The Campolo College of Graduate and Professional Studies at Eastern University
Course Syllabus
Course Number and Title:
Section/Cohort:
Academic Credits:
ARTS 565 Arts in Healing
Academic Program(s):
School or department:
Semester or Term:
MA Urban Studies: Community Arts Concentration
Urban Studies
Summer 2015
Instructor(s):
Instructor contact:
Janelle Junkin, MA, MT-BC, PhD Student Drexel University
jjunkin@buildabridge.org
215-888-1708 (cell)
1
Course Description (from CCGPS Catalog):
This intensive course introduces the student to the field of creative arts therapy and methods
employed in therapeutic interventions. A focus will be given to the specific nature of the arts in
healing trauma, and the role of the arts in fostering hope and resilience in young people in crisis
or at risk. Specific strategies for arts as healing will be presented. Demonstrations and
experiential formats will be utilized. Project required.
Course Outcomes:
Upon completion of this course, 100% of the students will be able to:
1.
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7.
Articulate the roles the arts play in healing.
Define trauma and PTSD and list the signs & symptoms, including brain and physiological
sequeli.
Within the student’s professional expertise, demonstrate the application of arts as healing in
trauma, conflict, crisis and catastrophe situations through appropriate design of arts interventions.
List, recognize and facilitate manifestations of hope & resilience through art-making with youth
Demonstrate an understanding of the importance of self-care and list two current strategies for
doing so.
Demonstrate and display characteristics of effective therapeutic facilitators of art experiences.
List the various risk and protective factors and intentionally integrate the latter into design of art
experiences
The Role of This Course (in the MAUS curriculum):
Syllabus
1
This course meets the reinforcement level of instruction
Goal 5: Student will demonstrate knowledge of basic theories, themes, and models in their areas of
concentration (Community Arts).
Indicators
5.1.a Apply major arts-based transformational theories and models to the creative cultural development
in marginalize or communities of poverty.
5.1.b Demonstrate arts-based therapeutic and educational methods in non-clinical and educational
community contexts.
Course Delivery Format: This course consists of at least 14 hours of instructional time for each credit
awarded.
● Blended: instruction includes a combination of online (asynchronous and/or synchronous)
delivery and on-ground classes. Online synchronous classes and on-ground classes are offered in
real time as scheduled.
▪
This course makes use of classroom lectures, readings, in-class experientials, student-led
presentations, guest panelists, audio-visual material, and a final project. Students should be
prepared to participate in arts-based exercises.
▪
It is expected that the syllabus reflect the use of more than one teaching and assessment of
learning styles in order that a variety of student learning styles is accommodated.
●
Residency (mandatory) classes: June 6-7, 2015. This is a one-credit course offered in an intense
residency format. Lectures and group processes are critical to developing a personal perspective
on the subject matter. Therefore, there is little flexibility for these residencies. For each day or
part of a day missed your final grade may be lowered by one letter grade. Late papers will not
be accepted.
Additional Course Information (i.e., prerequisites or co-requisites, off-site learning expectations, etc.):
The Community Arts Concentration is delivered in an educational partnership with the
BuildaBridge Applied Restorative Arts Institute. Detailed instructions for access to all course
materials, including assignments, resources, and online reading materials can be found in this
online student resource document.
The student is asked to request permission to be added to the wiki site that serves as the basis of
reference and assessment for this course https://sites.google.com/a/buildabridge.org/ra-201-artsfor-healing-arts-based-responses-to-trauma/
In addition. Students will maintain communication and dialogue throughout the course through
Google Community Pages. You will be invited, but may also request to be added to the Course
Syllabus
2
Community Page of Arts in Healing.
https://plus.google.com/u/0/communities/116557186469688265046
Course Site Information: Eastern University uses the Blackboard Learning Platform for the e-learning
environment for this course. Using your Eastern University username and password, you can access the
site for this course at http://eastern.blackboard.com.
SMARTHINKING Tutorial Assistance: The instructor for this course must assume that all students
are appropriately prepared for the course level and program academic expectations. Students requiring
or desiring additional academic support may utilize the SMARTHINKING system. This system of
online tutorials, including writing assistance, can be accessed directly from the online course site (use
“Course Tools” feature).
Required Texts and Materials:
NOTE: Texts and readings reflect gender and ethnic inclusion; and due to the international nature of the
student body, texts reflect national and non-Christian faith traditions, as well. Approximately 400 pages
of readings are required for this one-hour course.
