The purpose of the present study was to examine general loneliness, hospital loneliness, and the patient-physician relationship in regards to their associations with Bone Marrow Transplant (BMT) recovery outcome variables (days until engraftment and quality of life). Fifteen (66.7% female, 33.3% male; 93.3% white, 6.7% Black/African American; average age 61.73) individuals who had an allogeneic or autologous BMT at The Mayo Clinic of Jacksonville completed the FACT-BMT, UCLA-Loneliness Scale Version 3, the CARE Measure, and provided disease and treatment information at the 6 month posttransplant date (+/- 30 days). Patients recovering from BMT indicated significantly higher scores of hospital loneliness in comparison to their general loneliness scores. This increase is believed to represent the outcome of experiencing hospital isolation during the post-transplant recovery process. Increases in hospital loneliness were marginally significant in predicting decreases in the patients overall quality of life. The patient physician consultational relationship was found to have a significant relationship with the number of days until engraftment, however the direction of the relationship was opposite the hypothesized direction. This may suggest that engraftment influences the quality of the relationship instead of vice versa. These results imply that there is a relationship between hospital isolation and increases in the amount of loneliness experienced during recovery from a BMT. Loneliness has been found to have a negative relationship with a number of physiological and quality of life outcomes. The present study also elucidates possible correlates with the patient-physician relationship.

Objective: Levels of student depression may increase as stress increases; parenting styles may be one indirect source of stress. The authors examined the role of parenting style in relationship to student stress, anxiety, and depression, with focused attention on gender differences. Participants: Participants were 290 undergraduate students (58% female, mean age = 19). Methods: Cross-sectional design. Participants completed surveys containing measures of parenting styles, college stress, anxiety, and depression. Results: Anxiety and stress acted as mediators between some maternal parenting styles and female student depression. No mediational relationships were found for male student ratings. Conclusions: Daughters may be more susceptible to the influences of maternal parenting styles, which can either prepare or fail to prepare them for management and avoidance of stressors that are encountered during the college transition. College counseling centers and student affairs personnel may wish to focus attention on the instruction of self-management and problem-solving skills for incoming students.

Introduction: The late menopausal transition is a time of increased risk of depression in the general population. Nonetheless, mood course during the late menopausal transition in women with bipolar disorder in relatively unknown. Methods: Mood state data in 519 reproductive age women (5989 clinic visits), 116 late menopausal transition (perimenopausal) women (2046 visits), and 133 postmenopausal women (1,437 visits) with bipolar disorder who were receiving optimized naturalistic treatment in the multisite STEP-BD study over an average of 19.8±15.5 months were analyzed for proportion of clinic visits with syndromal depression, mood elevation and euthymia between the three groups. History of postpartum and perimenstrual mood exacerbation as well as hormone therapy use were evaluated as potential predictors of mood. Results: No significant difference in the proportion of clinic visits with syndromal depression was found between reproductive age (18.1%), perimenopausal (18.1%) and postmenopausal (19.3%) women. Reproductive age women had significantly greater proportion of visits with syndromal mood elevation (5.3%) compared to perimenopausal (4.1%, Z=2.1, p2(3, N = 9960) = 19.8, p Conclusions: While proportion of clinic visits with syndromal depression did not differ among the three reproductive groups, thirteen women who had recorded transition from perimenopause to postmenopause showed significantly greater depression than reproductive age, perimenopausal or postmenopausal women. Proportion of visits with euthymia or with syndromal mood elevation decreased from reproductive age to perimenopausal to postmenopausal women. Reported history of mood exacerbation during times of hormonal fluctuation, or current use of hormone therapy, was not significantly associated with depression during the perimenopause. Limitations include women excluded due to absence of menstrual data. Future studies should include hormonal assessments.

This research is a qualitative exploration of the impacts of Loyola Marymount’s Summer Arts Workshop from the perspective of the youth participant’s teachers and caregivers. The intention of this research was to compare findings in the literature of similar youth arts programs to LMU’s through examination of a previously unexplored perspective. Data was collected through an arts based focus group as well as paper-pencil questionnaires including both Likert scale and open ended questions. Themes emerged through thorough analysis of all data collected and presented both themes of specific program impacts and opportunities for future program improvements. The findings of this research further illuminate established assertions found within the literature of prosocial impacts produced within youth participation in community arts programs. Additionally upon expansion of emergent themes, the researcher established the findings of LMU’s Summer Arts Program to positively impact adolescents and identity development, generate gains in social capital and produce positive community impacts through art making.

