Exam 6: Investigating the Field

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An art therapist conducts an in-depth case study with an adolescent client in recovery from substance abuse who has created a visual life review in art therapy. Individual, in-depth interviews produce intense reflections on how drug use has affected the client's family life. What specific strategy could the researcher use to improve the case's "substantive significance"?

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Explain the difference between espoused theory and theory-in-use.

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Espoused theory is what therapists think is guiding their behaviors, whereas theory-in-use is the theory guiding their practice based on their actual behaviors in a particular situation.

What is the relationship between action-research and quantitative research that show outcomes effectiveness?

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Action-research and quantitative research are two distinct methodologies that can be used in the field of research to explore and address various issues. They have different approaches and purposes, but they can be related, especially when it comes to evaluating the effectiveness of outcomes.

Action-research is a participatory and iterative approach to research that focuses on solving a specific problem or improving practice within a particular context. It involves a cycle of planning, acting, observing, and reflecting, with the aim of bringing about change and learning from the process. Action-research is often qualitative in nature, but it can also include quantitative elements. It is typically collaborative, involving stakeholders such as practitioners, community members, or organizational members who are directly affected by the issue being studied.

Quantitative research, on the other hand, is a systematic empirical investigation of observable phenomena via statistical, mathematical, or computational techniques. It is characterized by the collection and analysis of numerical data to test hypotheses and to establish patterns and relationships. Quantitative research is often used to measure the effectiveness of interventions or outcomes by providing objective evidence that can be generalized to larger populations.

The relationship between action-research and quantitative research in showing outcomes effectiveness can be understood as follows:

1. Complementary Approaches: Action-research can incorporate quantitative methods as part of its process. For example, an action-research project might use surveys or standardized tests to gather quantitative data before and after an intervention to measure changes and assess the effectiveness of the action taken.

2. Data-Driven Decisions: In action-research, quantitative data can be used to inform the planning and reflection phases. By analyzing quantitative outcomes, researchers can make data-driven decisions about how to modify their actions to achieve better results.

3. Triangulation: Action-research often uses triangulation, which is the use of multiple methods or data sources to validate findings. Quantitative data can be one of these sources, providing a more robust understanding of the effectiveness of the outcomes.

4. Scaling Up: If an action-research project yields positive results, quantitative research methods can be used to conduct further studies on a larger scale to test the generalizability of the findings. This can help in determining whether the successful outcomes of an action-research project can be replicated in other settings.

5. Evidence-Based Practice: Both action-research and quantitative research contribute to evidence-based practice. Action-research can provide context-specific evidence of what works, while quantitative research can offer broader evidence that supports the effectiveness of certain interventions.

In summary, action-research and quantitative research can be interconnected when it comes to evaluating the effectiveness of outcomes. While action-research is more focused on practical problem-solving and may use a variety of methods, it can utilize quantitative data to assess and demonstrate the effectiveness of the actions taken. Quantitative research can provide the statistical rigor and generalizability needed to support the findings from action-research and to inform broader applications.

What is your most pressing clinical problem? Create an art image of it and then consider how action-research could be used to address it. Identify the steps and apply them to the problem.

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What is reflexive critique and how is it applied in action-research?

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Do you agree that every art therapy session can be seen as a trans-cultural encounter? Why or why not?

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An art therapist has a client with aphasia who learned to use magazine collage as a primary means of communication. Would her research study be approached as an intrinsic case or an instrumental case? Why?

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Create an artwork in response to a challenge in art therapy practice. With a critical artist's eye, identify how you could improve the artwork. Reflect on how the strategies you chose might parallel strategies for responding to the practice challenge you identified.

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Apply the template "I wish to study a person who…in order to…because" to a clinical situation and then reframe it as a question that identifies the main research problem or issue.

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How might an art therapist study the cultural meaning of a client's transition from a group home to independent living?

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An art therapist is interested in conducting participatory action research with a group of women handcrafters in a marginalized community. Which of the following questions fails to orient the research toward empowerment?

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What is ethnography and its purpose as a research methodology?

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Create an ethnographic interview template with a focus on the cultural dimensions of time and space, actors, activities, and events for the following scenario: a client's conflict with his parents about marrying someone they have chosen for him whom he has never met.

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What are 8 basic steps in conducting case research?

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How might a recent hate crime in the community affect the progress of a participatory action research study?

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Define triangulation and list four different kinds.

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An art therapist is interested in learning in how clients who have aphasia can utilize art therapy to communicate. Would the research be approached as an intrinsic or instrumental case study? Why?

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What is popular education in participatory action research?

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What is meant by an "etic" perspective and what is one critical problem some people have with it in ethnographic research?

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Which of the following art therapy practice concerns could be studied best by using an ethnographic approach?

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