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The purpose of this preliminary qualitative research study is to explore the role and function of multiple dynamic interactive aesthetic and intersubjective phenomena in the creative arts therapies process relative to transformation in perception, behavior, relationship, and well-being. A group of doctoral students and faculty studied these phenomena in an analogous creative arts therapies laboratory context using a method called Intrinsic Arts-Based Research. Intrinsic Arts-Based Research is a systematic study of psychological, emotional, relational, and arts-based phenomena, parallel to those emergent in the creative arts therapies, using individual and collective intrinsic immersive and reflective experience in combination with qualitative and arts-based research methods. Our primary goal was to simulate the creative arts therapies experience in order to identify, document, and describe the complex transformative phenomena that occur at the nexus of arts-based expression, reflection, and relationships in the arts therapies. For the purposes of this paper transformation is defined as “…. a significant reconfiguration of perception and thought resulting in the lessening of psychic restraint and pain, allowing for the emergence of new psychological perspectives that contribute to living a more creative life” (Gerber et al., 2012, p. 45). Through a deductive thematic analysis of written accounts of these simulated creative arts therapies experiences by participant/researchers in the laboratory we identified three primary dynamic and interactive broad constructs that together, with more specific modifying themes, might account for and describe change within the creative arts therapies. These broad dynamic interactive themes are: ruptures, resolutions, and transformation; relationship and intersubjectivity; and, arts-based expressive processes. The more specific modifying themes include: dialectical rupture and resolution, relational attunements and ruptures, imaginational flow, transcendence and ruptures, sensory/kinesthetic/embodied ways of knowing, and intersubjective transcendence. We propose that change in the creative arts therapies is driven more by a dynamic system of interactive phenomena the varying combinations of which create conditions for relational attunement, imagination, dialectical tensions and creative resolutions, and the ultimately creative transformation.

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BackgroundOptimizing psychosocial functioning and overall well-being by reducing the severity of negative symptoms are important outcomes for individuals with schizophrenia. Movement-based therapeutic approaches are uniquely capable of addressing the non-verbal nature of negative symptoms. Dance/Movement Therapy (DMT), a promising treatment for mental health conditions such as schizophrenia, has been found to reduce the occurrence and severity of negative symptoms and to have a positive impact on the psychosocial functioning. Although preliminary findings suggest DMT as a treatment intervention, limited research and inconclusive findings preclude generalizations and more research is needed. We aimed to examine the treatment effects of a 10-week (20 sessions) group DMT treatment program.MethodsWe employed a mixed methods intervention design with explanatory intent, in which a randomized controlled trial is followed by semi-structured exit interviews. Thirty-one severely ill individuals diagnosed with schizophrenia participated in the RCT that used a two-arm parallel group design to assess and show the difference between patients receiving standard care (SC) and patients receiving standard care plus DMT on measures of negative symptoms (as primary outcome; PANSS, BNSS) and psychosocial functioning (as secondary outcomes; WHO-DAS 2.0, SDS). Quantitative measures were taken pre and post- intervention. Participants who participated in a minimum of 50% of DMT sessions (n=15) were invited to an exit interview. This criterion was also used to analyze quantitative data, leaving n=28 for quantitative analysis.ResultsAll participants in both groups (n=31) completed the study. Because of such a small sample size (n=28) and a pilot nature of the study we were restricted to use descriptive statistics.The quantitative data suggest that DMT and SC were not equally effective in enhancing primary outcomes. Analysis of the PANSS mean score changes showed a slight increase in the negative symptom in the DMT from 28.33 ± 4.76 to 29.00 ± 4.10, and slight decrease in the SC from 28.92 ± 5.72 to 27.08 ± 5.64. BNSS scores indicate that both groups improved. SC participants reported grater reduction on BNSS overal score from 53.31 ± 11.48 to 47.77 ± 8.10 in comparison to DMT from 53.07 ± 7.27 to 51.93 ± 6.18. However, DMT participants reported reduction of symptoms in distress, antisocial activity, avolition and verbal expression.Analysis of WHO-DAS suggests that DMT was effective in reduction of disability severity compared to SC. DMT participants reported grater improvement in cognition, mobility, self-care, and getting along. Both groups reported reduction of the impact of difficulties on daily functioning on SDS, however DMT participants reported a greater reduction in days during which they were completely unable to perform or had to limit their usual activities or work due to symptoms. In the SC, the results suggest a reduction in the number of days lost and days of lower productivity.Qualitative findings identified particip...

