Multicultural Orientation-Informed Focused Acceptance and Commitment Therapy for Adolescents Seeking Bariatric Surgery

Objective: The present paper details a pragmatic trial of a Focused Acceptance and Commitment Therapy (FACT) intervention for adolescents seeking bariatric surgery. The intervention was developed within a multicultural orientation (MCO) framework to acknowledge families’ diverse sociocultural contexts and clinical needs. The intervention aimed to increase psychological flexibility, specifically by supporting values-consistent behavior change through openness to internal experiences and present moment awareness, within the context of seeking bariatric surgery. It was designed to be flexibly implemented across two sessions, one focused on increasing adolescent psychological flexibility, the other on increasing caregiver psychological flexibility. The present paper describes implementation and refinement of the intervention based on feasibility and acceptability of the adolescent portion and adolescent perspectives/outcomes. Method: Eleven adolescents participated in the clinical intervention. Adolescent-reported intervention acceptability was collected before, during, and after the intervention sessions. Self-report measures of psychological flexibility and health-related quality of life were also completed. Interventionists recorded post-session interviews discussing intervention implementation and refinement. Results: The intervention was acceptable as rated by adolescents, and it was feasible to implement in an interdisciplinary clinic. Self-report results are presented descriptively. Conclusions: This intervention was acceptable to adolescents, feasible to implement in an interdisciplinary clinic, and should be explored in additional samples and with further research. Themes from post-intervention intervention sessions are briefly summarized. Feasibility of the research study is discussed within an MCO framework. Ideas for future research and adaptation for other pediatric populations are presented

The Relationship Between Mental Health and Ultra-Running: A Case Study

This instrumental case study sought to explore the relationship between ultra-running and mental health through the lived experiences of a single participant who self-identifies as an ultra-runner. Three research questions were used to explore this relationship; how did the individual decide to participate in ultra-running, what aspects of ultra-running impact the participant’s mental health, and how has engaging in ultra-running impacted the participant’s mental health? The case study utilized three semi-structured interviews, two participant observations, video documentary review, and journaling to answer these questions. A thematic analysis of the data revealed four essential themes; 1) Development of participation, 2) Promotes positive mental health practices, 3) Development of self-identity, and 4) Dependency. The case study had three major findings. First, the participant’s journey to being an ultra-runner developed over time. Second, the aspects of ultra-running that impact the participant’s mental health are: 1) The social community it creates, 2) The structure it requires, 3) The experience of physical deprivation, 4) The amount of time spent in nature, 5) The challenge it creates, 6) The physical feeling it creates, and 7) The ability to use it as a platform for gender equity. Finally, the ways ultra-running has impacted the participant’s mental health are: 1) The creation of an identity that revolves around her engagement in ultra-running, 2) The promotion of healthy mental health practices, and 3) Her dependency on ultra-running. The case study concluded that the participant did not begin to engage in ultra-running in response to her mental health needs but as a product of experiences and positive reinforcements in her life, ultra-running has the potential to be very beneficial to a participant’s mental health through a variety of areas in a participant’s life, and engaging in ultra-running can create dependency in an individual when used as a primary coping skill or an essential part of the participant’s identity

Design a Progressive Environment for Transitioning Foster Care Adolescents

Foster care was designed to help support and care for children in dire circumstances. At 18, the young adults are ?aged out.? Current data on the aging out process has found poor outcomes for the young adults formerly in foster care which include suffering from mental and behavioral health problems. Many studies on the aging out process point to a lack of social and emotional support systems in place for these young adults. This social and emotional void forms massive disparities and missed opportunities between these young adults and their peers in the communities. These poor outcomes points to a need for permanency and belonging. Currently, there are not facilities that specifically address this need in our communities. A new typology of building is needed, which can address the mental and behavioral health of these adolescents as well as foster connections to community. My thesis will also explore and seek to address the need for permanency and belonging, as this is shown to be critical to adolescents transitioning into adulthood. This thesis will explore how a new building typology can make an impact on community interaction to help foster belonging in those who have lost many connection points in life?s journey. Additionally, this thesis will include elements such as, human scale design, lighting design, connection to nature and color theory which are proven to create a safe, healing environment

