Case Studies of Art Therapy as a Tool to Aid Adjustment to College

139 Pages·2015·3.84 MB·English

Florida State University Libraries
Electronic Theses, Treatises and Dissertations The Graduate School
2008
Case Studies of Art Therapy as a Tool to
Aide Adjustment to College
Kristy Lynn McDonough
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FLORIDA STATE UNIVERSITY

SCHOOL OF VISUAL ARTS, THEATRE AND DANCE

CASE STUDIES OF ART THERAPY AS A TOOL TO AIDE ADJUSTMENT TO

COLLEGE

By

Kristy Lynn McDonough

A Thesis submitted to the
Department of Art Education
in partial fulfillment of the
requirements for the degree of
Masters of Science

Degree Awarded:
Summer Semester, 2008

Copyright © 2008
Kristy Lynn McDonough
All Rights Reserved
The members of the Committee approve the thesis of Kristy Lynn McDonough
defended on July 1, 2008.

______________________________
Marcia Rosal
Professor Directing Thesis

__________________________________
David Gussak
Committee Member

______________________________
Penelope Orr
Committee Member

Approved:

_____________________________________________
Marcia Rosal, Chair, Department of Art Education

_____________________________________________
Sally McRorie, Dean, School of Visual Arts, Theatre and Dance

The Office of Graduate Studies has verified and approved the above names committee
members.

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In dedication to my father.
Thank you for working so hard for me.
I work hard because of you.

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ACKNOWLEDGEMENTS

First, I would like to thank my department chair and project chair, Dr. Marcia
Rosal. Your assurance in my abilities and enthusiasm for my work pushed me to succeed.
Your time and dedication was more than appreciated. Again, I thank you.

To my thesis committee members, David Gussak and Penelope Orr, I thank you
for your support throughout this process.

Thank you to all who supported me at the University Counseling Center,
especially my supervisors Byron Pack, Dominica Parrott, Gail Palo and James
Hennessey. Also, I thank Nikki Pritchet and David Gitlin for their guidance during my
research process.

I would also like to acknowledge Thomas Boland, Jr., for his assistance in the
editing process. In addition, I would like to thank Alena Troutman, for her technological
assistance.

Special thanks to both my parents, for your constant encouragement,
understanding and faith in me.

Lastly, to all those who listened and encouraged me along the way, especially
Matthew McDonough, Jillian McDonough and Matthew DiRienzo.

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TABLE OF CONTENTS

List of Figures..........................................................................................................................vii
Abstract.....................................................................................................................................ix

1. CHAPTER 1: INTRODUCTION...........................................................................................1
Introduction of Study Concepts....................................................................................... 1
Justification....................................................................................................................4
Framework of Study.......................................................................................................4
Definition of Terms........................................................................................................ 5
Brief Overview of Study................................................................................................. 6
Conclusions....................................................................................................................7

2. CHAPTER 2: LITERATURE REVIEW.................................................................................8
College Students of Today..............................................................................................8
University Counseling Centers.......................................................................................10
Adjustment Disorders and College Adjustment..............................................................11
Treatment......................................................................................................................15
Theoretical Frameworks................................................................................................17
Conclusion.....................................................................................................................21

3. CHAPTER 3: METHODOLOGY..........................................................................................23
Methodology.................................................................................................................23
Hypothesis.....................................................................................................................24
Design...........................................................................................................................24
Sample...........................................................................................................................24
Participants....................................................................................................................25
Measures.......................................................................................................................26
Limitations....................................................................................................................28
Timeline........................................................................................................................28
Conclusions...................................................................................................................30

4. CHAPTER 4: RESULTS.......................................................................................................31
Introduction to Participants............................................................................................31
Quantitative Data...........................................................................................................32
SACQ Pre and Post-Test....................................................................................32
Check-in Cards..................................................................................................42
Qualitative Data.............................................................................................................49

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5. CHAPTER 5: DISCUSSION.................................................................................................93
Overview of Study.........................................................................................................93
Primary Research Questions..........................................................................................94
Secondary Research Questions.......................................................................................95
Inferences of Participants...............................................................................................97
How Data Investigates Results.....................................................................................102
Implications of Findings on Literature.........................................................................104
Limitations..................................................................................................................105
Recommendations........................................................................................................106
Conclusion...................................................................................................................107

APPENDIX.............................................................................................................................109

REFERENCES........................................................................................................................124

BIOGRAPHICAL SKETCH...................................................................................................128

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LIST OF FIGURES

Figure 1. Example Graphic Representation of OXO Design...................................................... 25
Figure 2. Example Representation of Multiple Baselines Across Problems for a Single
Participant.................................................................................................................................26

Figure 3. Example Representation of Multiple Baselines of Adjustment for Two
Participants................................................................................................................................27