This research explores the overlap between community-based art therapy and school-based art therapy through the surveyed experiences of art therapists working in school settings, and informed by community-based art therapy components and characteristics identified in A Model for Art Therapists in Community Practice by Dylan Ottemiller and Yasmine Awais. A literature review focused on five components and characteristics identified within the community-based art therapy literature, and informed the review of school-based art therapy literature based on the community-based art therapy themes. A qualitative survey approach was utilized through the distribution and data analysis of an electronic survey and findings were enriched by the researcher’s participation in the development and implementation of a brief community-based art therapy program providing an art therapy experience to families receiving services at a domestic violence intervention center. Analysis of the data revealed three major themes and specific areas where school-based practice is facilitating community-based art therapy (CBAT) components and characteristics. The findings discuss which CBAT components and characteristics are and are not being facilitated within school-based practice, and in conclusion the research offers ways school-based art therapy programs may offer opportunities for community-based practice.

As second-year graduate students from LMU’s Art Therapy program, we are excited to introduce the focus of our Master’s research project, a concept we coined as exhibition as intervention. Our goal is to create a space that brings awareness to the possibilities of exhibition to amplify the voice and increase empathy between artist and viewer. Originally, our vision was to hold the exhibition at Cedars-Sinai to supplement the 2020 Art Therapy Research Symposium. With COVID-19 placing restrictions on public gatherings, the exhibition had to transform from a physical experience to a virtual one. The catalog which began as our secondary focus to the exhibition, shifted to become the primary source of communicating our intentions. Informed by the literature of our research, we felt a catalog best collected and organized the data, which in this case was the artwork submitted. It is our great privilege to present this catalog with the works of artists engaging in the creative process to make meaning of their experiences with cancer.

Cette thèse porte sur les difficultés d'accès aux soins dentaires dans le marché français semi-régulé. L'analyse cible la barrière financière d'accès aux soins dentaires et ainsi le rôle et le mécanisme de fixation des prix. La première partie permet de contextualiser la délivrance des soins dentaires en France et montre que la profession de chirurgiens-dentistes est particulièrement isolée dans le domaine sanitaire français. L'objet de la seconde partie est d'identifier les déterminants de l'accès aux soins dentaires. Nous montrons que le programme de prévention pour les enfants M'T'dents, entièrement gratuit, n'était utilisé que par les ménages les plus aisés et touchait peu les ménages défavorisés qui en ont le plus besoin. L'importance du support social dans l'accès aux soins est aussi affirmée dans notre seconde étude empirique. L'accès primaire aux soins dentaires des adultes présente la principale barrière d'accès. Une fois cette difficulté surmontée, les patients engagent le plus souvent les traitements suivants nécessaires, avec des niveaux de dépenses qui peuvent être importants même pour les moins aisés. À la suite de ces résultats, nous nous sommes intéressés spécifiquement au rôle du prix. Nous avons montré que plus le prix des prothèses dentaires était élevé, plus le renoncement à ces soins pour raisons financières était important. D'après nos travaux, l'intensité de la concurrence impacte négativement la fixation des prix contrairement à la solvabilité de la demande. Les prix entre concurrents sont aussi des compléments stratégiques. Ce sont autant de facteurs susceptibles d'être régulés pour lutter contre le renoncement aux soins dentaires et les inégalités sociales de santé qui en résultent. / This thesis concerns the difficulties to access dental care in the semi-regulated French market. The analysis targets the financial barrier of access to dental care and so the role and the mechanism of price setting. The first part gives the background of the French dental care delivery and shows that the profession of dental surgeons is particularly isolated in the French sanitary domain. In the second part we identify the decisive factors of the dental care access. We show that the free preventive program for the children Lov'Ur'Teeth was used only by the wealthiest and affected little the most disadvantaged households, which need it much more. The decisive impact of the social support in access to dental care is also a strong result in our second empirical study. The primary access to the dental treatment presents the main barrier of access. When people overcome this difficulty, they mostly continue the ensuing necessary treatments, that could be very expensive. Following these results, we focused in the role of the price. We showed that the more the prosthetic prices are high, the more is the renunciation for these cares. According to our works, the intensity of the competition impacts negatively the price setting, contrary to the demand's solvency. The prices between competitors are also strategic complements. That are many potential factors to be regulated to fight against the dental unmet need and the resulting social health inequalities.

