Browsing by Author "Misluk-Gervase, Eileen"
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Item Applied Improvisation and Art Making in Group Therapy(International Association of Eating Disorder Professionals annual conference, 2022-03) Misluk-Gervase, EileenApplied improvisation (AI) is the translation of improvisational theater principles to non-performers with the goals of “creativity, innovation, and/or meaning” (Tint & Froerer, 2014, p. 2). AI facilitates the practice of spontaneous communication and interaction, developing participants’ tolerance of uncertainty and ambiguity (Lawrence & Coaston, 2017), clarifying communication, and enhancing trust and collaboration (Sheesley, et al., 2016). AI creates a safe and trusting environment for developing relationships, adapting quickly to unfolding situations, and collaborating—skills necessary for communication in stressful situations (Rossing & Hoffmann-Longtin, 2018). The games require responsiveness to ambiguity and change, focus and attention to the present moment, and collaboration with others (Hoffmann-Longtin, et al., 2018). Clients who participate in applied improvisation have demonstrated increased willingness to participate in therapy and enhanced progress toward clinical goals (Alana & Ansaldo, 2018). [BREAK] The purpose of the presentation is to actively engage eating disorder clinicians in AI and art making activities that support the development safety and attunement, risk-taking and acceptance, and mastery and agency. In the workshop curriculum, safety/attunement focuses on rapport building through activities that support mirroring and relational interactions between participants. Risk taking/acceptance focuses on letting go of intellectualization, increases uncertainty tolerance, and increases capacity for appropriate risk taking (Farley, 2017). Mastery is defined as patterns of achievement that incorporate challenges, persistence, and a view of failure as a part of gaining mastery rather than a lack of ability (American Psychological Association (APA), 2020) and includes self-esteem, self-efficacy, and resilience (Schwenke et al., 2020). Agency is viewed as the expression of actual feelings, developing spontaneity, freedom to experiment, promotion of insights into inter and intrapersonal dynamics, and collaboration (Farley, 2017). Lawrence and Coaston (2017) stated that providing opportunities to engage in improv allows for “struggle with appropriate risk taking, adaptability, and cognitive rigidity” (p. 517) and inspires divergent thinking and the promotion of self-esteem and agency (Reid-Wisdom & Perera-Delcourt, 2020). All the skills noted, are consistent with the needs of individuals with eating disorders most notably cognitive flexibility, uncertainty tolerance, and acceptance. AI offers an alternate approach to addressing those clinical needs within the therapeutic setting. [BREAK] References [BREAK] Farley, N. (2017). Improvisation as a meta-counseling skill. Journal of Creativity in Mental Health, 12(1), 115-128. https://doi.org/10.1080/15401383.2016.1191402 Lawrence, C. & Coaston, S. C. (2017). Whose line is it, anyway? Using improvisational exercises to spark counselor development. Journal of Creativity in Mental Health, 12(4), 513-528. http://doi.org/10.1080.15401383.2017.1281185 Llyod-Hazlett, J. (2020). Improv-ing clinical work with stepfamilies. Journal of Creativity in Mental Health, https://doi.org/10.1080/15401383.2020.1762817 Patrick, S. (2020). Mistakes as pathways towards creativity in counseling: A case example. Journal of Creativity in Mental Health, 15(1), 128-138. https://doi.org/10.1080/15401383.2019.1638863 Rossing, J. P. & Hoffmann-Longtin, K. (2018). Making sense of science: applied improvisation for public communication of science, technology, and health. In T.R. Dudeck & C. McClure (Eds.), Applied improvisation: Leading, collaborating, and creating beyond the theatre (pp.245-266). London, UK: Methuen Drama. Schwenke, D., Dshemuchadse, M.,Rasehorn, L., Klarholter, D., & Scherbaum, S. (2020). Improv to improve: The impact of improvisational theater on creativity, acceptance, and psychological well-being. Journal of Creativity in Mental Health. https://doi.org/10.1080/15401383.2020.1754987 Sheesley, A. P., Pfeffer, M., & Barish, B. (2016). Comedic improv therapy for the treatment of social anxiety disorder. Journal of Creativity in Mental Health, 11(2), 157-169. https://doi:10.1080/15401383.2016.1182880Item The Art Of and In Supervision(2016-07-07) Misluk-Gervase, Eileen; Cicco