Compassion Focused Art Therapy for people diagnosed with a cluster B/C personality disorder: An intervention mapping study

Haeyen, Suzanne; Heijman, Jackie

doi:10.1016/j.aip.2020.101663

Cited by 10 publications

(8 citation statements)

References 42 publications

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“…Emotions are subjective reactions to the environment that are accompanied by organic, physiological, and endocrine changes of innate origin [9] and appear suddenly in the form of violent and temporary crises [10]. Various studies indicate emotions as motivational systems with behavioral, experiential, and cognitive mechanisms, which (i) have a positive or negative valence; (ii) fluctuate in intensity; and (iii) are usually caused by personal situations, which involve attention by affecting well-being [11,12]. In any case, the study of emotion is complex, because it can undergo transformations, causing its conceptualization to generate a debate about the relevance of cognition and physiological foundations [13,14].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…• Cluster 1 (pink, 35%): the UK (links: 22, total link strength: 44, documents: 119, citations: 2494), Australia (10,15,59,806), and China (8,11,25,35). This group includes Taiwan (7,9,23,294 The results obtained in the collaboration between countries/territories based on the co-citations method show that the U.S., the most prolific country by the number of articles published and the most cited, led cluster 4, and from the citing author's perspective, there was a thematic similarity with articles published by authors affiliated with institutions in South Korea, Mexico, Lebanon, or Pakistan.…”

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confidence: 99%

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Emotional Creativity in Art Education: An Exploratory Analysis and Research Trends

González-Zamar

Abad-Segura

2021

IJERPH

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The emotions that human beings experience have a key role in the environments in which they operate. In art education, creative processes are influenced by the emotions and experiences lived by the individual, enabling a more emotional and creative design to make life more pleasant. The aim was to examine the research during the period 1917–2020 on the development of emotional creativity in art education. Mathematical and statistical techniques were applied to 984 articles carried from Elsevier’s Scopus database. The findings yielded data on the scientific productivity of the journal, authors, research institutions, and countries/territories that promoted this field. The data showed an exponential trend, mostly in the last decade. Five lines of research stand out: emotion, higher education, education, art, and leadership. Moreover, five future research directions related to visual art education, affective paradigm, metacompetency, expressive arts therapy group, and cognitive empathy were detected. This study establishes the link between psychology, neuroscience, and artistic education to constitute the decision-making of the promoters of this topic of research. The analysis of international research allowed us to focus the future publications of academics and researchers, in addition to guaranteeing an adequate approach to the objectives of the institutions and funding centers.

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Section: Theoretical Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

Emotional Creativity in Art Education: An Exploratory Analysis and Research Trends

González-Zamar

Abad-Segura

2021

IJERPH

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“…Recently, Haeyen, Chakhssi and Van Hooren [ 34 ] found that participation in art therapy improved areas such as emotional expression, self-image, sense of autonomy, insight into internal experiences (thoughts, feelings and behaviours) and managing vulnerabilities for people diagnosed with personality disorder over 3 months. This research has recently provided a platform for the development of an art therapy program focussing on building compassion for the self and others [ 35 ]. A further study of art therapy for people living with BPD suggests that the creative process facilitates improved mentalisation, by increasing flexibility to slow this process down to a manageable pace and anchoring mental content in an externalised format [ 36 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a skills-based peer-led art therapy online-group for people with emotion dysregulation

