Individual versus Sequential: The Potential of Comic Creation in Art Therapy

This research study explored the potential of comics within an art therapy and narrative therapy framework. The process of depicting a past problem as a single image was compared to the process of depicting the same problem as a comic. This study worked with 15 normally functioning adults to compare the effectiveness of the two formats (comics vs. single image) in processing a past problem or challenge. Participants evaluated these two formats through a survey and a brief verbal interview. The quantitative data from the survey and the qualitative data from the interview were analyzed to determine the effectiveness of the comic format as compared to the single image format. The art-based data collected from participants’ single images and comics was also analyzed for unique characteristics the comic format evoked. All interactions with participants took place virtually over Zoom to ensure the safety of participants and the researcher during the COVID-19 pandemic. Analysis of the quantitative and qualitative data indicated that participants responded positively towards the comic format. The comic format seemed especially effective at facilitating the narrative therapy technique of deconstruction. These results support the study’s hypothesis that the comic format is as effective or more effective than the single image format in eliciting a narrative from a past problem or challenge. The art-based data suggested that the comic format evokes unique representations of time and movement in participants’ narratives. The findings of this study strongly suggest that creating comics or sequential art has potential for use in an art therapy setting, particularly in helping clients process past problems or challenges.

Mapping Memories: Do Sketchplans Help Young Adolescents Recall more Information about an Event?

<p>A common practice among forensic interviewers in New Zealand involves asking children to draw a sketchplan of the location of the incident to help them recall and report more information about their experiences (Wolfman, Brown & Jose, 2016). There is no evidence to suggest, however, that this technique is useful when used alongside an exhaustive verbal interview. So, the purpose of the current study was to examine whether sketchplans, when used in conjunction with a forensically relevant interview protocol, help young adolescents recall more information about an event. Sixty-eight 11-13 year-old children viewed a staged magic show and, one month later, were interviewed using the National Institute of Child Health and Human Development Investigative Interview Protocol. Following the interview, children were asked to either: draw a sketchplan, draw generally, or have a break and think about the event, and were then asked to report anything else they could remember. The visual aids (i.e. sketchplans and drawings) did not increase the amount of new information reported relative to the talk-only condition, but did help children maintain accuracy. Sketchplans did, however, help young adolescents recall location-based information about the event. The findings do not support the use of sketchplans as a tool for helping young adolescents recall more information about their experiences when best practice guidelines are followed. Sketchplans may be useful, however, when location details about the incident are required for the investigation.</p>

Mapping Memories: Do Sketchplans Help Young Adolescents Recall more Information about an Event?

<p>A common practice among forensic interviewers in New Zealand involves asking children to draw a sketchplan of the location of the incident to help them recall and report more information about their experiences (Wolfman, Brown & Jose, 2016). There is no evidence to suggest, however, that this technique is useful when used alongside an exhaustive verbal interview. So, the purpose of the current study was to examine whether sketchplans, when used in conjunction with a forensically relevant interview protocol, help young adolescents recall more information about an event. Sixty-eight 11-13 year-old children viewed a staged magic show and, one month later, were interviewed using the National Institute of Child Health and Human Development Investigative Interview Protocol. Following the interview, children were asked to either: draw a sketchplan, draw generally, or have a break and think about the event, and were then asked to report anything else they could remember. The visual aids (i.e. sketchplans and drawings) did not increase the amount of new information reported relative to the talk-only condition, but did help children maintain accuracy. Sketchplans did, however, help young adolescents recall location-based information about the event. The findings do not support the use of sketchplans as a tool for helping young adolescents recall more information about their experiences when best practice guidelines are followed. Sketchplans may be useful, however, when location details about the incident are required for the investigation.</p>

Using Images to Help Children Talk About Their Experiences

<p>Prior research evaluating the effect of Human Figure Diagrams (HFDs) on the nature of children’s recall of touch related information has yield mixed findings. We examined the nature of information elicited by 9-11 year old children (n=55) following participation in a scripted event that incorporated instances of physical contact/touch. We examined the amount and accuracy of information reported under the following conditions; with the aid of a HFD, a photograph of the child, or verbal prompts only. Children presented with HDFs or photographs reported significantly more information following an exhaustive verbal interview, than children provided with verbal prompts only. The accuracy of reports was high overall and did not differ significantly by condition. When children were asked focussed questions about instances of both true and false touch that was not reported during the verbal interview, the accuracy of their accounts reduced significantly compared to phases of the interview that were predominantly child-led. This suggests that visual aids may be safe to use to clarify/elaborate on already reported information, at least with this age group. Specific questions about instances of unreported touch should be avoided.</p>