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Syllabus
Corbitt, J. Nathan and Nix-Early, Vivian. Taking it to the Streets: Using the Arts to Transform
Your Community. Baker Books, 2003. (Chapter 10)
Corbitt, J. Nathan. The Sound of the Harvest: Music’s Mission in Church & Culture. Baker
Books, 1998. (Chapter 5)
Levick, M.. See What I’m Saying: What Children Tell Us Through Their Art.Islewest
Publishing, 2003. (“Warning Signs” sections of art modality chapters; Units 6,7,8; Afterword;
Appendix)
Camilleri, V.A., Editor. Healing the Inner City Child: Creative Arts Therapies with At-risk
Youth. Jessica Kingsley Publishers; 2007.
Carey, L., Editor. Expressive & Creative Arts Methods for Trauma Survivors. Jessica Kingsley
Publishers; 2006. (Chapter 1 – “Neuroscience and Trauma Treatment: Implications for Creative
Arts Therapists”) (in course online library)
Winkelman, M. Complementary Therapy for Addiction: “Drumming Out Drugs”. (2003).
American Journal of Public Health, 93(4), 647-651. (Course online library
Draper, Maureen McCarthy. The Nature of Music: Beauty, Sound, and Healing. Riverhead
Books, 2001. (pp. 141-162 in course online library)
Grotberg, E. “A Guide to Promoting Resilience in Children: Strengthening the Human Spirit”.
From the Early Childhood Development: Practice and reflections series. Bernard Van Leer
Foundation. www.resilnet.uiuc.edu/library/grotb95b.html
Webb, Nancy Boyd, Ed Mass Trauma and Violence: Helping Families and Children Cope.
Guilford Press, 2004. (Chapter 1 – in course online library)
Robertson, R. Beginner's Guide to Jungian Psychology. Nicolas-Hays Publishers; March 1992.
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16.
Stewart, K. (Ed.) (2010). Music therapy and trauma: Building theory and clinical practice. New
York: Satchnote Press. (Chapter 2 – “Perspectives and Priorities in Disaster Response” – in
course online library)
Sutton, J. (Ed.) (2002b) Music, music therapy and trauma: International perspectives. London
and Philadelphia: Jessica Kingsley. (Chapter 3 – “Culture and Society” - in course online
library)
First Impressions: Exposure to Violence and a Child's ... - YouTube www.youtube.com/
a. watch?v=eEEVKDW5NDcShare Aug 28, 2011 - Uploaded by Adam Gorski
b. First Impressions | Exposure to Violence and a Child's Developing Brain
c. by Lin Seahorn
Carey, L., Editor. Expressive & Creative Arts Methods for Trauma Survivors. Jessica Kingsley
Publishers; 2006.
a. OR
Malchiodi, C.A., Editor. Creative Interventions with Traumatized Children. The Guilford Press,
2008.
a. OR
Sutton, J. P. Music, Music Therapy and Trauma: International Perspectives. Jessica Kingsley
Publishers Ltd., 2002.
_____________________________________________________________________________
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●
●
Required (for the student who wants more – on course Wiki):
The Amazing Brain: What Every Parent and Caregiver Needs to Know
The Amazing Brain: What Every Parent and Caregiver Needs to Know. application/pdf icon
Download the PDF here. Written by Linda Burgess Chamberlain, ...
www.multiplyingconnections.org/.../amazing-brain-what-every-parent-and- caregiver-needsknow
Smeijsters, H., & Cleven, G. (2006). The treatment of aggression using arts therapies in
forensic psychiatry: Results of a qualitative inquiry. Arts in Psychotherapy, 33(1), 37-58. Eseer
Sene.
Rickson, D. J., & Watkins, W. G. (2003). Music therapy to promote prosocial behaviors in
aggressive adolescent boys-A pilot study. Journal of music therapy, 40(4), 283-301. American
Music Therapy Association.
Camilleri, V. (2002). Community building through drumming. The Arts in Psychotherapy, 29,
261-264.
Bittman, Barry. (2001). Composite effects of group drumming music therapy on modulation of
neuroendocrine-immune parameters in normal subjects. Alternative Therapies 7 (1), 38-47.
