ART and Psyche Prep Material.pdf

Study Guide At and Psyche – Final Assignment Chapter 4 - Art and Healing Chapter 5 - Crea=vity and Mental Illness Vocabulary 1. Ac&ve Control Group: An ac&ve control group, in the context of art and psychology, is a group in a research study that receives a treatment or interven&on different from th...

Study Guide At and Psyche – Final Assignment Chapter 4 - Art and Healing Chapter 5 - Crea=vity and Mental Illness Vocabulary 1. Ac&ve Control Group: An ac&ve control group, in the context of art and psychology, is a group in a research study that receives a treatment or interven&on different from the experimental group. It is designed to control for non-specific factors such as a>en&on, &me, or expecta&on, allowing researchers to isolate the effects of the specific treatment being studied. 2. Art as Therapy "Art as therapy" refers to the approach where the process of crea&ng art itself is considered therapeu&c. The act of engaging in ar&s&c ac&vi&es is seen as a means of self-explora&on, emo&onal expression, and personal growth, contribu&ng to overall psychological well-being. 3. Art Therapy: Art therapy is a mental health profession that u&lizes the crea&ve process of art-making to improve and enhance the physical, mental, and emo&onal well-being of individuals. Trained art therapists work with clients to explore and express emo&ons, improve self-esteem, manage stress, and address various psychological challenges. 4. Broaden and Build Framework: The broaden-and-build framework, proposed by psychologist Barbara Fredrickson, suggests that posi&ve emo&ons broaden an individual's thought-ac&on repertoire, fostering crea&vity and flexibility. Over &me, the accumula&on of posi&ve emo&ons can contribute to building personal resources and resilience. 5. Cogni&ve Distrac&on: Cogni&ve distrac&on refers to the process of diver&ng one's a>en&on away from distressing thoughts or emo&ons. In the context of art and psychology, engaging in art-making can serve as a form of cogni&ve distrac&on, allowing individuals to focus their minds on a crea&ve ac&vity rather than rumina&ng on nega&ve thoughts. 6. Cogni&ve Processing Cogni&ve processing involves the mental ac&vi&es related to acquiring, interpre&ng, and organizing informa&on. In the context of art and psychology, individuals may engage in cogni&ve processing as they reflect on and make sense of their emo&ons and experiences through ar&s&c expression. 7. Emo&on/Mood: Emo&on refers to a complex psychological state involving feelings, thoughts, and physiological responses, while mood refers to a more prolonged and generalized emo&onal state. The crea&on and apprecia&on of art can influence and reflect both emo&ons and moods. 8. Meta-Analysis: Meta-analysis is a research method that involves the sta&s&cal analysis of mul&ple studies on a par&cular topic to draw overall conclusions. In the context of art and psychology, a metaanalysis might be conducted to synthesize findings from various studies on the effects of art therapy, for example. 9. Mindfulness: Mindfulness involves being present and fully engaged in the current moment without judgment. In the context of art and psychology, mindfulness can be integrated into art-making prac&ces, where individuals focus on the crea&ve process and sensa&ons associated with it. 10. Passive Control Group: A passive control group, in research, is a group that does not receive any treatment or interven&on. It is used as a baseline comparison to assess the effects of an ac&ve interven&on, such as art therapy, in an experimental group. 11. PERMA Model: The PERMA model, proposed by posi&ve psychologist Mar&n Seligman, iden&fies five essen&al elements for well-being: Posi&ve emo&ons, Engagement, Rela&onships, Meaning, and Accomplishment. In the context of art and psychology, art-making can contribute to several aspects of the PERMA model. 12. Posi&vity Ra&o: The posi&vity ra&o, introduced by psychologist Barbara Fredrickson, suggests that a higher ra&o of posi&ve to nega&ve emo&ons is associated with flourishing and well-being. Engaging in art can contribute to posi&ve emo&onal experiences. 13. Post Trauma&c Growth: Post Trauma&c Growth refers to posi&ve psychological changes that can occur as a result of struggling with and overcoming adversity. Art therapy may be a modality that facilitates posttrauma&c growth by providing a means for individuals to process and transcend trauma&c experiences. 14. Randomized Controlled Trial (RCT): A randomized controlled trial is a research design in which par&cipants are randomly assigned to different groups, allowing researchers to assess the effects of an interven&on. In the context of art and psychology, an RCT might be conducted to evaluate the efficacy of art therapy in comparison to other treatments or control condi&ons. 15. Self-Expression: Self-expression, in the context of art and psychology, refers to the communica&on and ar&cula&on of one's thoughts, emo&ons, and iden&ty through ar&s&c means. Engaging in art allows individuals to express themselves in a non-verbal and crea&ve manner. 16. Suppression: Suppression, in psychology, refers to the conscious effort to inhibit or control the expression of certain thoughts, emo&ons, or behaviors. In the context of art and psychology, individuals may explore the impact of suppression on their well-being through ar&s&c expression. 17. WriNen Emo&onal Disclosure (WED Paradigm): Wri>en Emo&onal Disclosure is a therapeu&c interven&on where individuals write about their deepest thoughts and emo&ons surrounding a trauma&c or emo&onally challenging experience. In the context of art and psychology, this paradigm may be used alongside visual art to explore and process emo&ons. General Topics 1. What stories do we tell ourselves about mental illness? Throughout history, various narratives have emerged surrounding mental illness. These stories often depict individuals with mental illness as tormented geniuses or misunderstood outcasts. While these stories can perpetuate stereotypes and stigmatization, it is essential to critically examine and challenge these narratives to foster a more accurate understanding of mental health. 