Barker, Jeannine; Williamson, CourtneyThis panel presents the art in supervision from the perspective of the graduate student, the on-site supervisor, and the group supervision course professor. Each supervisor engaged in the same art making themes/concept as the graduate students to explore the identity of the supervisor in relation to the students that they supervise. The perspective from each member of the supervision team is shared in this panel: graduate student, individual, and group supervisor each present their art making process, journal entries, and insights gained from participating in this method of supervision. The participants explore the benefits and challenges of engaging in this method of supervision and well as adaptations to the designed process.Item Art Therapy and Applied Improvisation: High Impact Learning Strategies to Enhance Communication and Professional Identity(Journal of Creativity in Mental Health, 2022) Misluk-Gervase, Eileen; Ansaldo, JimStudents who engage in high-impact learning initiatives such internships, capstone research projects, and collaborative activities report gains in personal development that include growth in self-confidence, increase in independent work and thought, and a sense of accomplishment. These are integral to professional identity and competency in graduate training of art therapists. The authors projected that students who participate in applied improvisation workshops would identify an impact on their personal and professional development through increased skill development and confidence. Program evaluation found applied improvisation and art therapy workshops for the enhancement of graduate art therapy students’ clinical skills to be successful in increasing students’ self-assessment of communication skills and enhancing a sense of professional identity and overall competency.Item Art Therapy and the Malnourished Brain: The Development of the Nourishment Framework(2020-04) Misluk-Gervase, EileenArt therapy can be particularly successful in addressing the specific needs of individuals struggling with anorexia nervosa (AN) through the use of the creative process. This article provides an understanding of the effect of malnourishment on the brain for individuals with AN and discusses how their unique needs can be met through the application of the Nourishment Framework. The Nourishment Framework is a structured treatment approach that utilizes the individual components of the Expressive Therapies Continuum (ETC) to address specific clinical needs for those struggling with AN. A case study documents the application of the Nourishment Framework while highlighting the directives and materials used to meet client goals.Item The Artist and the Therapist(2020-02-15) Misluk-Gervase, EileenOf the 37 graduate art therapy programs in the United States, less than 10% are housed within art schools. Art therapy programs in art schools have a unique advantage over programs housed in schools of counseling, education, or medicine. They keep the process of making, creating, and engaging in art relevant on a daily basis. It also allows graduate students to maintain their personal art making, further develop their skills, and in turn share their knowledge with the individuals they work with. The inclusion of art therapy in an art school expands discourse among students and faculty by engaging in conversations around public art, healing communities through art making, and social justice through the arts. This dialogue helps to provide an understanding around the differences between art therapy and therapeutic principles of art making and creating. Additionally, allowing for greater collaboration between art therapists and professional artists to enhance and enrich our communities. With the roots of art therapy growing from artists and educators as a means to help individuals process traumatic memories, enhance communication skills, and life more fully; the field has continued to evolve beyond the studio and the classroom into community centers, hospitals, and mental health agencies. This presentation will review the profession of art therapy and the development of Herron’s graduate art therapy program. This will include the benefits and challenges of being housed in an art school, economic responsibility and reward, curriculum and accreditation requirements.Item Eating Disorders in Community Mental Health(2021-05) Misluk-Gervase, EileenOne population that can benefit significantly from therapies is that of individuals with eating disorders. Based