Recommended or Optional Texts and Materials (if applicable):
Texts and readings reflect gender and ethnic inclusion; and due to the international nature of this course,
national and non-Christian faith traditions, as well. You are requested to add to the reading list in your
own research by contributing to the course wiki. This is a short list. Please check the online library for
Syllabus
4
an extensive list of online materials on the concepts covered in this course.
https://sites.google.com/a/buildabridge.org/institute-online-library/arts-in-healing
.
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Wigram, T., Nygaard, I, & Bonde, L.O. A Comprehensive Guide to Music. A great overview on
music therapy is not limited to MT in the United States)
Loewy, J. V., Editor. Music Therapy and Pediatric Pain. Jeffrey Books, 1997. (Chapters 4,5,7)
Mcniff , Shaun. Art Heals : How Creativity Cures the Soul. Shambhala; Nov 2004
Malchiodi, C. A. The Soul’s Palette: Drawing on Art’s Transformative Powers for Health and
Well-Being. Shambhala; 2002
Kellermann, P. F. Sociodrama and Collective Trauma. Jessica Kingsley Publishers; 2007
BOAL, AUGUSTO. The Rainbow of Desire; The Boal Method of Theatre and Therapy.
Routledge; Jan 1995
Draper, M. The Nature of Music: Beauty, Sound, and Healing. Riverhead Books; 2001
Sickova-Fabrici, J. Basic Art Therapy. Terra Therapeutica, Bratislava; 2007.
Furth, G. M. The Secret World of Drawings: a Jungian Approach to Healing Through Art.
Inner City Books, 2002
Montello, L. Essential Music Intelligence: Using Music as Your Path to Healing, Creativity,
and Radiant Wholeness. Wheaton, IN: Guest Books, 2002.
Webb, N. B., Mass Trauma & Violence: Helping Families and Children Cope. The Guilford
Press; 2004
Jensen, E. Arts with the Brain in Mind. Association for Supervision and Curriculum
Development, Virginia; 2001
Graded Assignments:
Graded Assignments: Refer to Course Site for assignment details and rubrics
All course assignments are listed below and contained in detail on the course site. All assignments are
to be created in an online portfolio. Instructions for creating a portfolio and be found in this document
which also contains examples. Assignments will be shared with the class through the Google+
Community Page for review and comment. The final portfolio link should be uploaded to Blackboard
for grading, at the end of the term.
Evaluation in this class is based on student learning in areas identified under “Outcomes” and as
demonstrated by the following: 1) in-class participation (20%); 2) pre-residency papers (30%); 3) a
Manifestations of Hope chart for your art modality (20%); and 4) a final application project (30%).
1.
Name of Graded Assignment:
Course Outcome Fulfilled:
Grading Value:
Class Session(s) Due:
Class Creative Participation
Outcome 1, 3, 6
20% (20 of 100 points)
June 6, 2015
Description:
Syllabus
5
a.
b.
c.
d.
1.
Regarding in-class participation, while everyone is not equally verbal, participation is
indicated by contribution to the in-class group projects, experiences and activities; the
formation and asking of helpful questions, contribution to class discussions from a student’s
own life and work experiences; promptness; attentive and reflective posture; responsiveness
to materials being presented, and general alertness.
Reading of required texts completed prior to seminars/sessions. You can demonstrate this by
referring to the readings and viewings in the discussions. Ask questions. Make statements.
View PowerPoint and video from Dr. Gene Ann Behrens PRIOR to the residency.
Students should be prepared to present an in-class summary of one method or intervention
related to your art modality based on models from the Carey, Malchiodi or Sutton texts. Post
the outline or PowerPoint of your summary to the course Wiki under assignments PRIOR to
the Residency. Plan to do a brief demo of the technique as part of your in-class presentation.
Look for instructions under the assignment page.
Name of Graded Assignment:
Course Outcome Fulfilled:
Grading Value:
Class Session(s) Due:
Pre-Residency Critical Reflection Paper
1, 3, 5
30% (30 out of 100 points)
May 29, 2015 (just prior to the start of the June Residency)
Description:
Considering the theories, methods and strategies in the readings/viewings, how have you and
could you in the future, engage the arts in your own “healing?” Be specific about the role the
arts have played in your own on-going self-care. Complete the Caregiver Self-Care Reflective
Journal available on the course Wiki and include your “learning” and conclusions from the
Journal exercise in your paper. Bring the Journal with you to the residency.
