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Visual art dialogue in personal psychological learning a private journey with public relevanceAlexander, Loris, na. January 2006 (has links)
Understanding and managing emotion in psychological therapy is a complex
and challenging problem for practitioners and clients. The traditional
emphasis on verbal language as the mediating process in therapy is expanding
with the inclusion of multimodal creative arts, based on visual, auditory, and
kinaesthetic perceptions, to better support the reaccessing of emotion. This
can be followed recursively by the use of words to develop narrative and
meaning. The main research emphasis in this thesis was on visual art. Studies
of other art forms may follow. Philosophical understanding, neuroscience
advances and developments in psychological therapy underpin and explain
this therapeutic expansion.
A qualitative research approach is taken, engaging several different actions
from within that research paradigm. The thesis is written as a metaphorical
journey and conveys the experience of art dialogue and the experience of
researching, as parallel stories. Psychological learning journeys undertaken by
its author and a colleague, some clients, therapists and teachers, are described
in three encounters.
The first encounter explored visual art dialogue as a process addition to a
developing experiential phenomenological approach using multimodal
creative arts (The MIECAT Process � Lett 2001). The objective was for the
colleagues to experience a lengthy creative arts sequence, developing and
undertaking the process of visual art dialogue. Multilevel actions and
outcomes were recorded throughout the collegial engagement. The collegial
encounter required that the co-researchers pursue their own personal
psychological meanings and report on their experience of the process.
Personal narrative meanings exposed in exploring visual art dialogue, are not
discussed, the emphasis being on confirming how actions occurred and their
effectiveness for application. Actions stopped where direct verbal therapeutic
engagement might occur.
Following collegial experience, visual art dialogue was used with clients and
other therapists and teachers, to question its broader relevance. The second
inquiry, involving three clients of the author, asked how the process would
support professional actions in a therapeutic situation. The third encounter
engaged other therapists and teachers to expand on questions of by whom
and how, art dialogue could be used.
Psychological therapy theory suggests process location within a humanistic
framework, in an eclectic focus or supporting the development of an
experiential, phenomenological psychology process approach based on the
known functions of mind and body. The associated personal and professional
aspects of the experience of process exploration constituted a step in authorial
understanding and may contribute to increasing knowledge of the creative
arts applied to psychological therapy.
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Adjustment Experiences of African American Graduates of Historically Black Colleges or Universities Attending Graduate School at a Southern Predominantly White UniversityAlexander, Quentin Renard 06 May 2011 (has links)
The purpose of this study was to examine the adjustment experiences of African American graduates of historically Black colleges or universities (HBCUs) attending graduate school at a Southern predominantly White university (PWU). A discussion of narratives and themes across participants provided information about the adjustment experiences of African American graduate students who transitioned from a university community where the student population was predominantly African American to one where African American students were the minority. This information can be utilized by both PWUs and HBCUs to develop resources that address issues related to adjustment for African American graduate students.
This study was phenomenological by design and focused on analyzing the adjustment experiences of 11 female African American graduate students attending a Southern PWU. Participants were between the ages of 22-28, graduated from 10 different HBCUs across 8 states, represented 8 different graduate majors and had been in graduate school an average of 3.5 semesters. Research methodology included participant interviews, demographic questionnaires and investigator field notes. Collected data were analyzed using a coding iteration strategy.
Descriptions of participant experiences were documented and ten prominent themes emerged from the data: support systems, negative emotionality, distrust, academic frustration, lack of African American presence, non-cohesive African American community, racial microaggressions, prior acquaintances and resilience. / Ph. D.
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Assessing Prospective Students for Master's Level CACREP Counseling Programs: Evaluation of Personal-Emotional CharacteristicsSmith, Juliann 06 May 2004 (has links)
The purpose of this study consisted of three main components: 1) to identify effective counselor characteristics in the literature; 2) to describe existing admission requirements of counseling programs; and, if a need was determined, 3) to develop a framework for a standard set of admission requirements, balanced between cognitive-behavioral characteristics and personal-emotional characteristics, to more thoroughly assess prospective master’s level counseling students.
