Spiritually-oriented art therapy interventions are based on a holistic, therapeutic approach that aims to enable people who are in fragmented states to achieve integrity, unity, harmony, and balance by taking all the mental, emotional, physical, and spiritual dimensions of human nature into account using the medium of art and its creative processes. Art is considered intrinsically spiritual by many artists and art therapists, and the history of art and its relationship to treatment is as old as human history; however, open consideration of the spiritual dimension in therapeutic settings, particularly in art therapy interventions, is relatively new. Reviewing the emergence of spiritually-oriented art therapy interventions and their mechanisms of change is considered useful for seeing how they enable holistic transformation. These mechanisms have been determined as self-realization and understanding, transcendence, meaning-making and searching for a purpose, and achieving integrity through the holistic wellbeing approach.
This study aims to develop, implement, and test the effectiveness of an Acceptance and Commitment Therapy-based psychoeducation program for fostering psychological flexibility. The study employed a convergent mixed methods design. For the quantitative phase, the pre-test post-test control group experimental design was used, while in the qualitative phase, a thematic analysis was conducted. The study group consisted of 13 first-year students of the Department of Guidance and Counseling, and Psychology, aged between 18-22, 8 of whom are in the experiment group, and 5 in the control group. The students participated in 8 sessions of 90 minutes. Before and after the psychoeducation, the Acceptance and Action Questionnaire-II was administered to the students and they were also asked to answer the formerly specified open-ended questions in writing. Mann Whitney U and Wilcoxon Signed Ranks tests were used for statistical analysis; while thematic analysis was used for the qualitative component of the study. Quantitative findings showed that psychoeducation significantly increased psychological flexibility, but the change was not at a level to differ from the control group; while qualitative findings revealed that participants experienced changes in 10 themes after psychoeducation. These themes are Being Present, Self-Control, Value-Based Actions, Defusion and Coping with Feelings and Thoughts, Knowledge of Self and Others, Acceptance, Non-Avoidance, Conflict and Crisis Management, Authenticity, and Anxiety. The quantitative and qualitative findings are discussed in light of the relevant literature.
Social anxiety has an increasing pattern during adolescence and is common among university students. It is associated with many adverse outcomes. Although there is considerable progress in social anxiety literature, there are significant gaps, and more research is needed to clarify causal pathways and moderator and mediator effects. This study evaluated the mediating role of cognitive flexibility in the link between fear of negative evaluation and interaction anxiety, which are two main symptom clusters of social anxiety. The sample comprised 552 undergraduate university students, 453 (82.1%) female and 99 (17.9%) male and 4 (0.7%) unspecified, from various departments. The study used self-report measures. Results showed that the fear of negative evaluation is significantly related to interaction anxiety, and cognitive flexibility demonstrates a partial mediation effect in this relationship. These findings contribute to the current literature by revealing cognitive flexibility as a mediator between fear of negative evaluation and interaction anxiety. The results suggest that working on cognitive flexibility may help prevent the development of interaction anxiety in university students.
In this study, it was aimed to adapt the Comprehensive Inventory of Mindfulness Experiences-Adolescents into Turkish, and to analyze the measure’s validity and reliability. The sample of the study consisted of 415 high school students. Confirmatory factor analysis confirmed the original eight-factor structure. Cronbach alpha coefficient for the overall scale is 0.70 and the coefficients differ from 0.48 to 0.69 for the sub-scales. Corrected item-total correlations are found to be between 0.20 and 0.55. The convergent and divergent validity was examined and statistically significant relations were found. The study showed that the Turkish adaptation of The Comprehensive Inventory of Mindfulness Experiences-Adolescents is a reliable and valid scale for measuring mindfulness in adolescents.
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