Redefining wellness and self-care for students from diverse backgrounds

The COVID-19 pandemic has been associated with unprecedented medical and mental health problems which have disproportionately affected those in young adulthood and those from disenfranchised and underrepresented communities (Tai et al., 2021). Creative expression activities have historically assisted individuals in addressing self-care in a way that provides opportunities for externalization and containment of uncontrollable problems (e.g. trauma, violence, consequences of systemic oppression, abuse) (Thomas & Morris, 2017). Although the promotion of self-care now occurs in many universities, few students have well-developed self-care plans (Stalnaker-Shofner et al, 2021). Creative expression self-care activities that incorporate concepts of self-compassion, emotional regulation, mindfulness, boundaries, social connectedness, and wellness practices will be highlighted in this session

Narrating Supervision to Track Counselor Development: A Qualitative Content Analysis

The authors analyzed the narrative writings of four counselors-in-training in practicum using directed content analysis. Developmental themes corresponded to current theories of counselor development. Narratives and supervisor responses are sequentially provided to aid new counselors and supervisors in understanding the complexities of counselor developmental and counselor supervision

Test Anxiety and Relaxation Training in Third-Grade Students

As testing becomes an achievement marker for elementary school children, test anxiety would naturally follow for these children. This study looks at test anxiety in third grade students, as well as relaxation training as a treatment modality to deal with that anxiety. One hundred and four third grade students participated in this study. Those students that received relaxation training experienced less test anxiety after the treatment. Students in the control group showed no changes in test anxiety. The use of relaxation training among third grade students may be a beneficial method for teachers to reduce anxiety in their students

Adaptation of the Child - Parent Relationship Therapy Model for Use With Senior Citizen Volunteers in School Settings: A Pilot Study

This study provides a proposal for crucial volunteer services to fill the gap for overburdened school counselors when parents are unable to engage in Child-Parent Relationship Therapy (CPRT), a highly effective intervention for childhood problems. CPRT has been successfully adapted for use with individuals other than the child’s parents. The researcher in this pilot study adapted CPRT for use with senior citizen volunteers who often possess untapped abilities and talents. Seniors received several weeks of training, and then met with children for 1/2 hour supervised, video-taped play sessions for several weeks. Childhood adjustment problems were assessed before and after the intervention using the Child Behavior Checklist (CBCL) and Teacher Report Form (TRF). Seniors’ responses were measured before and after with the Older Adult Self-Report and qualitative interviews. Although no significant differences were noted on pre versus posttest measures for the children (CBCL and TRF), anecdotal reports suggest potential effectiveness of this volunteer intervention for school counselors to utilize. In addition, senior citizens reported their own benefits from working with the children. Suggestions for future research in this area are offered

The effect of school-based creative expression group therapy on the self-concept of female adolescents

Adolescents face a wide array of social, emotional, and academic problems in today’s world during what is often described as a challenging and complicated stage of development (Perryman, Moss, & Cochran, 2015). During adolescence, the peer group becomes more important as teens begin to search for and establish their identities. Therefore, group work can be an advantageous way of reaching the adolescent population. Creative and expressive art techniques allow a safe way for adolescent girls to express themselves and relate to others around them. They learn in a group setting that they are not alone in the world and that others struggle with similar challenges. Together, they are able to learn healthy coping skills and a positive sense of self in a setting and manner that is developmentally appropriate. Additionally, social-emotional health has been strongly correlated with academics in the literature: the better a teen’s social-emotional health is, the better their grades will be. Although the use of creative mediums in working with adolescents has been relatively well-established, many teens are intimidated by the idea of creating art work. The researchers propose a manual of creative expressive interventions designed to allow clients to create art with easy-to-assemble projects, thereby decreasing stress and anxiety related to art, while still allowing a creative process (Spangler, 2015). In this single-case research design, researchers utilized the Piers-Harris Children’s Self-Concept Scale 2 to measure the effects of a creative art expression group on adolescent females at a high school in the Midwest. Participants provided responses before the intervention for 3 weeks to establish a baseline (A), for 8 weeks during treatment (B), and for 3 weeks following the completion of the study (A). Preliminary results of the pilot project are presented along with application-based materials

Effects of Relaxation and Deep-Breathing on High School Students: ACT Prep

The purpose of this study was to relieve test anxiety in high school juniors preparing to take the ACT: a high-stakes, college admissions, standardized test. Participants included 81 eleventh grade students (25 males, 56 females) from a Midwestern public high school. Results demonstrated that relaxation training in the experimental group significantly lowered student’s perceptions of test anxiety from pre-test to post-test. Further research regarding systematic deep breathing and relaxation techniques is needed

Effects of Relaxation and Deep-Breathing on High School Students: ACT Prep

The purpose of this study was to relieve test anxiety in high school juniors preparing to take the ACT: a high-stakes, college admissions, standardized test. Participants included 81 eleventh grade students (25 males, 56 females) from a Midwestern public high school. Results demonstrated that relaxation training in the experimental group significantly lowered student’s perceptions of test anxiety from pre-test to post-test. Further research regarding systematic deep breathing and relaxation techniques is needed