東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Art Therapy for Enhancing Academic E...

Ramirez, Kelvin.

Linked to FindBook

Google Book

Amazon

博客來

Art Therapy for Enhancing Academic Experience of Male High School Freshmen.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Art Therapy for Enhancing Academic Experience of Male High School Freshmen./
Author:	Ramirez, Kelvin.
Description:	149 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
Contained By:	Dissertation Abstracts International75-03A(E).
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3603041
ISBN:	9781303572197

Art Therapy for Enhancing Academic Experience of Male High School Freshmen.
Ramirez, Kelvin.

Art Therapy for Enhancing Academic Experience of Male High School Freshmen. - 149 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.

Thesis (Ph.D.)--Lesley University, 2013.

The aim of this study was to assess the efficacy of group art therapy interventions in improving social and emotional issues for male high school freshmen. The Behavioral Assessment System for Children Second Edition (BASC-2) was used to measure academically tracked high school freshman (n = 80) receiving the 12 week intervention in a group setting in comparison to an academically matched control group (n=76). Independent sample t-tests compared participants in the Honor, Average and At Risk Tracks who received art therapy versus participants who did not. The findings indicate that for participants in the honors track, those receiving art therapy improved on Inattention/Hyperactivity (t (51) = 1.854, p<.035) more than those in the control group. For participants in the Average Track, Personal Adjustment (t (50) = 2.086, p<.021) and Self-Esteem scores (t (50) = 2.762, p<.004) improved more for art therapy participants than for those in the control group. No statistically significant differences were found for participants in the At-Risk track. Participant responses collected through five prompts aimed to assess participant's perceptions regarding elements of their art therapy intervention experience. Qualitative findings were analyzed within academic track and suggested the efficacy of art therapy for ventilating frustrations, processing daily challenges and mediating emotions. Overall, eight themes emerged; sense of ownership, cathartic release, introspection, ventilation of negative feelings, expression of positive affect, fantasy or future projection, concrete descriptors and change in affect. Eighty-six percent of participants in the Honors Track art therapy group expressed positive affect when describing their emotions post art creation. Responses from the Honors Track participants were classified into four themes; ventilation of negative emotions, expression of positive affect, concrete descriptors and use of symbolic language. For participants in the Average Track, 80% of responses indicated positive feelings after creating the art work. Four themes emerged from Average Track participant responses; sense of ownership, ventilation of negative feelings, expression of positive affect and concrete descriptors. Although 42% of At-Risk Track participants reported a sense of ownership directly after creating the art piece, only 17% continued to express such ownership when reflecting about the artwork after several weeks. After participating in art therapy groups, participants reported feeling "more relaxed," "successful and confident." .

ISBN: 9781303572197Subjects--Topical Terms:

539262
Education, Secondary.

Art Therapy for Enhancing Academic Experience of Male High School Freshmen.
LDR:03483nam a2200289 4500 001 1968171
005 20141203121109.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303572197
035 $a (MiAaPQ)AAI3603041
035 $a AAI3603041
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ramirez, Kelvin. $3 2105299
245 1 0 $a Art Therapy for Enhancing Academic Experience of Male High School Freshmen.
300 $a 149 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
500 $a Adviser: Robyn Flaum-Cruz.
502 $a Thesis (Ph.D.)--Lesley University, 2013.
520 $a The aim of this study was to assess the efficacy of group art therapy interventions in improving social and emotional issues for male high school freshmen. The Behavioral Assessment System for Children Second Edition (BASC-2) was used to measure academically tracked high school freshman (n = 80) receiving the 12 week intervention in a group setting in comparison to an academically matched control group (n=76). Independent sample t-tests compared participants in the Honor, Average and At Risk Tracks who received art therapy versus participants who did not. The findings indicate that for participants in the honors track, those receiving art therapy improved on Inattention/Hyperactivity (t (51) = 1.854, p<.035) more than those in the control group. For participants in the Average Track, Personal Adjustment (t (50) = 2.086, p<.021) and Self-Esteem scores (t (50) = 2.762, p<.004) improved more for art therapy participants than for those in the control group. No statistically significant differences were found for participants in the At-Risk track. Participant responses collected through five prompts aimed to assess participant's perceptions regarding elements of their art therapy intervention experience. Qualitative findings were analyzed within academic track and suggested the efficacy of art therapy for ventilating frustrations, processing daily challenges and mediating emotions. Overall, eight themes emerged; sense of ownership, cathartic release, introspection, ventilation of negative feelings, expression of positive affect, fantasy or future projection, concrete descriptors and change in affect. Eighty-six percent of participants in the Honors Track art therapy group expressed positive affect when describing their emotions post art creation. Responses from the Honors Track participants were classified into four themes; ventilation of negative emotions, expression of positive affect, concrete descriptors and use of symbolic language. For participants in the Average Track, 80% of responses indicated positive feelings after creating the art work. Four themes emerged from Average Track participant responses; sense of ownership, ventilation of negative feelings, expression of positive affect and concrete descriptors. Although 42% of At-Risk Track participants reported a sense of ownership directly after creating the art piece, only 17% continued to express such ownership when reflecting about the artwork after several weeks. After participating in art therapy groups, participants reported feeling "more relaxed," "successful and confident." .
590 $a School code: 1042.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0533
690 $a 0273
690 $a 0525
710 2 $a Lesley University. $b Graduate School of Arts and Social Sciences. $3 2094384
773 0 $t Dissertation Abstracts International $g 75-03A(E).
790 $a 1042
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3603041