This study discusses the typical admission requirements of master's level CACREP (The Council for Accreditation of Counseling and Related Educational Programs) counseling programs and what the research indicates are characteristics of effective counselors. A literature review of effective counselor characteristics and graduate admission requirements was conducted, CACREP guidelines were examined, and admission requirements and procedures for all 129 CACREP counselor education programs were analyzed. The findings from the literature review were then compared with the data collected and analyzed from existing master’s level CACREP counseling programs to determine gaps between the literature-identified characteristics of effective counselors and current admission criteria of CACREP programs. Follow-up telephone interviews with a faculty of leadership stature from a sample of 20 CACREP counseling programs were conducted. After determining a need, information collected was used to develop a framework for a standard set of admission requirements.
Results indicated that currently, a) there is no framework for a standard set of admission requirements for assessing prospective students for master’s level counseling programs that identify personal-emotional characteristics, b) there are gaps between what the literature identifies as effective counselor characteristics and what is typically assessed during admission, c) an agreement exists that the counseling profession must do a better job of gate-keeping, and d) that a framework of admission requirements is needed by counselor educators to assist in a more thorough screening and examination of personal characteristics of prospective students. Finally, e) this research established a foundation for this framework of a standard set of admission requirements that could be used by faculty to more exhaustively assess prospective master’ s level counseling students. / Ph. D.
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The Parent-Adolescent Relationship and College Adjustment over the Freshman YearFanti, Kostas Andrea 08 August 2005 (has links)
This study investigates whether the parent-adolescent relationship is related to the academic, social, and personal-emotional expectations of adjustment and actual adjustment to college during the transition to college. The mother-adolescent relationship was more consistently linked to college adjustment than the father-adolescent relationship both cross-sectionally and longitudinally, and students identified their parents and especially their mother amongst the first people who they go to for support. More African Americans than students from other ethnic backgrounds and more dormitory residents than commuters identified their mother as their first supportive figure, suggesting that the students’ living arrangements and their cultural backgrounds need to be taken under consideration when studying this transitional period.
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The Parent-Adolescent Relationship and College Adjustment over the Freshman YearFanti, Kostas Andrea 08 August 2005 (has links)
This study investigates whether the parent-adolescent relationship is related to the academic, social, and personal-emotional expectations of adjustment and actual adjustment to college during the transition to college. The mother-adolescent relationship was more consistently linked to college adjustment than the father-adolescent relationship both cross-sectionally and longitudinally, and students identified their parents and especially their mother amongst the first people who they go to for support. More African Americans than students from other ethnic backgrounds and more dormitory residents than commuters identified their mother as their first supportive figure, suggesting that the students’ living arrangements and their cultural backgrounds need to be taken under consideration when studying this transitional period.
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Minority Students' Transition Experiences at a Predominantly White InstitutionLaBoone, Kimberly 05 May 2006 (has links)
The process of transition to college is complex and has received attention from many scholars (e. g. Baker & Siryk, 1999; Beal & Noel, 1980; Choy, Horn, Nunez, & Chen, 2000; Gaither, 1999; Paul & Brier, 2001; Tinto, 1993). Transition impacts persistence in college, hence retention rates (Tinto, 1993). As a result, postsecondary institutions have developed models of transition. In one such model, first year students experience transition in four domains; academic, social, personal-emotional, and attachment (Baker & Siryk, 1999).
Past studies have explored transition from the perspective of majority versus minority student experiences (Allen, 1992; Hurtado, Carter, Spuler, 1996; Rodriquez, Guido-DiBrito, Torres, & Talbot, 2000) as well as male versus female experiences (American Association of University Women, 1992; Fassinger, 1995; Gablenick, MacGregor, Matthews, & Smith, 1990). The current body of literature fails to adequately represent transition issues for non-majority students, however. For example, additional research is needed to compare experiences among minority groups (e.g., African American v. Hispanic v. Native American). In addition, studies that explore the relationship between retention and transition for minorities and women are needed. The current study was designed to examine transition experiences of minorities and women attending predominantly White institutions. In addition, the study addressed the link between transition and retention to second semester and the second year of college.
The Student Adaptation to College Questionnaire (SACQ) (Baker & Siryk, 1999) measures the transition experiences of students in college. In the current study, the author administered the SACQ to minority students in their first year at a predominantly White institution. The participants' responses were analyzed to determine if differences existed in transition experience by race or sex. Follow-up information was collected to explore whether students who had higher transition levels were more likely to return to college for the second semester and the second year.
Results revealed that minority students made successful transitions during the first year as well as developed a strong attachment to the institution and higher education. However, there were no significant differences in the transition experiences of the participants by race or sex. When examining the relationship between transition and retention, findings show that students who left had high or medium transition levels. / Ph. D.
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