Matching Items (17)
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- Creators: Department of Psychology
- Creators: Department of English
- Status: Published
Description
This project aims to help with the stigma and mystery surrounding mental health through the combination of art and psychology. The project was created by first interviewing individuals with different disorders and then researching the disorders further to acquire an accurate idea of the experiences of those afflicted. Then paintings were created to depict the emotions and struggles faced by individuals with psychological disorders. The project focusses on five different abnormal disorders: Major Depressive Disorder, Generalized Anxiety Disorder, Obsessive Compulsive Disorder, Bipolar Disorder, and Schizophrenia. These particular ailments were chosen because they include the main diagnoses that the average American thinks of when mental health is mentioned. My thesis contains interviews that I personally conducted, descriptions of the five disorders included, and artistic representations of those disorders in the form of oil paintings. It is my hope that this project will help unafflicted individuals to better understand others who live with abnormal psychological disorders, as well as help the afflicted see themselves represented in a way that they otherwise might not.
ContributorsSanchez Rodriguez, Wendy (Author) / Solis, Forrest (Thesis director) / Cavanaugh Toft, Carolyn (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
DescriptionAn artistic film about a girl piecing together memories in search of meaning and hope.
ContributorsFarina, Chiara Rosa (Author) / Chiara, Farina (Thesis director) / Janaki, Cedanna (Committee member) / Scott, Jason (Committee member) / Department of English (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
Language is powerful. The words we use define our perceptions. They label what we see and paint a picture for those with whom we are communicating. Words serve as heuristic when assigning value to an object, experience, or person. My thesis, Eye of the BeholdHer, focuses on the language used in American pop-culture to describe women. I comment on the dehumanization of women through the use of animal names used to describe personality, appearance, and genitalia, as well as the way the English language implies domestication and inferiority of women through the use of the certain words. Examples include, but are not limited to: bitch , chick, pussy, beaver, cougar, catty, heifer, old bat, mousy, foxy, and vixen. Eye of the Behold(her) reflects upon my observations and calls for social change. Eye of the BeholdHer is a call for action. It is time to make conscious word choices and realize the impact words have on shaping our society. It is time for us to empowHer through words.
ContributorsGibly, Sophia (Author) / Maxwell, Kathryn (Thesis director) / Ellsworth, Angela (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Art (Contributor)
Created2014-05
Description
This project focuses on techniques contemporary American poets use in their work. Ten different poetry collections are analyzed for dominant writing styles and techniques, which I then apply to my own poems, concentrating on modeling that particular poet. I then reflect on those poems through an evaluation of my writing process, how those techniques were implemented, and how they affected the poem. In addition to these reviews and reflections, I also wrote three articles about the literary community and what I've learned from my interactions in that community. All these materials are organized into a website, which shows the connections between the different writings via links and menus. Creating this website brings all the materials together to demonstrate my growth as a poet, writer, and designer. This heavy focus on poetry and analysis has helped sharpen my critical thinking skills and has better prepared me for a career in design and journalism.
ContributorsHansen, Elizabeth Sarah (Author) / Murphy, Patricia (Thesis director) / Savard, Jeannine (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Hugh Downs School of Human Communication (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2015-05
Description
The goal of this thesis was to create a theory of change for an annual Multicultural Arts Camp (MAC) that offers youth with trauma histories opportunities to cultivate protective factors associated with resilience. MAC is designed to promote four primary protective outcomes among its participants: (1) safety, (2) self-expression, (3) skill-building and (4) self-efficacy through exploration of various multicultural art forms and connecting with caring adults. The theory of change was informed by my observations during my experience as a MAC volunteer and my review of academic literature to better define and understand how various factors involved in the MAC program are linked to resilience processes. Arts programming can provide opportunities for youth who have experienced trauma to feel safe enough to engage in self-expression and build corresponding skills that promote feelings of self-efficacy. Building these protective factors thereby strengthens children’s capacity for resilience. Accordingly, the theory of change articulates program activities and processes that promote these outcomes among participating youth. Program directors may draw on the theory of change for strategic planning and evaluation efforts assessing the program’s processes and corresponding impact.
ContributorsJanss, Alena Lilia (Author) / Sechler, Casey (Thesis director) / Foster, Stacie (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
“The Difference Between Paper Cuts & Exit Wounds” is a multidisciplinary body of work consisting of a manuscript, a short film, and a set of photographs. As digital culture expands, there are increasing possibilities for cross-genre work within the literary canon. The adaptation of visual mediums alongside the written word supports different levels of reader, and viewer, engagement. This visual and written manuscript permits the audience to experience the project at varying levels of intensity. “The Difference Between Paper Cuts & Exit Wounds” explores the self through fragmented lenses. The poems alone work with white space and experimental forms to create new shapes, new considerations, and new wonders. When put in conversation with the visual art, a poem becomes even more layered—providing alternate entrances to the subject matter. This manuscript is invested in the framing of concerns, of questions, and of thematic obsessions. Through the integration of multiple mediums, the poetic self and the agency of the speaker become multifaceted, apart from the written word alone. With the project’s film component, the curation of vignettes encourages a resistance of a linear narrative. Multiple clips are put on top of one another, with varying levels of opacity, creating multi-layered exposures within a second long clip. This represents the same fragmentation and deconstruction of a linear narrative that is prominent in the written manuscript. The work investigates memory as it distorts desire, frequently returning to how the body holds psychological and emotional trauma. With hybrid approaches to the subject matter, the manuscript illustrates the potential for intimacy to be soft and tender while simultaneously abrasive, triggering, and painful. It allows space for uncertainties, for co-existing conditions. By fracturing the expected forms of both standard poetic lexicon, and standard video narratives, “The Difference Between Paper Cuts & Exit Wounds” complicates the tendency for audiences to dissect art in hopes of reaching a single, definite interpretation. Instead, the body of work builds new spaces for engagement and inquiry.