Using Images to Help Children Talk About Their Experiences

<p>Prior research evaluating the effect of Human Figure Diagrams (HFDs) on the nature of children’s recall of touch related information has yield mixed findings. We examined the nature of information elicited by 9-11 year old children (n=55) following participation in a scripted event that incorporated instances of physical contact/touch. We examined the amount and accuracy of information reported under the following conditions; with the aid of a HFD, a photograph of the child, or verbal prompts only. Children presented with HDFs or photographs reported significantly more information following an exhaustive verbal interview, than children provided with verbal prompts only. The accuracy of reports was high overall and did not differ significantly by condition. When children were asked focussed questions about instances of both true and false touch that was not reported during the verbal interview, the accuracy of their accounts reduced significantly compared to phases of the interview that were predominantly child-led. This suggests that visual aids may be safe to use to clarify/elaborate on already reported information, at least with this age group. Specific questions about instances of unreported touch should be avoided.</p>

Do Dolls and HFDs Assist in Eliciting Information about Touch in Interviews with Children?

<p>The current study aimed to investigate the utility of HFDs and dolls in memory interviews about a touch event. Fifty-three children aged 5 to 7 years experienced a staged event involving innocuous touch. They were interviewed 7 to 11 days later either with a purely verbal interview, the assistance of HFDs, or the assistance of dolls. No significant differences were found in the amount or accuracy of information reported in each interview type, though information was highly accurate in all conditions. This indicates that although props did not offer any additional facilitation to eliciting information from children than verbal interview alone, they also were not harmful to the children's reports. Limitations of the current study and directions for future research are discussed.</p>

Do Dolls and HFDs Assist in Eliciting Information about Touch in Interviews with Children?

<p>The current study aimed to investigate the utility of HFDs and dolls in memory interviews about a touch event. Fifty-three children aged 5 to 7 years experienced a staged event involving innocuous touch. They were interviewed 7 to 11 days later either with a purely verbal interview, the assistance of HFDs, or the assistance of dolls. No significant differences were found in the amount or accuracy of information reported in each interview type, though information was highly accurate in all conditions. This indicates that although props did not offer any additional facilitation to eliciting information from children than verbal interview alone, they also were not harmful to the children's reports. Limitations of the current study and directions for future research are discussed.</p>

Sociolinguistic Factors Affecting Tense Variation in Singapore English

Despite English being the primary official language of Singapore, many of its citizens show deviations from Standard Singapore English (SSE) in speech or writing. In particular, it has been noted that Singapore English speakers may produce non-standard tense morphology, often omitting verbal past-tense markers in past-tense contexts. However, a couple of open questions remain: are there any social or external factors driving this variation, and is this variation morphological or phonological? To address these questions, I asked participants to complete a verbal interview and written questionnaire designed to probe how they inflect verbs, and examined if conformity to SSE is predicted by age, sex, or mother tongue. The results suggest that non-standard tense use does not differ along these lines. They also support earlier claims that tense marker omission in SSE is phonological, rather than morphological, for a majority of speakers, but that there is a small group for whom the variation may be morphological.

Preliminary Diagnostic Assessment in Distance Learning at SMAN 1 Pagaden

So far, distance learning still faces many obstacles in its implementation. Starting from compiling lesson plans, learning methods, to conducting evaluations. Moreover, the psychological factors of students in facing this pandemic, they are required to study at home with various kinds of challenges and obstacles. Limitations of gadgets (smartphone), internet quota to internet networks that do not reach where they live because they are in rural areas. To find a solution to this problem, a study was conducted regarding the initial conditions of SMAN 1 Pagaden students in carrying out this distance learning. By using the Miles & Huberman analysis method, which will find interactive patterns of relationships and to get an understanding of the meaning of the obstacles faced in the distance learning process at SMAN 1 Pagaden by using non-verbal interview techniques. The questionnaire is distributed via google form which then the data obtained is used as a reference for developing distance learning strategies. Based on the results of interviews, based on respondents who answered that distance learning at SMAN 1 Pagaden was less effective, it was 49.8%. Students hope that distance learning does not give many assignments but there is material delivery through google meet or zoom meeting. For students who are not reached by internet and gadget (smartphone) facilities, the visiting teacher model is carried out with small groups.