  
Stephen Ciullo ◽  
Mikyung Shin
Keyword(s):  
Social Studies ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Meta Analysis ◽  
Social Problem Solving ◽  
Career Readiness ◽  
Future Research ◽  
Promising Practices ◽  
Design Standards ◽  
Civics Education

The importance of social studies and civics education is increasing, as evidenced by the growing number of states requiring coursework in this area for graduation and its growing presence in school accountability frameworks. Social studies instruction is critical for all students so that they may understand their roles, rights, and responsibilities as citizens and how their actions can influence their communities. Students who exhibit antisocial behaviors, such as those with emotional and behavioral disorders (EBD), may especially benefit from social studies and civics education as it promotes college and career readiness and provides opportunities to engage in social problem solving and perspective taking. The purpose of this study was to systematically review the social studies and civics intervention research for students with EBD. We sought to describe and evaluate the extant literature, identify promising practices, and suggest areas for future research. A total of 17 intervention studies were identified. Overall, 10 out of the 17 studies met What Works Clearinghouse Design Standards with or without reservations. Eight of the 10 studies were eligible for effect size calculation, resulting in an overall large effect ( g = 0.83). Study limitations, implications for school practice, and directions for research are discussed.

Creating a Responsive Curriculum for Inclusive Schools

1996 ◽  
Vol 17 (3) ◽  
pp. 182-191 ◽  
Author(s):  
ALICE UDVARI-SOLNER ◽  
JACQUELINE S. THOUSAND
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Future Research ◽  
Promising Practices ◽  
Significant Disabilities ◽  
School Communities ◽  
Learner Centered ◽  
Inclusive Schools ◽  
General Education Classrooms ◽  
Theoretical Foundations

As school communities begin to serve students with significant disabilities in general education classrooms, there is a need to recognize and employ curriculum orientations and practices that interface with the purposes and principles of inclusive education. this article begins by offering reconstructionism---or the process of critique and reformulation of practice---as a useful orientation for viewing the design of curriculum in inclusive schools. sound theoretical foundations and the use of learner-centered, process-oriented, and communication-based instructional approaches are proposed as promising practices for designing a curriculum that is responsive to the needs of diverse learners. following this discussion, implications for future research are articulated.

The Role of Technology in Preparing Youth with Disabilities for Postsecondary Education and Employment

2003 ◽  
Vol 18 (4) ◽  
pp. 7-19 ◽  
Author(s):  
Sheryl Burgstahler
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Information Technologies ◽  
Adult Life ◽  
Future Research ◽  
Career Outcomes ◽  
Promising Practices ◽  
Playing Field ◽  
Seamless Transition ◽  
Education And Employment

Access to electronic and information technology has the potential to promote positive postsecondary academic and career outcomes for students with disabilities. However, this potential will not be realized unless stakeholders assure that all individuals with disabilities have access to technology that promotes positive academic and career outcomes; learn to use technology in ways that contribute to positive outcomes; and experience a seamless transition of availability of technology as they move through educational and career environments. This article explores the role technology can play in helping students with disabilities make successful transitions to postsecondary studies, employment, and adult life. It (a) defines terms, (b) provides examples of electronic and information technologies and their applications in pre-college and postsecondary education and employment, (c) summarizes legal issues that apply to technology access for students with disabilities in pre-college, postsecondary, and employment settings, (d) explores promising practices, and (e) lists topics for future research. Ensuring that all of the educational and employment opportunities that technology provides are accessible to everyone will contribute to the creation of a level playing field, thereby increasing access for people with disabilities to postsecondary education and careers in high-paying jobs and, ultimately, strengthening the economy.

scholarly journals Adolescent Social Cognitive Development

2021 ◽  
Author(s):  
Victoria Guazzelli Williamson
Keyword(s):  
Social Cognition ◽  
Cognitive Processes ◽  
Social Cognitive ◽  
Current Knowledge ◽  
Developmental Trajectories ◽  
Mental States ◽  
Future Research ◽  
Cultural Considerations ◽  
Stage Of Development ◽  
Social Cognitive Processes

During adolescence, our bodies, brains, and behaviors undergo marked developmental changes. Adolescents often become increasingly aware of their social worlds and use this stage of development to develop skills to help them navigate this changing landscape. Up until recently, an overwhelming majority of research on social cognition–specifically on understanding the mental states of others–has focused on childhood. In this chapter, I demonstrate that adolescence is an important developmental period for the refinement and sophistication of social cognitive processes that began developing during childhood. I also discuss the development of more advanced and distinct social cognitive processes. Additionally, I review the available literature on the developmental trajectories of advanced social cognition across adolescence–including individual differences, cultural considerations, and implications for adolescent health and wellbeing. Finally, I describe how future research may begin to address current knowledge gaps on this topic.