on research in the field of eating disorders, traditional talk therapy may not effectively address the complexity and needs for recovery. Using the creative process and experiential approaches the therapist can better meet the needs of the eating disorder and co-morbid diagnoses such as mood and anxiety disorders, personality disorders, and obsessive-compulsive behaviors. With the rates of eating disorder diagnoses increasing, especially among males, those from lower-socioeconomic backgrounds, and older adults, it is imperative that clinicians receive training in the treatment of eating disorders and eating related issues to meet the clinical demand. However, most graduate art therapy and counseling programs do not include treatment protocols for eating disorders as part of the required curriculum. As a result, clinicians are under-prepared to work with this vulnerable population.Item Impact: Art Therapy and Aging Adults(2019-10) Misluk-Gervase, Eileen; Rush, HaleyUnited States Census Bureau (2017) reported that older adults currently make up 14.9% of the population in the United States. They project that the population of adults 65 and older will double by 2060 to approximately 98 million comprising 25% of the total population (United States Census Bureau, 2017). The Federal Interagency Forum on Aging Related Statistics (2016) reported that adults 55-75+ spent 58-60% of their time watching TV and 11-13% of their time in “Other Leisure” activities. These included reading, computer, arts, hobbies, and travel. The Administration on Aging (2018) found that there are unique needs of older adults including mental stimulation to reduce cognitive decline, developing new skills for cognitive improvement, social interaction/engagement, redefining purpose, building on existing strengths, and promoting autonomy. Art therapy and the creative process supports the life review, which is a normal and healthy developmental phase in later life (Haber, 2006; Hanneman, 2006; Magniant, 2008). The use of imagery supports memory recall and provides tangible evidence of the therapeutic process (Kelley, 2017; Hinkle, 2018). Learning a new task supports the development of new neural pathways, strengthens existing pathways, and supports a healthy brain (Alders, 2012). Art making requires a curious process that encourages cognitive flexibility, risk taking, decision-making, and autonomy. It provides older adults with the ability to explore, process, and heal from life experiences and build resilience and understanding of the aging process (Alders, 2016). A grant from the Healthcare Initiatives, Inc. supported the development of two art therapy programs within two agencies in the Indianapolis area. Additionally, the grant supported 2 art therapists and 4 graduate students who developed individual and group sessions providing structured and unstructured tasks geared to address the unique needs of older adults. The outcome of the grant-funded program studied changes in perceived mood and quality of life. The evaluation tools used the Brunnsviken Brief Quality of life scale (BBQ) (Lindner, et al. 2016) and the Geriatric Depression Scale (GDS) (2018). The scales were administered pre, mid, and post study to provide baseline, progress, and end results of participation in the study. The researchers also tracked participation in individual, group, and open studio as well as material choice, themes, and session directives. Additionally, the researchers collected participant and caregiver testimonials regarding participation throughout the research study. The paper presentation will include an overview of the grant proposal; an understanding of program development as it relates to the aging population; the identification and use of the BBQ and GDS scales for aging adults; successes and challenges faced in the implementation of services; and the short and long-term benefits of this program.Item Indiana Bureau of Developmental Disability Services: Art Therapy Service Proposal for the BDDS Waiver(2017-10-23) Misluk-Gervase, Eileen; Granger, AmyThis document is a proposal to include art therapy in the Indiana Bureau of Developmental Disability Services waiver.Item Integrating Applied Improv into Group Art Therapy for Individuals with Eating Disorders(Hofstra University Annual Creative Arts Therapies Conference, 2022-04) Misluk-Gervase, EileenApplied improvisation (AI) is the translation of improvisational theater principles to non-performers with the goals of “creativity, innovation, and/or meaning” (Tint & Froerer, 