Jewell

Bailey

Curran

et al. 2022

bord personal disord emot dysregul

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Objective We developed and piloted a novel art-based online skills program led by a peer mental health professional with lived experience of complex mental health, including Borderline Personality Disorder (BPD). Key challenges of living with BPD and emotion dysregulation were addressed through artmaking informed by a dialectical framework and skills, to evaluate acceptability and efficacy. Method A structured, manualised 2-hour weekly arts-based skills program was piloted for people with BPD over 18 weeks. Evaluation included both quantitative and qualitative measures at commencement and completion. Results Thirty-eight participants enrolled in the program (89.5% identified she/her pronouns, average age 33.6 years), and 31 completed (82% retention). Multilevel modelling analysis of the primary outcome variable Difficulties in Emotion Regulation Scale (DERS) demonstrated a large improvement over time (effect size Cohen’s d = 1.77). Qualitative thematic analysis found participants had improved capacity to regulate emotions and tolerate distress, improved connection with others, enhanced understanding of the self, and higher hope for living well. We found that artmaking facilitated processes and helped the expression of difficult emotions, symbolise challenging relationships, and facilitate greater self-understanding. Participants reported high levels of satisfaction, and 77.4% reported that the program had increased wellbeing. Conclusion This novel artmaking program for emotion dysregulation and BPD was acceptable and potentially effective. Peer facilitation using arts-based skills is a modality of therapy for further investigation.

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“…This study describes the development of an online-coaching blended couple-oriented intervention using an online program and coaching for middle-aged couples' depression by applying intervention mapping (IM). The systematic planning protocol of IM has been widely used by many researchers to develop mental health programs ( 17 ), such as art therapy programs for patients with personality disorders ( 18 ), media smoking prevention programs for female high school students ( 19 ), and mental health education programs for pharmacy staff ( 20 ). However, to date, there have been few interventions applying the IM protocol to develop tailored interventions for middle-aged couples' depression.…”

Section: Introductionmentioning

confidence: 99%

Development of an Online-Coaching Blended Couple-Oriented Intervention for Preventing Depression in Middle Adulthood: An Intervention Mapping Study

Kim

Gil

Kim

2022

Front. Public Health

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BackgroundAlthough middle-aged adults in Korea are vulnerable to depression, there are few preventive interventions for depression in middle adulthood. Studies consistently suggest that interventions that include both spouses are effective in decreasing depression and relationship distress. Considering the busy lives of middle-aged couples, it is essential to develop an online-coaching blended couple-oriented intervention. This study aimed to describe the development, implementation, and evaluation of an online-coaching blended couple-oriented intervention using an online program and coaching via videoconference to prevent middle-aged couples' depression; this was done using an intervention mapping (IM) protocol.MethodsSix steps of IM were used to systematically develop a tailored multi-level intervention specific to middle-aged couples' depression. These steps of the IM protocol involve needs assessment, formulation of change objectives, theory-based methods, and practical strategies for program design, program development, program implementation, and program evaluation.ResultsThe results of the six steps were as follows: (a) middle-aged couples' needs and mental health problems were identified through a scoping review study, mixed-method study, and expert interviews; (b) six performance objectives (POs) were formulated based on the results of Step 1, and intrapersonal, interpersonal, and temporal/transpersonal determinants were identified based on the self-transcendence theory. Change objectives were developed by combining POs with determinants; (c) self-regulated learning was chosen for theoretical teaching methods and practical strategies to change the determinants of each level; (d) four modules consisting of 16 sessions were developed based on the self-transcendence theory; (e) experts evaluated the program and coaches were trained; and (f) the evaluation plan for the program's feasibility, acceptability, usability, and preliminary effects was developed.DiscussionThe systematic process using IM allowed us to develop an online-coaching blended couple-oriented intervention to prevent depression and promote couples' relationships. The primary effects of this newly developed program should be evaluated in future studies. This may lead to the increased adoption and implementation of evidence-based and tailored interventions for psychological wellbeing in middle adulthood.

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Compassion Focused Art Therapy for people diagnosed with a cluster B/C personality disorder: An intervention mapping study

Cited by 10 publications

References 42 publications

Emotional Creativity in Art Education: An Exploratory Analysis and Research Trends

Emotional Creativity in Art Education: An Exploratory Analysis and Research Trends

Evaluation of a skills-based peer-led art therapy online-group for people with emotion dysregulation

Development of an Online-Coaching Blended Couple-Oriented Intervention for Preventing Depression in Middle Adulthood: An Intervention Mapping Study

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