557 research outputs found
LTC Newsletter
Spring 2012https://ecommons.udayton.edu/ltc_newsletter/1016/thumbnail.jp
An exploration of the transcending experience in the art-making process
This study explored the transcending experience as described by visual artists that sometimes occurs during the art-making process. The exploration was conducted within a philosophical framework informed by the researcher\u27s practice of Transcendental Meditation (TM). From this perspective, transcending is related to personal, inner (subjective), and ephemeral aesthetic experiences which never-the-less make a powerful contribution to the visual artist\u27s experience of the creative process and to a lesser extent, the final product. The focus of the study was on the identification and documentation of the personal and subjective aspects of art-making. The study consisted of two parts; (a) this written thesis that elucidates and supports the argument, and (b) an exhibition of paintings, drawings, and journals which represent a personal narrative. The research questions for the written document are directed towards extracting artists\u27 statements that describe the nature and benefits of transcending during art-making. Document analysis techniques were employed to study the writings of a variety of artists and to create a mosaic of insightful commentary. As a visual arts educator, the significance of the study related to the benefits of the art-making process for students of all ages. Both the exhibition and written document are presented to demonstrate that art-making and the viewing of art can provide access to silent (inner) experiences of the human mind. Strengthening the students\u27 spiritual/aesthetic experience through art-making may bring the benefits of personal enrichment for some students by promoting the development of stronger self-concepts and self-esteem. This study presents research about an aspect of visual arts education that has to date been largely ignored. Arguments for the development of self-realization and a fuller understanding of the aesthetic experience may contribute to a case for strengthening the place of the visual arts within the curriculum
The psychological impact of the internet on young people with additional support needs (ASN)
INTRODUCTION: This thesis investigates the psychological impact of the internet on
adolescents with Additional Support Needs (ASN). Benefits and risks related to internet
use have been evidenced in the general population. Little research has considered these
factors with young people with ASN.METHODOLOGY: Due to limited research having been completed with the ASN population
with regards to the impact of internet use, a systematic review was conducted considering
the long -term psychological impact of cyberbullying on children and adolescents in the
mainstream population. In addition, an empirical study was conducted with a total of 36
young people with ASN (aged 13 -18) who participated in one of six focus groups. Group
discussions were recorded, transcribed and analysed using Framework Analysis.RESULTS: Findings of the systematic review showed that a range of difficulties (including
depression, quality of life outcomes, substance use and aggression) were considered to be
linked to the experience of cyberbullying in the general child and adolescent population.
Although variation between studies existed, the review does show a tentative trend that
cyberbullying is linked to long -term negative psychological outcomes. The empirical study
using Focus Group data identified two main themes: Identity and Connectedness and
Issues relating to Risk. Theme one indicated that young people with ASN were making use
of the internet to develop their own identity, competence and sense of social
connectedness; suggesting that internet use for this group can have a positive impact on
their psychological well- being. Some potential barriers to this were also identified. With
regards to the second theme, it was shown that young people with ASN do experience risk
on the internet. It was highlighted that young people with ASN are aware of a range of
risks online, are able to make use of some risk management strategies to stay safe but also
experience particular difficulties which can negatively impact on their ability to protect
themselves against potential psychological harm as a result of internet use. Considered
together it was therefore found that the internet may provide important opportunities for
young people with ASN with the potential of having a positive psychological impact. This
must be considered however in the context of risks present to this group when online and
their ability to manage these effectively.DISCUSSION: Findings were discussed in relation to the relevant literature considering the
specific advantages and risks relating to internet use by children and adolescents with
ASN. Clinical implications and areas for future research were highlighted as well as the
strengths and limitations of the current study.CONCLUSION: This thesis demonstrates that young people with ASN are making use of the
internet and able to benefit from it in the same way as other children and adolescents.
However, this population has also been shown to be at risk online and may be more
vulnerable due to their impaired ability in particular areas of functioning, when compared
to young people without ASN. Additional research into this area is required to ensure that
this group are being adequately supported to remain safe online whilst taking full
advantage of what the internet has to offer
Practical, appropriate, empirically-validated guidelines for designing educational games
There has recently been a great deal of interest in the
potential of computer games to function as innovative
educational tools. However, there is very little evidence of
games fulfilling that potential. Indeed, the process of
merging the disparate goals of education and games design
appears problematic, and there are currently no practical
guidelines for how to do so in a coherent manner. In this
paper, we describe the successful, empirically validated
teaching methods developed by behavioural psychologists
and point out how they are uniquely suited to take
advantage of the benefits that games offer to education. We
conclude by proposing some practical steps for designing
educational games, based on the techniques of Applied
Behaviour Analysis. It is intended that this paper can both
focus educational games designers on the features of games
that are genuinely useful for education, and also introduce a
successful form of teaching that this audience may not yet
be familiar with
Southern Accent September 2004 - April 2005
Southern Adventist University\u27s newspaper, Southern Accent, for the academic year of 2004-2005.https://knowledge.e.southern.edu/southern_accent/1082/thumbnail.jp
The New Hampshire, Vol. 85, No. 8 (Oct. 7, 1994)
The student publication of the University of New Hampshire
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