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Ethical Concerns when Applying Drawing to Promote Memory
Published in Audrey Di Maria, Exploring Ethical Dilemmas in Art Therapy, 2019
According to art therapy theories, drawing can tap into emotions, personal experiences, and the unconscious. Because of this, it is possible that (a) a person who is drawing an image in response to a particular word might bring to the meaning of that drawing (word) connections that come from a deeper source within him- or herself than when writing that word, and (b) the process of factual content hooking up with personal meaning through drawing might enable the individual to memorize coursework content more easily than through writing. Because drawing can tap into personal meaning more than writing, therapy may be needed for individuals who make memory drawings if they are vulnerable, have had a lot of difficult experiences, and/or lack support.
Public health, behavioural medicine and eHealth technology
Published in Lisette van Gemert-Pijnen, Saskia M. Kelders, Hanneke Kip, Robbert Sanderman, eHealth Research, Theory and Development, 2018
Rik Crutzen, Rosalie van der Vaart, Andrea Evers, Christina Bode
In the field of public health, many eHealth interventions have been developed, being ‘typically behaviourally or cognitive behaviourally-based treatments that have been operationalized and transformed for delivery via the Internet’ (Ritterband & Thorndike, 2006). Usually, they have highly structured content; are self- or semi-self-guided; are based on effective face-to-face interventions; are personalized to the user; are interactive in nature; are enhanced by graphics, animations, audio and possibly video; and are tailored to provide follow-up and feedback (Ritterband & Thorndike, 2006). These interventions are based on existing behaviour change methods that are used offline and are adapted to be delivered in an online context. For example, writing therapy is a type of semi-self-guided therapy that can be used offline by using paper-and-pencil exercises as well as online (Van Emmerik, Reijntjes, & Kamphuis, 2013).
Application of errorless learning in the treatment of acquired communication disorders
Published in Catherine Haslam, Roy P.C. Kessels, Errorless Learning in Neuropsychological Rehabilitation, 2018
Thiel and Conroy (2014) report findings from a similar study, involving four participants with dysgraphia following stroke. This study investigated whether the perceived participant preference and ease of engagement with EL treatment of spelling would result in quicker and more accurate spelling performance when directly comparing EL with EF protocols. While one participant showed a minimal response to either treatment, two of the four showed very similar gains across the two treatments, while one participant showed an EL benefit at both immediate and follow-up (one month) assessment points. Echoing findings from the speed-of-naming-outcomes studies, the EL writing therapy was also faster to implement here, but again there were no differences across the treatments with respect to the important parameter of time taken to accurately write words.
Effects of duration and number of symptoms on vision-related anxiety in patients with Inherited Retinal Diseases
Published in Ophthalmic Genetics, 2023
Lilia T. Popova, Rebhi O. Abuzaitoun, Maria Fernanda Abalem, Chris A. Andrews, Alison M. Mondul, Gabrielle D. Lacy, David C. Musch, K. Thiran Jayasundera
There is no research on the prevalence of anxiety in patients with IRDs, but patients with Retinitis Pigmentosa (one type of IRD) have fivefold higher odds of anxiety and depression compared to the general population (7). In addition to higher risk for clinical anxiety disorders, many more visually impaired patients experience subclinical anxiety. In a study of visually impaired adults aged 60 years and older, 40% had subclinical or clinical anxiety (8). Screening, identifying, and referring IRD patients with vision-related anxiety to appropriate therapies may beneficially impact their mental health, perceptions of their vision condition, and their clinical trajectory (5,10,21). There are many different types of psychotherapy available, including both individual and group cognitive behavioral therapy (CBT), psychodynamic therapy, problem-solving treatment, expressive writing therapy, behavioral activation therapy, humanistic therapy, and family psychotherapy (21). Research on depression in visually impaired patients resulted in more recognition of the need for screening and referral to psychotherapy interventions specific to their ophthalmologic conditions (21,22). A similar approach is needed for vision-related anxiety.
A qualitative inquiry of parents’ observations of their children’s mental health needs during the COVID-19 pandemic
Published in Children's Health Care, 2022
Alexandra M. Barth, Allison C. Meinert, Katherine L. Zopatti, David Mathai, Alicia W. Leong, Emily M. Dickinson, Wayne K. Goodman, Asim A. Shah, Sophie C. Schneider, Eric A. Storch
After each session was completed, each graduate student wrote down accounts of participants’ lived experiences brought up during the session. These notes were collected as de-identified therapy notes and included information about top problems (as identified via the UP-C/A) such as emotional and behavioral concerns. A short summary of the therapists’ notes were also stored electronically on Epic and Epic notes contained core information from the session. Therapists were provided a template to use when writing notes to maintain consistency. In writing therapy notes and summaries, the therapist sought to create a concrete and detailed description of the participants’ experiences and actions (Giorgi, 1997). Once therapy notes and summaries were written, the therapists de-identified their notes and transferred these notes to a secure server to house the qualitative data.
The effect of forgiveness writing therapy on post-traumatic growth in survivors of sexual abuse
Published in Sexual and Relationship Therapy, 2019
Neul Ha, Sung-Man Bae, Myoung-Ho Hyun
Forgiveness is not a simple, “I forgive you,” but it is a process involving a series of stages that requires one to understand their emotions and take specific actions (Enright, 2001). Thus, the forgiveness-writing therapy provided an opportunity for reflection, which may have facilitated post-traumatic growth by enabling the survivors of sexual abuse to repeatedly write their thoughts and emotions of the event as well as their future resolutions. Considering the results of a previous research that identified a negative correlation between self-criticism and post-traumatic growth (Choi, 2008), it can be argued that the forgiveness of the self might have had direct effect in leading to participants towards post-traumatic growth.