Master's Thesis

(Sider, 2024. Learning and Exploring a Storytelling Method as an Art Therapy Vehicle for Self Esteem and Mastery in a High School Environment)

Abstract: 

This study investigates the effectiveness of utilizing stop motion animation as an art therapy tool in a high school setting to bolster self esteem and self efficacy among adolescents, specifically among queer youth. Participants engaged in a 10-week art therapy group, meeting weekly for one hour. The intervention adopted a nondirective approach allowing participants to create their own puppet characters, backgrounds, and props for short scenes using the Stop
Motion Studio app. Quantitative assessments were conducted using three psychological measures: the Rosenberg self esteem Scale (RSES), General self efficacy Scale (GSE), and Perceived Stress Scale (PSS), alongside a qualitative Bridge Drawing art therapy assessment administered as a pre- and posttest. Results indicate an increase in self esteem and self efficacy,
as well as a decrease in perceived stress level among participants. These findings are supported by observed changes in participants' pre- and posttest bridge drawings, suggesting a positive impact of the stop motion animation intervention and the supportive group environment.This study underscores the importance of creating safe and affirming spaces within school settings, facilitated by supportive adults that queer youth can identify with. These environments can foster independence and autonomy, enabling youth to access resources and support crucial to their mental health. Through the use of stop motion animation, this research contributes to understanding effective interventions for promoting psychological resilience and well-being
among marginalized adolescent populations in educational settings, as well as highlighting animation as an accessible art therapy intervention for at-risk youth.

Master's Thesis

(Ball, 2024. Semantic Memory, Drawing, and Color: How Drawing May Impact Recal in Aphasia ) 

Abstract: This thesis examined the impact of drawing on semantic recall among those with aphasia. In addition, the research explored how colored drawings impact semantic recall in this population when compared to greyscale drawings. There are two questions the researcher aims to answer: Does visually representing semantic information increase recall? Does visually representing semantic information in color increase semantic recall more than visually representing semantic information in greyscale? This thesis research
methodology used an alternating treatments design and three versions of a semantic fluency task. The results of the study found that drawing had no significant impact on semantic recall. Furthermore, the use of colored drawings when compared to greyscale drawings showed no significant difference when it came to semantic recall.

Keywords: aphasia, semantic memory, art therapy, communication, language,
drawing, color, intervention, embodied theory of semantics, expressive therapies continuum