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Aim/Purpose: The purpose of this paper is to detail the experiential learning processes of an 11-week doctoral-level intermediate mixed methods research (MMR) course in which student-researchers conceptualized and implemented an MMR study to apply theoretical and methodological learning in a practical manner. Our aim is to emphasize the value of an applied MMR course for improved student learning and curriculum planning for faculty by highlighting meaningful insights on study design, data integration, team collaboration, and the challenges and opportunities involved in project execution within a time-limited academic course. Background: MMR courses are increasingly being integrated into graduate programs, yet few offer intermediate or advanced courses that go beyond introductory topics and engage students in applied learning. Furthermore, most articles on MMR courses are written from the instructor perspective and not from the student perspective. Methodology: This article is organized by each week of the course curriculum, and the output of the research project, couched within reflections of the applied process, is presented. While this paper is grounded in an experiential reflection of learning, the research project itself is referred to frequently to help elucidate and capture this learning in a systematic way. The applied study employed an explanatory sequential mixed methods design to examine career satisfaction and career preference changes over time in doctoral candidates and graduates. Contribution: This paper contributes to higher education by providing a student-led exemplar of applied learning in MMR pedagogy for doctoral students irrespective of discipline and research topic. It provides a sample research project, executed start to finish with a guiding blueprint that can be adapted by faculty and students in various academic departments, within a quarter or semester long course. Findings: Ultimately, this course led to increased confidence and preparation to conduct interdisciplinary mixed methods research. Unique to mixed methods research, the areas in which we witnessed the most growth included developing mixed methods research questions, choosing a design based on these questions, and engaging in data integration. Recommendations for Practitioners: We provide the following recommendations to instructors interested in developing intermediate- or advanced-level MMR courses: a) obtain input from students on what they are most interested in learning during course conceptualization or early on in implementation; b) consider that a great deal of time outside of the classroom may need to be dedicated to the class project, which may impact the feasibility and successful execution of an experiential course; and c) sufficient class time is dedicated to data integration from quantitative and qualitative inputs. Recommendation for Researchers: Researchers interested in further examining learning and proficiency garnered from MMR and other research courses may benefit from including students as co-researchers. In addition, engaging in systematic qualitative research on student and professor experiences in learning and teaching MMR courses could highlight further areas for course refinement and topics for future research. Impact on Society: Given the increasing prevalence of MMR being included in research funding announcements as a preferred methodology, it is imperative to rigorously train researchers in mixed methods research at varying levels of advancement (i.e., introductory, intermediate, and advanced). Future Research: Our small explanatory sequential mixed methods study began as a class project, yet highlighted areas that could be studied further for doctoral candidates and graduates in clinically oriented fields, such as learning what types or qualities of training and mentorship may yield more career preparedness and satisfaction.

Background Dance/Movement Therapy (DMT) is a language that transcends the verbal realm. This facet of communicating through dance and movement is significant particularly when the population you are working with often communicates in ways that are creative, unique, and not necessarily conventional. This is often the case when working with people who have been diagnosed on the schizophrenia spectrum. Although they fall under the same diagnosis, positive and negative symptoms of schizophrenia are embodied in quite different ways; as their names indicate, positive and negative symptoms are dichotomous and fall on opposite ends of a movement spectrum. Methods We will explore the many bodily manifestations of schizophrenia and DMT approaches to best support the specific needs associated with this complex diagnosis. The co-facilitators have each engaged in their own clinical practice and research exploring how DMT interventions can best serve the population in grounding, thought and behavioral organization, ego strengthening, and development of interpersonal relationships. As one can imagine, having a diagnosis of schizophrenia can be isolating and interrupt healthy relationship development due to stigmatization. The co-facilitators have found DMT to be a humanizing factor in this often dehumanized population. The use of creativity with people with schizophrenia allows the psychotherapeutic relationship to focus on personal strengths, individuality, and unconditional acceptance. Results Dance/movement therapists assess patient functioning through non-verbal indicators in everyday behavior, postural and gestural patterns, and qualitative elements that emerge during therapeutic interactions. Oftentimes, their experiences with positive symptomatology affect their ability to relate in a shared reality base with others not experiencing these positive symptoms. Single-session DMT interventions have supported a decrease in psychological distress, and positive and negative symptomatology for people with schizophrenia in an inpatient psychiatric facility (Biondo, 2019). Within a group DMT approach to treatment, dance/movement therapist considers movement and body-based experiences, as natural and effective sources of self-awareness and expression, which can illuminate the interrelationships between the many dimensions of human behavior (Bryl, 2018). This approach integrates movement techniques, creative embodiment, the non-verbal aspects of self-awareness and interpersonal communication and targets core specific features of chronic schizophrenia and negative symptomatology. As such it provides links to outcomes directly related to affective, cognitive, behavioral, and functional processes in the treatment for schizophrenia in residual stages (Bryl, 2018). Discussion Schizophrenia can manifest through many different representations: with positive and/or negative symptoms, and with acute episodes or chronicity. The diagnosis will interrupt healthy ego strength, the ability to relate with others, and the ability to function without supports. Dance/movement therapy is a wonderful approach to working with this population in its many forms, as it addresses the psychological, cognitive, social, and functional levels of participants. Although positive and negative symptoms often manifest quite differently on a movement level, DMT has the ability to support the many needs of those diagnosed with schizophrenia. The many limitations of psychopharmacological interventions for people with schizophrenia are evidence that inclusive, strengths-based, and body-informed therapy options would greatly benefit this population.

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