Developing Cultural Humility Using Art-Based Group Practices: A Collaborative Autoethnography

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

Effects Of Interdisciplinary Designers Reflecting-In-Action During Design

As a specific type of reflective practice, reflection-in-action emphasizes that unique and uncertain situations are understood through attempts to change them, and changed through the attempts to understand the situations (Schön, 1983). The purpose of this interdisciplinary research was to study reflection-in-action regarding three aspects of design activity (content, context, and process). The study addressed four research questions: (a) what is the impact of reflection-in-action on evaluation processes while a design is developing and not yet complete, (b) what effect does reflection-in-action have on keeping a design project moving forward toward implementation, (c) what impact does the design\u27s problem-solution relationship have on the reflection-in-action process, and (d) what impact does a designer drawing from a repertoire of precedents inside and outside the project have on the reflection-in-action process? The phenomenological research design studied reflection-in-action using a qualitative approach and used a purposive convenience sample of eight participants designing real projects in their design environments. Using five data collection methods: (a) interviews (b) participant reflective journals, (c) design project timeline, (d) project artifact analysis, and (e) a field journal, data were collected and trustworthiness was established through credibility, transferability, dependability, and confirmability. A constant comparison method was used to compare information units applicable to categories and to integrate properties of categories. For each research question, three to five themes emerged. Interesting and compelling themes that have implications for instructional design included when participants reflected-in-action, they took stock in and reacted to external representations, which were rich in context, information, and constraints. Participants interacted with information and a lack of information, which kept the design project moving forward. Participants moved the design forward toward implementation by turning what ifs to design decisions. Through receiving and gathering information and working with constraints, participants better understood the problem-solution relationship. Drawing from outside of the design validated design direction, guided the design, and provided what ifs . Drawing from inside the design informed what could and could not be done, supported the design purpose, and guided the design. Drawing on participants\u27 experience provided design context and made uncertainty more certain

MSW Portfolio

My written explanation for how my life, work, and MSW experience has led me to be a well rounded social worker through the 13 NASW core competencies.https://scholarworks.umt.edu/grad_portfolios/1279/thumbnail.jp

The Art of Adventure

This action research project about using art to reflect on an experience explores community, the purpose of education, and the results of implementing an art debrief. Inspiration for this project came from my own personal desire to use art to examine an experience. I, as the researcher, organized a day with a local non-profit that provides adaptive skiing. Photos were taken of the participants to be used for a time of reflective art making about the experience. There were a range of responses from being extremely impactful for one participant, to not being immediately beneficial for another. The data gathered helped generate a lesson for a high school photography class that combined adventure, photography, and reflecting through art. This research could be incorporated into various types of curriculum, included in experiential education, and used on a personal level as a way to help inspire positive experiences and growth

An Exploration Of Creative Arts Therapies In Pediatric Hospitals

This research paper explores the use of creative arts therapies with children and families in a pediatric hospital setting as experienced by the therapists who provide these services. The research investigates art therapy, music therapy and dance/movement therapy at Children’s Hospital Los Angeles (CHLA), with an in depth consideration of the role of art therapy services in this setting. The researchers reviewed general literature regarding hospitalization, specifically its effects on children and families, availability and role of psychosocial services and the intensive care units (ICU). Literature discussing creative arts therapies (art therapy, music therapy and dance/movement therapy) was also reviewed, with a focus on art therapy and its role in medical settings with children/families, with pediatric cancer patients and in psychosocial services. Based on information gleaned from the literature review, the researchers crafted an online survey utilized to gather information regarding the experience of providing creative arts therapies in a pediatric hospital setting. The researchers conducted in-depth interviews with three selected survey respondents to further explore these experiences through interview questions and art making. The qualitative data from survey/interview responses, including the art, was reviewed and analyzed by the researchers. Analysis of the data resulted in five prominent themes from the online survey data: being present, family, support, change and identity. Four prominent themes emerged from the interview data: empowerment, culture, being present and identity. The researchers then examined these themes in the context of the general and art therapy literature. The meanings derived from these findings demonstrate the importance of continued and expanded use of creative arts therapies in pediatric hospitals