The following are requirements for form and content:
●
●
●
In the upper left hand corner include your name, class name, date and assignment.
Label the paper with a title.
The paper(s) should be typed and double spaced; 11 or 12 point Times New Roman font only;
one inch margins only.
● Length: long enough to do a thorough job, but short enough to prevent meaningless verbiage.
● Grading is based upon: (30 total points):
a. 35% (10.5 points)-Adequate description, analysis, and reflection of the reading
b. 35% (10.5 points) Application to your context
c. 10% (3 point) -Grammatical Form (spelling, grammar and structure)
d. 20% (6 points) -Incorporation of text theory, concepts, terminology.
See rubric at end of syllabus
1.
Syllabus
Name of Graded Assignment:
Course Outcome Fulfilled:
Grading Value:
Class Session(s) Due:
“Manifestations of Hope” Chart
1,4
20% (20 out of 100 points)
June 28, 2015
6
Description
Students will complete a chart containing ideas and examples of how each component of hope
could be manifested in their art modality. (Template & model papers supplied on course Wiki)
1.
Name of Graded Assignment:
Course Outcome Fulfilled:
Grading Value:
Class Session(s) Due:
Final Application Project
1,2,3,4,6,7
30% (30 out of 100 points)
June 28, 2015
Description:
Each student will develop an art-making experience for a specific at-risk population/situation of
student’s choice or related to student’s current work context. The number of sessions or the time
period over which the experience is delivered can be determined by you, but should be specified.
The art-making experience should be developed as an intervention to meet the needs of
traumatized children in at least two goal areas suggested for intervention by non-therapists as
well as therapists (safe spaces, cognitive-perceptual skills, affective skills, behavioral skills,
social competence, self-efficacy, creativity). The art experience should also incorporate art as
metaphor for helping students/clients experience and increase feelings of Hope. Sessions must
emphasize at least two way-power and two willpower aspects of Hope and one of either
transcendence or connectedness, and should incorporate at least three (3) protective factors and
conditions that foster resilience. The overall quality of the experience will be judged by the
degree to which it reflects and utilizes the healing elements of creative arts (opportunity for selfexpression, symbolic re-creation, etc.) The art experience should be written in enough detail that
someone else is able to use it with little question.
The art experience description should be accompanied by a two-four page commentary to assist
anyone who would use the protocol, pointing out how aspects of Hope and protective factors
related to fostering resilience are intentionally incorporated in the art-making experience;
clarifying how the experience utilizes the healing elements of art-making; and how your
experiences meet needs in at least two of the goal areas suggested for intervention by nontherapists & therapists with children experiencing trauma. Be sure to specify the specific
population/situation of the group targeted by your experience, including summarizing
background information on the target population regarding their unique or specific needs. The
commentary should refer to the readings. Include your references (APA style) at the end of the
paper (not included in page count). Make sure to review the rubric included below for more
detail about what should be covered in your experience and commentary.
Criteria for Grading the Final Project (total 30 points): A grading rubric for this assignment is
included below.
Syllabus
7
Calculation of Final Grades:
ASSIGNMENT
Class Creative Participation
Pre-Residency Critical Reflection
Paper
Manifestations of Hope Chart
Final Application Project
Total
TOTAL POINTS
20 points
30 points
20 points
30 points
100 points
Penalties and Procedures for Late Submissions:
This is a one-credit course offered in an intense residency format. Lectures and group processes are
critical to developing a personal perspective on the subject matter. Therefore, there is little flexibility
for these residencies. For each day or part of a day missed your final grade will be lowered by one letter
grade. Late papers will not be accepted.
Grading Scale
96-100% of points possible =
92-95%
89-91
86-88%
83-85%
80-82%
75-79%
70-74%
69% and below
A
AB+
B
BC+
C
CF
Grade Standards
The following are the definitions of grade levels adopted by the faculty:
A Grade of A Represents
● (1) Superior understanding of course material and evidence of ability to analyze critically and
synthesize creatively. (2) Sound techniques of scholarship in all projects. (3) Creativity,
imagination, sound judgment, and intellectual curiosity in relating the course material to other
areas of intellectual investigation.
A Grade of B Represents
● (1) Understanding of course material; evidence of ability to produce viable generalizations and
insightful implications. (2) Understanding of techniques of scholarship in all projects. (3)
Sustained interest and the ability to communicate the ideas and concepts, which are part of the
subject matter of the course.