2014, p. 2). AI facilitates the practice of spontaneous communication and interaction, developing participants’ tolerance of uncertainty and ambiguity (Lawrence & Coaston, 2017), clarifying communication, and enhancing trust and collaboration (Sheesley, et al., 2016). AI creates a safe and trusting environment for developing relationships, adapting quickly to unfolding situations, and collaborating—skills necessary for communication in stressful situations (Rossing & Hoffmann-Longtin, 2018). The games require responsiveness to ambiguity and change, focus and attention to the present moment, and collaboration with others (Hoffmann-Longtin, et al., 2018). Clients who participate in applied improvisation have demonstrated increased willingness to participate in therapy and enhanced progress toward clinical goals (Alana & Ansaldo, 2018). [BREAK] The purpose of the presentation is to explore the use of improv games and art making directives in the development of safety and attunement, risk-taking and acceptance, and mastery and agency. Safety/attunement focuses on rapport building through activities that support mirroring and relational interactions between participants. Risk taking/acceptance focuses on letting go of intellectualization, increases uncertainty tolerance, and increases capacity for appropriate risk taking (Farley, 2017). Mastery is defined as patterns of achievement that incorporate challenges, persistence, and a view of failure as a part of gaining mastery rather than a lack of ability (American Psychological Association (APA), 2020) and includes self-esteem, self-efficacy, and resilience (Schwenke et al., 2020). Agency is viewed as the expression of actual feelings, developing spontaneity, freedom to experiment, promotion of insights into inter and intrapersonal dynamics, and collaboration (Farley, 2017). Lawrence and Coaston (2017) stated that providing opportunities to engage in improv allows for “struggle with appropriate risk taking, adaptability, and cognitive rigidity” (p. 517) and inspires divergent thinking and the promotion of self-esteem and agency (Reid-Wisdom & Perera-Delcourt, 2020). All the skills noted, are consistent with the needs of individuals with eating disorders most notably cognitive flexibility, uncertainty tolerance, and acceptance. Integrating art therapy and AI offers an alternate approach to addressing clinical needs within the therapeutic setting. [BREAK] References[BREAK] Farley, N. (2017). Improvisation as a meta-counseling skill. Journal of Creativity in Mental Health, 12(1), 115-128. https://doi.org/10.1080/15401383.2016.1191402 Lawrence, C. & Coaston, S. C. (2017). Whose line is it, anyway? Using improvisational exercises to spark counselor development. Journal of Creativity in Mental Health, 12(4), 513-528. http://doi.org/10.1080.15401383.2017.1281185 Llyod-Hazlett, J. (2020). Improv-ing clinical work with stepfamilies. Journal of Creativity in Mental Health, https://doi.org/10.1080/15401383.2020.1762817 Patrick, S. (2020). Mistakes as pathways towards creativity in counseling: A case example. Journal of Creativity in Mental Health, 15(1), 128-138. https://doi.org/10.1080/15401383.2019.1638863 Rossing, J. P. & Hoffmann-Longtin, K. (2018). Making sense of science: applied improvisation for public communication of science, technology, and health. In T.R. Dudeck & C. McClure (Eds.), Applied improvisation: Leading, collaborating, and creating beyond the theatre (pp.245-266). London, UK: Methuen Drama. Schwenke, D., Dshemuchadse, M.,Rasehorn, L., Klarholter, D., & Scherbaum, S. (2020). Improv to improve: The impact of improvisational theater on creativity, acceptance, and psychological well-being. Journal of Creativity in Mental Health. https://doi.org/10.1080/15401383.2020.1754987 Sheesley, A. P., Pfeffer, M., & Barish, B. (2016). Comedic improv therapy for the treatment of social anxiety disorder. Journal of Creativity in Mental Health, 11(2), 157-169. https://doi:10.1080/15401383.2016.1182880Item The Role of Art Therapy in Eating Disorder Advocacy(Taylor & Francis, 2020-10) Misluk-Gervase, EileenArt therapy group can facilitate professional and self advocacy efforts to increase awareness of eating disorders. Imagine Me Beyond What You See art competition was the catalyst for the development of an art therapy group to raise awareness for eating disorders and body image by reimagining a mannequin. Participant testimonials demonstrate how this process impacted recovery and empowered clients to become advocates in their communities.