2. Does the stereotype of the mad genius hurt anyone? The stereotype of the mad genius can be harmful as it perpetuates the notion that mental illness is necessary for creative brilliance. This stereotype can create unrealistic expectations and put pressure on individuals with mental illness to produce exceptional works of art. Additionally, it may discourage individuals without mental illness from pursuing creative endeavors, assuming they lack the necessary "madness" to be truly creative. 3. Are claims about creativity and mental illness causal or correlational? The relationship between creativity and mental illness is complex. While some studies suggest a correlation between certain mental illnesses and creative abilities, it is crucial to understand that correlation does not imply causation. It is more accurate to view creativity and mental illness as overlapping constructs influenced by various factors, including genetics, environment, and individual differences. 4. What is mental illness? Mental illness refers to a wide range of conditions that affect a person's thoughts, emotions, behavior, and overall mental well-being. These conditions can significantly impact an individual's daily functioning and quality of life. Mental illnesses encompass a broad spectrum, including mood disorders, anxiety disorders, psychotic disorders, personality disorders, and more. 5. What are some specific mental illnesses that have been associated with creativity? Some specific mental illnesses that have been associated with creativity include bipolar disorder, schizophrenia, depression, and anxiety disorders. It is important to note that not all individuals with these conditions are creative, and not all creative individuals have mental illnesses. It is a complex and individualized relationship that varies from person to person. 6. Why is the idea of a relationship between creativity and mental illness so prevalent? The idea of a relationship between creativity and mental illness has persisted throughout history due to several reasons. Firstly, creative individuals may be more likely to explore unconventional ideas and perspectives, which can overlap with symptoms of certain mental illnesses. Secondly, societal fascination with the "tortured artist" archetype has contributed to the perpetuation of this idea. Lastly, studies exploring the associations between creativity and mental illness have also fueled interest in this topic. 7. What scientific studies have investigated the link between mental illness and creativity? Several scientific studies have examined the relationship between mental illness and creativity. These studies have utilized various methodologies, including surveys, interviews, and psychological assessments, to explore the potential connections. Some notable studies include research on the prevalence of mental illness among creative individuals, the creative thinking processes of individuals with mental illness, and the examination of creative achievements in individuals with specific mental disorders. 8. What about more modern research on the connection between mental illness and creativity? More recent research has expanded our understanding of the relationship between mental illness and creativity. Studies have explored the cognitive processes underlying creativity in individuals with mental illness, the impact of different mental disorders on specific creative domains, and the potential benefits of creative interventions in mental health treatment. 9. What are some specific findings for specific disorders? Findings from research studies suggest that individuals with bipolar disorder may exhibit higher levels of creative achievement and divergent thinking abilities. Similarly, individuals with schizophrenia may demonstrate unique cognitive flexibility and unconventional thinking patterns that contribute to their creative output. However, it is important to note that these findings are not universal and may vary among individuals. 10. Can creativity help those with mental illness? Creativity can play a significant role in the well-being of individuals with mental illness. Engaging in creative activities such as art, music, writing, or dance can provide a therapeutic outlet for selfexpression, emotional processing, and stress reduction. Creative interventions, such as art therapy, have shown promise in enhancing coping skills, improving self-esteem, and promoting overall mental health in individuals with mental illness. Be Prepared to answer the following in Essay Form: 1. Understanding Mental Illness and Crea&vity: - Explore and describe mental illnesses such as Depression, Bipolar Disorder, Schizophrenia, and Addic&on. Differen&ate between more severe and less severe symptoms. Iden&fy commonali&es among these disorders. Explain why they have garnered a>en&on in rela&on to crea&vity. 2. Vulnerability and Protec&on in Mental Health and Crea&vity: - Inves&gate three shared vulnerability factors between individuals with mental illness and highly crea&ve people. Iden&fy three Protec&ve Factors and discuss their role in both crea&vity and mental health. Analyze how vulnerability factors contribute to both crea&vity and mental illness, and how protec&ve factors mi&gate these effects. 3. PERMA Model and the "Good Life": - Provide an overview of the PERMA model and assess whether its elements contribute to the concept of the "good life." Discuss your agreement or disagreement with the inclusion of these elements and propose any addi&ons or exclusions. 4. Art Therapy vs. Art as Therapy: - Define and dis&nguish between "art therapy" and "art as therapy." Explore circumstances under which each approach might be beneficial and how they contribute to mental well-being. 5. The WriNen Emo&onal Disclosure Paradigm: - Examine the wri>en emo&onal disclosure paradigm and explain how disclosing personal experiences can contribute to maintaining emo&onal health. Discuss the poten&al benefits of sharing one's worst experiences. 6. Early Research Studies on Crea&vity: - Summarize and cri&que four early research studies on crea&vity: - Felix Post (1994) - Arnold Ludwig (1995) - Kay Redfield Jamison (1989, 1993) - Nancy Andreason (1987) - Provide reasons for agreement or disagreement with the cri&cisms of each study.