A Grade of C Represents
Syllabus
8
●
(1) Understanding of course material demonstrated by few errors in fact and judgment when
discussing the materials. (2) Competence in the techniques of scholarship. (3) Satisfaction of the
minimum stated requirements for the course in preparation, outside reading, and class
participation.
A Grade of F Represents
● (1) A lack of understanding of the course material demonstrated by many errors in fact and
judgment when discussing the material. (2) An inability to use sound techniques of scholarship.
(3) Failure to meet the standard and fulfill the requirements of the course.
I - Incomplete
W - Withdrawn
WF - Withdrawn Failing
P - Passing (A, B, C, or D work done)
NC - No Credit (Does not carry academic penalty)
Materials contained herein are the intellectual property of Eastern University, the instructor, course
designer, or external parties and are thus proprietary in nature. This syllabus represents an instructional
contract between the student, the instructor, and Eastern University. It serves as a basis for student and
instructor evaluations. Therefore, it should not be substantively altered without appropriate
communication among all parties.
Course Schedule
(This schedule may be amplified for the number of sessions scheduled for this course.)
Orientation to the course
Date
Purpose
Class Session 1
Date:
Session Preparation:
Session Topic(s):
Learning Outcomes:
Class Session 2
Date:
Session Preparation:
Session Topic(s):
Learning Outcomes:
Class Session 3
Date:
Session Preparation:
Syllabus
Monday, May 18, 2015 7:00PM-8:00PM
Introduction to the course and summary
June 6th
All required readings
Intro to Creative Arts Therapies: Music
1,2,3,5
June 6th
All required readings
Intro to Creative Arts Therapies: Visual Art
Healing Trauma & Body Shame
1,2,3,5
June 6th
All required readings
9
Session Topic(s):
Learning Outcomes:
Class Session 4
Date:
Session Preparation:
Session Topic(s):
Learning Outcomes:
Class Session 5
Date:
Session Preparation:
Session Topic(s):
Learning Outcomes:
Class Session 6
Date:
Session Preparation:
Session Topic(s):
Learning Outcomes:
Class Session 7
Date:
Session Preparation:
Session Topic(s):
Learning Outcomes:
Class Session 8
Date:
Session Preparation:
Session Topic(s):
Learning Outcomes:
Syllabus
Intro to Creative Arts Therapies: Visual Art
Healing Trauma & Body Shame
1,2,3,5
June 6th
All required readings & pre-assignments
Caregiver Goals, Facilitating Resilience &
Hope
1,2,3,4,5
June 7th
All required readings
Intro to Creative Arts Therapies: Guided
Imagery & Music
1,2,3,5
June 7th
All required readings
Intro to Creative Arts Therapies: Cultivating
Resilience through Creative Movement
1,2,3,5
June 7th
All required readings; pre-assignments
Neurobiology of Trauma & Arts
1,2,3,5
June 7th
All required readings & pre-assignments
Caregiver Goals, Facilitating Resilience &
Hope; Student Presentations
1,2,3,4,5
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Academic Policies
The following is not intended as a comprehensive restatement of the academic policies and procedures
of the Campolo College of Graduate and Professional Studies. Some material is excerpted from longer
statements printed in the CCGPS Catalog and the Catalog includes policies not noted here. The student
and instructor are referred to the Catalog for college-wide policies and to Student and Instructor
Handbooks of the programs or departments in which this course is offered for supplements or contextspecific definitions of those college-wide policies.
1.
Student Disability Policy: Notice to students with Physical or Learning Disabilities: In order to
be entitled to disability accommodations at Eastern University, students must submit a written
request to the Cushing Center for Counseling and Academic Support (CCAS) and be found
eligible for accommodations. In order to make an accommodation for this course, the professor
must receive a written request from CCAS. Disability accommodations are not retroactive and
will not be implemented until a request from CCAS is received. All accommodations must be
reactivated by the student prior to the beginning of each new academic session. For further
information, please go
to:http://www.eastern.edu/campus/academic_support_services/Disabilities.html
1.