Figure 4. Example Art Therapy Treatment Outline for Clients with Adjustment Issues..............30
Figure 5. Samantha SACQ Pre and Posttest Results...................................................................33
Figure 6. Charlotte SACQ Pre and Posttest Results....................................................................35
Figure 7. Carrie SACQ Pre and Posttest Results........................................................................36
Figure 8. Miranda SACQ Pre and Posttest Results.....................................................................37
Figure 9. Samantha Check-in Card Results................................................................................43
Figure 10. Charlotte Check-in Card Results...............................................................................44
Figure 11. Carrie Check-in Card Results....................................................................................45
Figure 12. Miranda Check-in Card Results................................................................................46
Figure 13. Group Results for Best Scale....................................................................................47
Figure 14. Group Results for Worst Scale..................................................................................48
Figure 15. Group Results for Today Scale.................................................................................49
Figure 16. Samantha’s Session 1 Check-in Card........................................................................50
Figure 17. Samantha’s Self-Portrait Collage..............................................................................51
Figure 18. Samantha’s Session 2 Check-in Card........................................................................52
Figure 19. Samantha’s Path Drawing.........................................................................................53
Figure 20. Samantha’s Session 3 Check-in Card........................................................................55
Figure 21. Samantha’s Relationship Tree...................................................................................56
Figure 22. Samantha’s Session 4 Check-in Card........................................................................57
Figure 23. Samantha’s Roles and Responsibilities Mask............................................................58
Figure 24. Samantha’s Session 5 Check-in Card........................................................................59
Figure 25. Samantha’s Postcard Image......................................................................................60
Figure 26. Samantha’s Postcard Message..................................................................................61
Figure 27. Charlotte’s Session 1 Check-in Card.........................................................................62
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Figure 28. Charlotte’s Self-Portrait Collage...............................................................................64
Figure 29. Charlotte’s Session 2 Check-in Card.........................................................................65
Figure 30. Charlotte’s Path Drawing..........................................................................................66
Figure 31. Charlotte’s Session 3 Check-in Card.........................................................................67
Figure 32. Charlotte’s Relationship Tree...................................................................................68
Figure 33. Charlotte’s Session 5 Check-in Card.........................................................................69
Figure 34. Charlotte’s Postcard Image.......................................................................................70
Figure 35. Charlotte’s Postcard Message...................................................................................71
Figure 36. Carrie’s Session 1 Check-in Card.............................................................................72
Figure 37. Carrie’s Self-Portrait Collage....................................................................................73
Figure 38. Carrie’s Session 2 Check-in Card.............................................................................74
Figure 39. Carrie’s Path Drawing..............................................................................................75
Figure 40. Carrie’s Session 4 Check-in Card.............................................................................76
Figure 41. Carrie’s Roles and Responsibilities Mask.................................................................78
Figure 42. Carrie’s Session 5 Check-in Card.............................................................................79
Figure 43. Carrie’s Postcard Image............................................................................................80
Figure 44. Carrie’s Postcard Message........................................................................................80
Figure 45. Miranda’s Session 1 Check-in Card..........................................................................82
Figure 46. Miranda’s Self-Portrait Collage................................................................................83
Figure 47. Miranda’s Session 2 Check-in Card..........................................................................84
Figure 48. Miranda’s Path Drawing...........................................................................................85
Figure 49. Miranda’s Session 3 Check-in Card..........................................................................86
Figure 50. Miranda’s Session 4 Check-in Card..........................................................................87
Figure 51. Miranda’s Roles and Responsibilities Mask..............................................................88
Figure 52. Miranda’s Session 5 Check-in Card..........................................................................89
Figure 53. Miranda’s Postcard Image........................................................................................90
Figure 54. Miranda’s Postcard Message ....................................................................................91
Figure 55. Example Room Set-up............................................................................................110

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ABSTRACT
This study investigated how art therapy can be used as a coping tool for the
anxiety provoking adjustment process of transitioning from high school to college. This
adjustment period is becoming an area of greater concern for more and more universities
today (Tinto, 1993). The purpose of this study is twofold, first to find alternative ways to
assist in the coping of this adjustment period, and second to add to the research base of
the field of art therapy, more specifically art therapy and adjustment.
A literature review will be completed by examining articles and books on such
topics as Adjustment Disorder, college adjustment, art therapy, university counseling
centers, characteristics of today’s college students and late adolescent and early
adulthood development.
The sample population will be Florida State University students who sought
assistance through the University Counseling Center. The research was conducted as
multiple case studies, in order to learn more specific detail of the adjustment process and
in what ways art therapy was effective or ineffective. Each participant received five art
therapy sessions in which her individual struggle with this adjustment was focused upon
in treatment. A pre and post-test of the Student Adaptation to College Questionnaire was
administered.
Four female participants volunteered to take part in this five session group that
occurred over a six week time span. The sessions were approximately one hour and 15
minutes in length. Each group had a specific topic that was developed around the five
features of the theory of Emerging Adulthood. Different art media were used throughout
the program to provide variety for the participants.
The results supported the thesis that art therapy was an effective mode of
treatment for adjustment issues related to college. This study also found the theory of
Emerging Adulthood was a viable theory for this stage of development.
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