Art Making and Identity Formation in Children and Adolescents with Differing Social Behaviors

Not everyone develops social behaviors and interaction skills in an expected manner. This study explored the relationship between art making and identity formation in children and adolescents who were identified as having differing social behaviors. In three small group settings, 17 participants created abstract self-portraits from modeling compound and responded to questions about their self, self-concept, and self-esteem. From this, a model was created to describe identity formation as it relates to the relationships between social environment, desired occupations and activities, and creativity. Practice guidelines are proposed for those who provide children and adolescents with opportunities to make art as part of sessions aimed to promote the development of a healthy self-concept.     

Girls’ Perspectives of Barriers to Outdoor Physical Activity Through Photovoice: A Call for Counselor Advocacy

Physical inactivity and limited time spent in nature are major societal concerns that affect the mental and emotional health of youth in the United States. As such, this study explored girls’ perspectives of barriers to outdoor physical activity using a qualitative participatory action research method called photovoice. Six themes emerged from data representing the girls’ perspectives of barriers to outdoor physical activity through photovoice: Very Busy Schedule, Social Media, Health Concerns, Indoor Activity Instead of Outdoor Activity, Electronic Devices, and Way of Life. Researchers address how counselors can use these findings to advocate on this issue, given that counselors are called to advocate at multiple levels to address barriers that inhibit the growth and development of clients.     

An empirical investigation of a theoretical model for mathematical creativity

In this exploratory study, a theoretical model proposed by Sriraman (2005) consisting of five theoretical principles for optimizing creativity in a K–12 setting was investigated empirically. This was accomplished in two steps. In the first study, the five principles were operationalized by generating a questionnaire consisting of 45 items intended to capture the dimension of each principle. An exploratory maximum‐likelihood factor analysis indicated a relatively robust five factor structure that corresponded with the theoretical model. In the second study, the five factor model was validated using a confirmatory factor analysis. The model was then investigated using a two‐level linear mixed model with a random intercept. The results revealed that motivation and mathematical achievement were significant predictors of mathematical creativity.     

Problem Clarity as a Moderator between Trait Affect and Self‐Perceived Creativity

Empirical studies on the relationship between affect and creativity often produce conflicting results. This inconsistency has led us to believe that the relationship between affect and creativity may be better understood by looking at potential moderators. Our study looked specifically at trait affect and self‐perceived creativity. Using the Affect Infusion Model (AIM) theory with problem clarity as the potential moderator, we hypothesized that when individuals are faced with problems that lack clarity, trait affect has greater sway over their self‐perceived creativity. Our results provided evidence that problem clarity moderated the relationship between positive trait affect and self‐perceived creativity; the positive relationship between positive trait affect and self‐perceived creativity is stronger when problem clarity is low and weaker when problem clarity is high. No moderating effect was found in the relationship between negative trait affect and self‐perceived creativity.     

Are Teachers' Implicit Theories of Creativity Related to the Recognition of Their Students' Creativity?

We examine the structure of implicit theories of creativity among Polish high schools teachers and the role those theories play for the accuracy of teachers' assessment of their students' creativity. Latent class analysis revealed the existence of four classes of teachers, whose perception of a creative student differed: two of these classes defined a creative student incoherently with the existing theories of creativity, and the other two classes did that in accordance with Kirton's (1976) theory of creativity styles, that is, as adaptors or innovators. Teachers who perceived a creative student as an adaptor tended to more accurately assess the creativity of females, whereas teachers perceiving a creative student as an innovator more accurately assessed the creativity of males. We discuss the theoretical and practical consequences of these findings.     

Using Artist Trading Cards as an Expressive Arts Intervention in Counseling

Artist trading cards (ATCs) are miniature works of art that are created within the dimensions of standardized trading cards or playing cards (2.5 inches × 3.5 inches). ATCs can be made with a variety of media—everything from pen and ink to oil paints, collages, mosaics, stamping, and altered photos. Using this compact art format as an expressive arts intervention in the therapeutic environment provides the counselor with most, if not all, of the same therapeutic benefits of larger art media (e.g., expressive release, creativity, artistic communication, symbolic self-expression, self-exploration, etc.). The unique benefit of the ATC format is that ATCs allow for traditional expressive arts interventions to be “better, faster, and cheaper” in many ways.     

The Perks of Being Relational: Reviewing The Perks of Being a Wallflower

This article reviews The Perks of Being a Wallflower (Halfon, Smith, Malkovich, & Chbosky, 2012), a coming-of-age film about 3 high school students attempting to survive school, find themselves, and connect with others. The authors provide a synopsis of various portions of the film and identify important aspects of relational-cultural theory (RCT) within its plot, such as growth-fostering relationships, controlling images, and relational images. Various characters’ plotlines are discussed in relation to what RCT identifies as paramount tenets of human development and mental health. The authors also briefly discuss other counseling issues touched on within the film (i.e., affectional identity, sexual assault, and relational violence).     

Introducing Reality Play Therapy: Reactions and Perceptions From Elementary School Counselors

Many elementary school students lack school relationships required for positive personal, social, and academic interactions. Reality therapy and play therapy both seek to address these relationships through developmentally appropriate and effective interventions. Integrating these 2 approaches has the potential for elementary school counselors to provide students with opportunities to create positive relationships and develop problem-solving skills. In this study, 8 school counselors participated in a series of trainings introducing reality play-therapy techniques to assess this potential. A thematic analysis conducted on feedback sessions following the trainings yielded themes related to the participants’ positive perceptions to the training and possible application.     

MOTILITY,AGGRESSION, AND THE BODILY I: AN INTERPRETATION OF WINNICOTT

Among the central ideas associated with the name of Winnicott, scant mention is made of motility. This is largely attributable to Winnicott himself, who never thematized motility and never wrote a paper specifically devoted to the topic. This paper suggests both that the idea of motility is nonetheless of central significance in Winnicott's thought, and that motility is of central importance in the development and constitution of the bodily I. In elaborating both these suggestions, the paper gives particular attention to the connections between motility, continuity, aggression, and creativity in Winnicott's work.     

MATRIX THINKING: AN ADAPTATION AT THE FOUNDATION OF HUMAN SCIENCE,RELIGION, AND ART

Intrigued by Robinson and Southgate's 2010 work on “entering a semiotic matrix,” we expand their model to include the juxtaposition of all signs, symbols, and mental categories, and to explore the underpinnings of creativity in science, religion, and art. We rely on an interdisciplinary review of human sentience in archaeology, evolutionary biology, the cognitive science of religion, and literature, and speculate on the development of sentience in response to strong selection pressure on the hominin evolutionary line, leaving us the “lone survivors” of complex, multiple lines of physical and cultural evolution. What we call Matrix Thinking—the creative driver of human sentience—has important cognitive and intellectual features, but also equally important characteristics traced to our intense sociability and use of emotionality in vetting rational models. Scientist, theologian, and artist create new cultural knowledge within a social context even if alone. They are rewarded by emotional validation from group members, and guided by the ever present question, “Does it feel right?”