Class Attendance Policy: This course consists of at least 14 hours of instructional time for each
credit awarded. Instructional time may include formal classroom instruction, virtual classroom
sessions, online discussion boards, small group activities, one-on-one interactions between a
student and the instructor, among other methods. Attendance at all scheduled sessions is
considered a critical element in the accomplishment of learning outcomes. Furthermore,
attendance records are maintained and are essential to comply with government regulations for
recipients of financial aid and assistance programs, as well as accreditation standards.
Class attendance for an online or hybrid course is defined as an online presence demonstrated by
active participation in all learning activities as required by the instructor. Failure to fulfill
requirements within the parameters of each session will result in the student being marked
absent.
1.
Assignment Deadlines: Assignments are due on time. Late work will not be accepted in any
class. Exceptions are rare and will be at the sole discretion of the faculty member.”
1.
Copies of Course Assignments: Students are responsible for retaining a copy(ies) of all
materials submitted for grading. If a paper or project is misplaced or lost in transition, the student
must provide a substitute copy upon request.
1.
Academic Dishonesty: The student is responsible to become familiar with acceptable standards
for research and documentation and to abide by them. The definition of academic dishonesty and
its penalties are defined and articulated in the CCGPS Catalog.
1.
Emergency and Crisis Information: In the case of an emergency event, we ask that all
community members use their best judgment. We also recommend that each member of this
Syllabus
11
community become familiar with emergency procedures. Call Campus Security at 610-341-1737
for emergencies on the St. Davids campus or building security or local police at other locations.
1.
Syllabus
Inclement Weather: Decisions to cancel class due to inclement weather will be made by 3:30
p.m. on a weekday and 6:00 a.m. on Saturdays. Use your own judgment regarding travel
conditions from your area. If you determine that it is unsafe to travel and the class has not been
cancelled, CCGPS or departmental attendance policies will apply. If the University is closed or
classes are delayed due to inclement weather, there are several convenient ways for you to stay
informed:
● The CCGPS Information Bulletin Board. Please call 1-800-732-7669 and press 2
● The Eastern University Website: School closing information can be seen at
www.eastern.edu by clicking on “School Closing Info” under the “EU Quick Links”
drop-down menu at the top of the page.
● Radio: A radio announcement will be made on KYW news radio, 1060 AM (our main
campus school closing number—1207--is listed in Delaware County; our Falls
Center/3300 Henry Avenue school closing number is 1045). The Falls Center’s main
phone number: 215-769-3100
12
Rubric for Evaluation of Pre-Residency Critical Reflection Paper: Narrative (30 points)
Please copy this page and attach to the cover of each pre-residency paper/assignment.
Name _____________________________________
Date____________________
Element
Exceeds
Standards
Meets
Standards
Below
Standard
Well below
Standard
Grammatical
Format (10%
of points – 3
pts.)
(including
spelling,
sentence
structure,
nounverb
agreement,
paragraph
structure, etc.)
paper free of
errors in this
category
paper mostly
free of errors
in this
category; an
occasional (1
or 2) minor
infractions
paper exhibits
several (3-5)
minor and/or
major
infractions in
this category
paper exhibits
numerous
(more than 5)
infractions in
this category
Adequate
Description
(35% of points
– 10.5 pts.)
Many
sentences
devoted to
description of
topic (change
in approaches)
Some
sentences
devoted to
description of
topic (change
in approaches)
Only a few
sentences
devoted to
description of
topic (change
in approaches)
Little or no
sentences
devoted to
description of
topic (change
in approaches)
9.5 - 10.5
points
8.0 – 9.4
5-7.9 points
0 -4.9 point
Many
sentences
devoted to
application of
topic to
individual
context
Some
sentences
devoted to
application of
topic to
individual
context
Only a few
sentences
devoted to
application of
topic to
individual
context
Little or no
sentences
devoted to
application of
topic to
individual
context
9.5-10.5 points
8.0 – 9.4
5-7.9 points
0 -4.9 point
5 or more
readings/viewi
ngs referenced
At least 4
readings/viewi
ngs referenced
2-3
readings/viewi
ngs referenced
6 points
1 or none of
the
readings/viewi
ngs referenced
5-5.9
3-4.9 points
Application to
Context (35%
of points –
10.5 pts.)
Incorporation
of material
from assigned
texts (20% of
points – 6 pts.)
