Integrating Expressive Arts Therapies into Facilitated Online Therapy Groups for Adults: A Review of the Literature

In early 2020, COVID-19 infections soared throughout the world, driving most group interactions online. Online adult Expressive Arts Therapy (EAT) groups faced unique challenges and opportunities, as the arts interventions did not always translate directly online without adaptations. In this literature review, this thesis focuses on how the specialization of Expressive Arts has been applied to these online adult therapy groups. Where the literature lacked references to the Expressive Arts specifically, the individual arts of Dance Movement Therapy (DMT), Expressive Writing (EW), Art Therapy, and Music Therapy were considered. This capstone thesis offers suggestions for areas of future research to include the use of Expressive Arts Therapies as ways to ameliorate challenges found in online therapy groups; to consider ways in which the use of online Expressive Arts Therapy groups might serve some populations better than in-person groups; and to apply the Expressive Therapies Continuum as a theoretical framework through which to reimagine Expressive Arts interventions with adult therapy clients in online settings

MS

thesisThe blood pressures of fifty hospitalized school age children were measured at interval to determine if the variables age, weight, sex, and the passage of time between readings have a significant effect on the systolic and diastolic blood pressures and the pulse pressure. The variables age, weight, and quadratic change over time were found to be significant factors, while six, sex by time, and linear change over time were not. The results show that diastolic values remain at relatively constant level during the ages five to eleven years. Children's blood pressure values seem to be subject to diurnal fluctuations that should be considered when establishing limits of normalcy or when interpreting clinical values

How Poor Leadership and Favoritism Intersect to Create Toxic Work Environments

Discussions about leadership in academic libraries rarely focus on the negative; they mostly focus on best practices of leadership. There is hardly any discussion of poor leadership, nor is there a rigorous discussion of concerning behaviors that poor leaders engage in, such as favoritism. Concomitantly, there is little to no discussion about how to identify and address behaviors that poor leaders engage in and how academic libraries can change toxic institutional culture. In this chapter, we are interested in defining poor leadership and favoritism to change toxic institutional cultures and give voice to those who are affected by poor leadership and favoritism. We will attempt to add to the literature on toxic workplace cultures in academic libraries by exploring the intersection between poor leadership and favoritism and how they manifest to cultivate a toxic workplace culture in academic libraries. We will discuss how poor leaders weaponize favoritism to silence, manipulate, bully, and exclude lower-ranked faculty and staff, create de facto leaders, cultivate the wrong type of leaders, and allow egregious behaviors to not be addressed. We will also discuss the long-term implications of poor leadership and favoritism and demonstrate how favoritism is in direct conflict with the espoused values of LIS, particularly diversity, equity, and inclusion (DEI). This chapter aims to help identify the signs of poor leadership and favoritism and validate the experiences of those working in academic libraries saddled by poor leadership and favoritism and empower them to overcome a culture of control and transform it into one of inclusion and engagement

Clouds and Seasonality on Terrestrial Planets with Varying Rotation Rates

Using an idealised climate model incorporating seasonal forcing, we investigate the impact of rotation rate on the abundance of clouds on an Earth-like aquaplanet, and the resulting impacts upon albedo and seasonality. We show that the cloud distribution varies significantly with season, depending strongly on the rotation rate, and is well explained by the large-scale circulation and atmospheric state. Planetary albedo displays non-monotonic behaviour with rotation rate, peaking at around 1/2$\Omega_E$. Clouds reduce the surface temperature and total precipitation relative to simulations without clouds at all rotation rates, and reduce the dependence of total precipitation on rotation rate, causing non-monotonic behaviour and a local maximum around 1/8$\Omega_E$ ; these effects are related to the impacts of clouds on the net atmospheric and surface radiative energy budgets. Clouds also affect the seasonality. The influence of clouds on the extent of the winter Hadley cell and the intertropical convergence zone is relatively minor at slow rotation rates ($<$1/8$\Omega_E$ ), but becomes more pronounced at intermediate rotation rates, where clouds decrease their maximum latitudes. The timing of seasonal transitions varies with rotation rate, and the addition of clouds reduces the seasonal phase lag.Comment: 21 pages, 9 figure

Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools

How can education change to meet the demands of effectively educating an increasingly diverse student population with the skills, knowledge, and abilities they need to be productive and successful citizens in the 21st century? One possible solution is to create classrooms, teachers, and schools that embrace the progressive and inclusive practices espoused by Universal Design for Learning (UDL). In addition to being rooted in UDL pedagogy, classrooms designed to meet the challenge of 21st century education need to substantially integrate and utilize advances in technology. The vanguard of literature to date in UDL could be characterized as rhetorical advocacy. That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but to date there is not a research base strong enough to establish UDL as a scientifically validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the research base turns the corner from advocating to assessing and measuring UDL outcomes, the promise of this approach will not be realized. This article describes a study exploring effects and outcomes of a professional development program on the perceptions and practice of UDL principles in K–12 public school inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program’s effect on teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms