Beyond aesthetics : a contemporary approach to teaching visual language at a post secondary level

Because present discourse focuses on the conceptual aspect of art, I am concerned that the cognitive and affective aspects of visual language have been neglected. In this study I introduced students to a revised approach to the formal elements of art, that breaks away from the prescriptive nature of historical formalism and its association with elitism. I adopted a semiotic approach as developed by Fernande Saint-Martin built on psychoanalytical theory, on Jean Piaget's findings on human construction of space, and on gestalt theory. This approach is based on a notion of perception that incorporates other senses in addition to vision; it adopts no particular aesthetic theory, takes into consideration personal experience, leaves room for subjective interpretations; is not judgmental, yet does not drift into relativism. I posed the question: How will first-year painting students at Bishop's University be able to utilize, or not, selected aspects of Saint-Martin's visual language in the production and analysis of selected paintings. Students were encouraged to use art materials and visual language not as a means for expression of preconceived ideas, but rather as generators or facilitators of meaning. The teaching method is modeled on Donald Schön's reflection-in-action approach. The research method includes reflection-in-action together with phenomenography. The most surprising finding is that the in-class analysis of the elements resulted in productions and dialogues echoing an expressive aesthetic. A disappointing aspect is that the students did not adopt the terms proposed by Saint-Martin. Instead, they used everyday inclusive terms (e.g. rough texture) rather than specific ones (e.g. granular, pointillist), thus often missing more subtle discriminations. The study demonstrates that form and expression are intertwined, and that attention to form widens the students' visual vocabulary in painted images and in verbal expression. The assignments facilitated the students' use and stereotypes about the nature of art. The frequent dialogues, class discussions, and collective projects created a congenial atmosphere allowing for freedom of expression in our classroom deliberations on ar

Experiences of adults providing care to a partner or relative with depression: A meta-ethnographic synthesis

Background International interest in the informal carer role has grown in part because of the relationship between caring and caregiver burden. It has been suggested that living with someone with depression is comparable to that of other serious mental health problems, such as schizophrenia or dementia. Methods This meta-ethnography included 15 studies exploring experiences of living with a relative or partner with depression. Studies were heterogeneous regarding types of relationship with the depressed individual. Results The synthesis revealed a cyclical, psychosocial process that family caregivers undergo whilst providing care to a person with depression. The process consists of four phases: making sense of depression; changes in family dynamics; overcoming challenges; and moving forward. The findings illustrate that care giving is not a static process and that the needs of the depressed person are constantly changing. Limitations Some of the studies presented in the review represent caregivers recruited via support groups and so the person cared for may not have had professional diagnoses of depression. Conclusions This synthesis indicated the need for professional support to be available to caregivers for their own mental health needs. The model put forward suggests that different types of support may be useful for caregivers at different stages of the process including couples or systemic therapy at the initial stages of management, addressing stigma to help those overcoming challenges of caring for their partner or relative and self-compassionate approaches for caregivers who may need support to look after themselves, avoid feelings of guilt and move forward towards acceptance

Evidence-Based Assessment of Child Obsessive Compulsive Disorder: Recommendations for Clinical Practice and Treatment Research

Obsessive-compulsive disorder (OCD) presents heterogeneously and can be difficult to assess in youth. This review focuses on research-supported assessment approaches for OCD in childhood. Content areas include pre-visit screening, diagnostic establishment, differential diagnosis, assessment of comorbid psychiatric conditions, tracking symptom severity, determining psychosocial functioning, and evaluating clinical improvement. Throughout this review, similarities and differences between assessment approaches geared towards clinical and research settings are discussed