Student Wellbeing and Open Studio Process in the School Curriculu

Lesley University DigitalCommons@Lesley Expressive Therapies Dissertations Graduate School of Arts and Social Sciences (GSASS) Spring 5-16-2020 Student Wellbeing and Open Studio Process in the School Curriculum Maria Kim mariart88@gmail.com Follow this and additional works at: https://digitalcommons.lesley.edu/expressive_dissertations Part of the Applied Behavior Analysis Commons, Art Education Commons, Asian Studies Commons, Child Psychology Commons, Community Health and Preventive Medicine Commons, Community Psychology Commons, Counselor Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Educational Sociology Commons, Health Psychology Commons, International Public Health Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Medicine and Health Commons, Multicultural Psychology Commons, Other Psychiatry and Psychology Commons, Other Psychology Commons, Other Public Health Commons, Other Teacher Education and Professional Development Commons, Pain Management Commons, Public Health Education and Promotion Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Race and Ethnicity Commons, School Psychology Commons, Secondary Education and Teaching Commons, Social Psychology and Interaction Commons, Social Statistics Commons, Social Welfare Commons, and the Social Work Commons Recommended Citation Kim, Maria, "Student Wellbeing and Open Studio Process in the School Curriculum" (2020) Expressive Therapies Dissertations 96 https://digitalcommons.lesley.edu/expressive_dissertations/96 This Dissertation is brought to you for free and open access by the Graduate School of Arts and Social Sciences (GSASS) at DigitalCommons@Lesley It has been accepted for inclusion in Expressive Therapies Dissertations by an authorized administrator of DigitalCommons@Lesley For more information, please contact digitalcommons@lesley.edu, cvrattos@lesley.edu Student Wellbeing and Open Studio Process in the School Curriculum A DISSERTATION submitted by MARIA KIM In partial fulfillment of the requirements For the degree of Doctor of Philosophy LESLEY UNIVERSITY May 20, 2020 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at Lesley University and is deposited in the University Library to be made available to borrowers under rules of the Library Brief quotations from this dissertation are allowed without special permission, provided that accurate acknowledgment of sources is made Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship In all other instances, however, permission must be obtained from the author SIGNED: _ ACKNOWLEDGEMENTS I would like to express my sincere appreciation to my committee members My advisor, Dr Robyn Flaum Cruz, offered encouragement and guidance through each stage of this wonderful process Without her persistent and thoughtful help, I would not have been able to complete this study, especially during the time of my swimming in a vast sea of data My great thanks are also extended to Dr Kelvin A Ramirez who provided pivotal feedback and unconditional support during this process I would also like to thank Dr Heesu Yoon for her warm advice and assistance in keeping my project on schedule and relevant, especially in Korea This project would not have been successful without her thoughtful and tremendous care throughout this journey Also, I would like to express my gratitude to Dr Michele Forinash for her aid in this research and warm presence during this journey The physical and technical contributions of the art education department of Kongju National University are truly appreciated Without their assistance, this project could not have reached its goal I also would like to offer my gratitude to the participating teachers who opened their hearts to this project and earnestly carried it out I thank my cohort 10 colleagues for the stimulating but thoughtful discussions and for witnessing our journey together Also, I thank my dear friends for the reassurance and love: Sojin Kang for such a big heart and tremendous thoughtful help during this study; Eunsook Lee for your unconditional affirmation throughout this endeavor; Lisa Helene Donovan Bacalski for being there whenever I needed I also would like to thank all my friends, colleagues, and mentors who witnessed and supported my journey to this point Last but not least, I would like to express my deep gratitude for the fortitude and great love of my parents, Mr and Mrs Jinbae Kim, my siblings, nephews and niece, and my husband They kept me going, and this work would not have been possible without their endless love TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES ABSTRACT INTRODUCTION 11 LITERATURE REVIEW 20 Wellbeing 20 Wellbeing of Young People 27 Importance of Prevention to Wellbeing 34 Art(s), Creativity, and Healing 39 Barriers to Psychotherapy 49 Bridging Toward Wellbeing: The OSP 54 Efforts to Bridge Mental Health and Education 66 Korea 68 Conclusion and Future Study Implication 75 METHOD 79 Participants 79 Data Collection 84 Data Analysis 90 RESULTS 92 Quantitative Pre-Posttest: K-YSR (Korean Youth Self-Report) 92 Qualitative Written Feedback (Students) 97 Teachers’ Experiences of OSP: From “Teacher Training” 112 Teachers’ Experiences