When staffing reductions occur in the workplace, staff left behind may face increased stress, may not be given the support they need to manage the feelings caused by the reduction. This study was conducted to evaluate the impact of stress caused by staffing reductions has on medical technologists (MT), medical technicians (MLT) and respiratory therapists (RT), and to identify any common methods of stress management used by those staff who remain in the organization. Literature research showed the negative impact stress can have on individuals when it is not addressed, such as decreased work performance, health issues, and even the inability to lead a normal life. After an extensive review of the data, no statistically significant common methods of coping strategies were identified between these two professions using prescribed variables. However, the same three strategies used to cope with staffing reduction-related stress were ranked at the top in both professions.

Ständiga samhällsförändringar berör förskolans arena i form av förändringar i arbetssätt, läroplan samt ökade kvalitetskrav. Samtidigt är aspekten kring huruvida dessa omställningar påverkar förskollärarnas tillgång till resurser, social gemenskap och kollegialt lärande tämligen outforskad. Detta skapar ett behov att identifiera och diskutera faktorer som berör förskollärares sociala arbets- och inlärningsmiljö. Syftet med studien var att undersöka förskollärares upplevelser av kollegialt lärande i arbetslaget och dess relation till social hälsa på arbetsplatsen. Den teoretiska referensramen inkluderar: sociokulturellt perspektiv på lärande och KASAM. Tio semistrukturerade intervjuer genomfördes och analyserades med en kvalitativ innehållsanalys. Resultatet visar att en stark teamkänsla i förskollärares arbetslag bidrar till god social hälsa på arbetsplatsen. Teamkänslan beskrevs som nyckeln till ett välfungerande arbetslag där känslan av ett meningsfullt arbete stärktes genom gemensamma aktiviteter. Socialt stöd mellan kollegor beskrevs vara väsentligt för arbetstrivseln. Känslan av socialt stöd stärktes i utmanande situationer där kollegor hjälper varandra. Gemensamma möten med chef och kollegor lyftes fram som betydande för det kollegiala lärandet. Tidsbrist för gemensamma möten inverkade negativt på det kollegiala lärandet och fler tillfällen för diskussion och reflektion önskades. / Constant societal changes affect the preschool arena, which is reflected in changes in working methods, curriculum and increased quality requirements. The aspect of whether these changes affect preschool teachers' access to resources, social community and collegial learning is rather unexplored. This creates a need to identify and discuss factors that affect preschool teachers' social work and learning environment. The purpose of the study was to investigate preschool teachers' experiences of collegial learning in the work team in relation to social health in the workplace. The theoretical frame of reference includes: Sociocultural perspective on learning and SOC. Ten semi-structured interviews were conducted and analyzed with a qualitative content analysis. The results show that a strong team spirit in preschool teachers' work teams contributes to social health in the workplace. Team spirit was key to a well-functioning work team where the feeling of meaningful work was strengthened through joint activities. Social support between colleagues was described as essential for job satisfaction. Social support was strengthened in challenging situations where colleagues help each other. Joint meetings with managers and colleagues were highlighted as important for collegial learning. Lack of time for meetings had a negative impact on collegial learning and more opportunities for discussion and reflection were desired.

As the state of the world continues to evolve through means of social justice and technology, the discussion of cultural humility as the evolution of cultural competence is a growing topic in the field of mental health and the art therapy community. The following mixed- method research explores the impact of art materials, group processes, and creative practices in the development of cultural humility. Six graduate students from the Marital and Family Art Therapy Program at Loyola Marymount University (LMU) designed the following collaborative ethnography. Utilizing both quantitative and qualitative data to answer the question: How can group art-based practices (e.g., materials, group processes) develop cultural humility among art therapists? The data collected include pre and post-survey statistics in addition to art responses and dialogue reflection. The data revealed that art-based group processes and the intentional choice of material may facilitate the growth surrounding the four principles of cultural humility. Critical self-reflection was achieved through a deep exploration of individual experiences surrounding socioeconomic status, race, colonialism, gender, family, and spirituality. Participants were able to readdress the power imbalance by taking on the role of participant and facilitator taking into consideration how information and materials are both presented and received. Through group art-making, sharing, and discussing systemic changes, participants developed partnerships with communities and maintained institutional accountability. In order to build upon our findings, we propose future research on group-based art practices with mental health professionals and trainees that focus on the development of cultural humility in different social and environmental contexts.