A Qualitative Metasynthesis of Teaching Mathematics for Social Justice in Action: Pitfalls and Promises of Practice

2019 ◽  
Vol 50 (3) ◽  
pp. 268-310 ◽  
Author(s):  
Frances K. Harper
Keyword(s):  
Social Justice ◽  
Critical Race Theory ◽  
Individual Case ◽  
Mathematical Work ◽  
Future Research ◽  
Teaching Mathematics ◽  
Promising Practices ◽  
Diverse Classroom ◽  
Research On Teaching ◽  
Social Justice Mathematics

Mathematics classrooms are increasingly becoming sites for investigating social (in)justice, but research on teaching mathematics for social justice remains limited to individual case studies. This article reports on a metasynthesis of 35 qualitative reports of social justice mathematics enactments in diverse classroom contexts. Critical race theory serves as a guiding framework for analyzing possibilities and limitations of these enactments to address racial inequities in mathematics education. Findings from this metasynthesis reveal that addressing race in social justice mathematics explorations provided opportunities for centering the voices of people of Color and critiquing liberal views that camouflage subtle forms of racism and involved substantial and authentic mathematical work. Promising practices and implications for future research are identified based on this synthesis.

Modern Discrimination in Organizations

2020 ◽  
Vol 7 (1) ◽  
pp. 257-282
Author(s):  
Mikki Hebl ◽  
Shannon K. Cheng ◽  
Linnea C. Ng
Keyword(s):  
Identity Management ◽  
Disability Weight ◽  
Future Research ◽  
Research Directions ◽  
Individual Level ◽  
Cultural Considerations ◽  
Current State ◽  
Future Research Directions ◽  
The Impact ◽  
The Relationship

This review describes the history, current state, and future of modern discrimination in organizations. First, we review development of discrimination from the early 1900s to the present day, specifically discussing various stigmatized identities, including gender, race, sexual orientation, religion, disability, weight, and age. Next, we describe both individual-level (e.g., identity management, allyship) and organization-level (e.g., training, norm setting) strategies for reducing and reacting to discrimination. Finally, we describe future research directions in the relationship between subtle and overt discrimination, intersectionality, the impact of social media, and cross-cultural considerations—areas that we suggest would help us gain a more comprehensive understanding of modern discrimination.

Abstract WP469: The Art of Health: A Pilot Program for Stroke Survivors

Stroke ◽  
2020 ◽  
Vol 51 (Suppl_1) ◽  
Author(s):  
Melanie Henderson
Keyword(s):  
Art Therapy ◽  
Well Being ◽  
Future Research ◽  
Stroke Survivors ◽  
Pilot Program ◽  
Creative Arts ◽  
Post Stroke ◽  
Program Success ◽  
Art Program ◽  
Therapy Department

Background and Purpose: Along with physical and cognitive effects, psychosocial well-being may be affected post-stroke, including depression, anxiety, and feelings of isolation. Incorporating holistic activities into stroke survivors’ recovery may be beneficial. An innovative pilot program was developed by a community hospital and a local university art therapy department to provide art classes to stroke survivors. The aim of this pilot program, The Art of Health , was to determine if stroke survivors and caregivers would participate in an art program for addressing overall well-being. Methods: Five art classes of 1.5 hours in length were scheduled for the program and advertised to hospital leaders and the rehab unit. Art therapy students volunteered to teach the art classes. Patients and caregivers were invited from the stroke support group and from the inpatient rehab unit to attend. The Stroke Coordinator prepared a small health topic to introduce to the art class attendees prior to the art activity. Art therapy students attempted to match their art class activity to the health topic, but were given freedom of choice for overall art project. Classes were held in the evening to accommodate caregivers’ potential schedules. Attendees were surveyed regarding the art classes to gain feedback on improving the program. Results: A total of 47 participants attended the five art classes (class median = 9). Of those surveyed, 100% (n = 47) stated that they would attend another type of art program at the hospital. Two students inquired if there was opportunity to complete their university clinical internship at the hospital. Due to The Art of Health pilot program success, the stroke coordinator collaborated with the art therapy department instructor to create a clinical rotation. With the support of the hospital CEO and CNO, an interprofessional team was formed to develop and support an Art Therapy Internship program at the hospital. Conclusions: In conclusion, innovative programs which include creative-arts based therapies and activities may be beneficial to both stroke survivors and caregivers. Future research on creative-arts and their impact on psychosocial well-being post-stroke would be of benefit.

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