of OSP: From “Focus Group” (Facilitation) 113 DISCUSSION 124 Wellbeing: Statistical Significance 125 Wellbeing: Students’ Experiences 129 Teachers’ Experiences 133 OSP in Educational Setting 135 Implications of Study 137 Limitation of Study 138 Conclusion 139 APPENDIX A: Research Informed Consent 141 APPENDIX B: Parental Consent Form 143 APPENDIX C: OSPIE-AE Classroom Management (Suggestions)-Korean 147 APPENDIX D: Open-Ended Questions for Experimental Group 149 APPENDIX E: Teachers’ Feedback on the OSP Experience and Training 150 APPENDIX F: Semi-Structured Questions for the Focus Group 151 APPENDIX G: Raw Summaries of Teacher Responses From Teacher Training 152 APPENDIX H: Summary of Themes/Subthemes of All Students’ Responses to OSP Elements 159 APPENDIX I: Teachers’ Experiences from Training & Facilitation 160 REFERENCES 162 LIST OF TABLES TABLE 1, Participating Schools 84 TABLE 2, Teacher Training Schedules 85 TABLE 3, The 7-week OSP Art Classes 87 TABLE 4, Number of Students 92 TABLE 5, Total Results of K-YSR Pre-Posttest: All Students 93 TABLE 6, High School Students’ Pre-Posttests Mean Difference 94 TABLE 7, All Middle School Students’ Pretest and Posttests Mean Differences 95 TABLE 8, MS 7-week Pre-Posttests Mean Difference 96 TABLE 9, MS 3.5-week Pre-Posttests Mean Difference 96 TABLE 10, HS: Taking the Class Again or Not and Why 103 TABLE 11, HS: Suggestions 104 TABLE 12, MS: Taking the Class Again or Not and Why 109 TABLE 13, MS: Suggestions 110 LIST OF ILLUSTRATIONS Figure Grade Level Participants (7th to 11th) 82 Common & Different Experiences Among HS and MS 130 Abstract This study aimed to explore whether Open Studio Process (OSP) increased wellbeing of middle and high school students when facilitated by teachers as a part of the regular art curriculum It was hypothesized that OSP might increase the sense of wellbeing among middle and high school students as well as facilitating teachers The research was conducted as a mixed methods study in South Korea where students need preventative interventions for their wellbeing The researcher trained eight teachers to facilitate OSP and five of them implemented it with their classes for seven sessions Quantitative data (K-YSR; pre- and posttest) were collected from 288 students (ages from 12 to 17; Mage = 14.04/SD = 1.551 ; grade to 11; 186 girls and 102 boys; middle and high schools) divided between experimental (n = 149) and control groups (n = 139) Qualitative data included two openended questions answered by each student in the experimental group after the 7-session class, teachers’ written feedback about OSP collected after their training, and a focus group for the teachers after the sessions were concluded Students’ K-YSR scores in the experimental group (all secondary school students) showed improvement compared to the control group for Somatic Complaints that typically relate to stress and depression showed statistically significant improvement which included general somatic complaints (t = -3.649; p = 0.0001) and DSM somatic complaints (t = 3.021; p = 0.003) Students’ responses from qualitative data showed high satisfaction with the 7-session class through improved sense of wellbeing and 93% of re-take rate In the focus group, the teachers shared their impressions of improved student-teacher relationship and of students’ increased awareness about diversity and more proactive behaviors, personal and professional benefit for themselves, and the feasibility of implementing the program as a part of the school curriculum OSP may have potential to STUDENT WELLBEING WITH OSP BY TEACHERS 171 quality of life among Korean adolescents School Psychology International, 38(1), 98-116 Doi: 10.1177/0143034316682296 Kim, H, Kim, H., & Samuels-Dennis, J (2012) The influence of psychosomatic symptoms, physical and sexual abuse, and coping strategies on delinquent behavior among Korean adolescents Archives of Psychiatric Nursing, 26(2), 155164 https://doi.org/10.1016/j.apnu.2011.06.006 Kim, J B., Kirchhoff, M., & Whitsett, S (2011) Expressive arts group therapy with middle-school aged children from military families The Arts in Psychotherapy, 38(5), 356-362 doi: 10.1016/j.aip.2011.08.003 Kim, J.H.J, Tsai, W., Kodish, T., Trung, L.T., Lau, A.S., & Weiss, B (2019) Cultural variation in temporal associations among somatic complaints, anxiety, and depressive symptoms in adolescence Journal of Psychosomatic Research, 124, 17 https://doi.org/10.1016/j.jpsychores.2019.109763 Kim, M (2018) A pilot study: The Open Studio Project (OSP) Process and the experiences of its facilitators Unpublished manuscript, Lesley University, Cambridge, MA Kim, S.J., Lee, S J., Yune, S K., Sung, Y H., Bae, S C., Chung, A., …& Lyoo, I K (2006) The relationship between the biogenetic temperament and character and psychopathology in adolescents Psychopathology, 39 (2), 80-86 doi: 10.1159/000090597 Kim, Y (2014) A study on human nature education through Social & Emotional Learning (SEL) National Research Foundation of Korea Retrieved from https://www Krm.or.kr/krmts/search/detailview/ppdfViewer.himl STUDENT WELLBEING WITH OSP BY TEACHERS 172 Korean Educational Development Institute (n.d.) 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