ContributorsGoettl, Maxana Quinn (Author) / Ball, Sally (Thesis director) / Diaz, Natalie (Committee member) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Psychology and dance both shed light on the question: how do our personal, life experiences affect our movement? This document introduces elements from psychology and dance through associative learning, attachment styles, muscle patterning, and partner improvisation as ways of exploring this question. It aims to briefly introduce these theories and explain how they had a role in the research of the creative project. It also documents the inception, creation, and production of Lullabye, a dance work intended to be accessible to an audience with little to no experience viewing concert dance, with the target audience specifically being the writer’s mother. It has three sections, each featuring a different element of dance, storytelling, and individuality. It starts a conversation on how emotions and thoughts related to personal experiences can affect our movement.
ContributorsTello Solano, Carlos (Co-author, Co-author) / Kaplan, Robert (Thesis director) / Montoya, Yvonne (Committee member) / Schupp, Karen (Committee member) / Department of Psychology (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Art history, while vast in scope, is a male-dominated topic. Textbooks predominantly feature male artists, and generally when artists look to the “masters,” they look to men. Although the field is becoming more diverse every day, this discrepancy in what is taught to young artists can have a profound impact on how and why art is produced. As a young female artist who is focused on my own self-identity and developing a body of work, I look to other women in art, past and present, to orient myself in the context of art history. I am interested in how these women came to terms with their identity in a field that acknowledges them less than their male counterparts, and how their self-perception is reflected in their work. Researching other women in art—for example, how do these artists extrapolate from the world around them to create, and how does their work affect their own self-identity? —has gradually shifted the way I looked at myself. Witnessing other female artists be bold with self-portraiture or brave with their honesty through art has shaped how I view myself and how I want to create art. Through employing self-portraiture in my creative practice, this project aims to utilize my personal experiences and perspectives to contemplate the way I engage with my own identity.
ContributorsWelch, Rachel (Author) / Solis, Forrest (Thesis director) / Hogden, Heidi (Committee member) / School of Art (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
While English language education has become increasingly prominent worldwide, countries have adopted various initiatives to increase English language development. One country making a push for English language development is Taiwan; however, current educational practices and values can prove to be challenges in implementing new methods. For example, although Communicative Language Teaching (CLT) methods gained popularity starting in the 1990s, they have been slow to take hold in Taiwan. Additionally, Taiwan’s Ministry of Education is pushing for bilingualism by the year 2030, introducing curricular reforms and new strategies to increase the prominence of English on a social level. In order to analyze current educational methods and practices in Taiwan, as well as predict the efficacy of new strategies, this study focused on gathering the perspectives and experiences of the students themselves. International students were specifically targeted, as they have had exposure to multiple educational environments, as well as firsthand experience applying their English language knowledge in an immersive environment. To gather student perspective, an online survey was made available to Taiwanese international students currently studying in a U.S. university. Respondents were asked multiple-choice questions on curricular focus, as well as short answer questions regarding their educational experiences. Overall, the respondents showed an agreement in regards to the heavy emphasis of reading, writing, and grammar in Taiwan, which they correlated directly with high-stakes exams, particularly the university entrance exam. They also noted the lack of speaking and listening practice, as well as a strong desire to apply English in a communicative sense. These observations hold significant implications for various stakeholders, including teachers, principals, curriculum developers, exam designers, and university admissions.
ContributorsEricson, Rebecca Elaine (Author) / Matsuda, Aya (Thesis director) / James, Mark (Committee member) / Historical, Philosophical & Religious Studies (Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
When I first began thinking about what to do my honors thesis on during junior year, I knew that I wanted to do something creative. While I had successfully written a plethora of research papers and such throughout college, I knew that, were I to try to make my thesis entirely research based, I would not be able to be passionate about it. This thesis is what is going to be left for other Barrett students, current and future, to look at. I do not want to work on something that I would not be passionate about knowing that other people would see it and maybe even look at it when trying to find inspiration for their own theses. In order to accomplish this, I knew working on a creative project as my thesis was my best option. I would be passionate about what I was working on, and it would also allow me to work on something that did not just feel like more schoolwork. In other words, I would not get as “burnt out” working on my thesis if it were something that I enjoyed working on, rather than something that felt tedious.
ContributorsPrieve, Connor Taylor (Author) / Schmidt, Peter (Thesis director) / Ison, Tara (Committee member) / Department of English (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05