Syllabus
3 point
Comment/Poin
ts
0 points
1 points
2.5 points
13
Caregiver
Self-Care
Journal
Learnings
3 or more
journal Q’s
integrated or
referenced
2 or more
journal Q’s
integrated or
referenced
1 or more
journal Q’s
integrated or
referenced
0 -2.9 point
Journal
responses not
integrated or
referenced
Grade/Score _________
Comments:
POINT
VALUES
Way-power
elements
(Goals/worka
ble routes to
goals,
Activity,
Realism)
Willpower
elements
Syllabus
Art Experience & Commentary Rubric: (30 points)
3
2
1
0
Exceeds
Meets
Below
Well Below
Standards
Standards
Standards
Standards
2 elements
mentioned
and correctly
incorporated
per
explanation
2 elements
mentioned but
incorporation
or explanation
are somewhat
lacking
2 elements
mentioned
2 elements
mentioned but
2 elements
mentioned but
no
incorporation;
OR only 1
element
mentioned and
correctly
incorporated
per explanation
2 elements
mentioned but
T
ot
al
S
c
or
e/
C
o
m
m
e
nt
s
1 element
present but
incorporation
or
explanation
is of
questionable
quality
1 element
present but
14
(initiating,
intentionality
, future
orientation,
positive
expectation)
Transcenden
ce or
Connectedne
ss
Protective
Factors (safe
space,
structured
discipline,
opp. for pos.
social
involvement;
pos. peers;
caring adults;
conflict res;
exp. success,
comm. to
sch)
Conditions
that foster
resilience are
evident
Population
Syllabus
and correctly
incorporated
per
explanation
incorporation
or explanation
are somewhat
lacking
no
incorporation;
OR only 1
element
mentioned and
correctly
incorporated
per explanation
1 element
present; no
explanation or
explicit mention
incorporation
or
explanation
is of
questionable
quality
1 element
mentioned &
correctly
incorporated
per
explanation
3 or more
protective
factors
present and
effectively
incorporated
per
explanation
1 element
mentioned;
questionable
incorporation
or explanation
2-3 protective
factors present
and effectively
incorporated
per
explanation
2 factors
mentioned but
no real
incorporation;
OR only 1
factor present
and correctly
incorporated
per explanation;
or factors
present but no
mention or
discussion
1 factor
present but
incorporation
or
explanation
is of
questionable
quality; non
present
Statement(s)
present that
relate hope to
the four
“resiliency
research”
points or the
3
International
Resilience
factors (I
have, am,
can)
Population
identified;
Statement(s)
present but
only
somewhat
effectively
relates to 2 of
the 4
resiliency
research points
or 3 Int’l
factors
Statement
present but
explanation of
relationship
incomplete; or
relates to only 1
resiliency
research point
Statement is
present but of
poor or
questionable
quality;
relates
vaguely to
resilience
research
points.
Population
identified;
Population
identified;
Population
identified not
Not present
15
Metaphor
Intervention
Goal Areas
(Providing
safe spaces,
cognitiveperceptual,
affectivesensory or
behavioral
responses)
Art
experience
written for
ease of
replication
Syllabus
significant
background
information
provided.
Art modality/
experience
very
appropriate
to needs of
target
population
some
background
information
provided.
Art modality/
experience
moderately
appropriate to
needs of target
population
minimal
background
information
provided.
Art modality/
experience
somewhat
appropriate to
needs of target
population
identified OR
not
background
information.
Art modality/
experience
not at all
appropriate
to needs of
target
population
Incorporates
a strong and
clear
metaphor for
elements of
hope &
healing
Experience
description
clearly
describes
how the
experience
meets
therapeutic
needs in two
goal areas
Incorporates
moderately
strong and
fairly clear
metaphor
Incorporates a
metaphor that
lacks strength
and clarity
Experience
description
moderately/fai
rly clear for
how the
experience
meets
therapeutic
needs in two
goal areas
Art
experience
description
written with
great detail
for others to
be able to use
it with little
question
Art experience
description
written with
moderate
detail for
others to be
able to use it
with some
question
Experience
description
describes how
the experience
meets
therapeutic
needs in one
goal area; or
minimally
describes how it
meets two
areas.
Art experience
description
written with fair
detail; others
able to use it
with
considerable
question
Metaphor not
present or
present but
poorly
formed and
poor tie-in to
hope.
Experience
description
for how it
meets needs
in any goal
areas is
inadequate or
missing.
Art
experience
description
written with
poor detail
for others;
unable to use
it without
much
16
explanation
Overall Quality of the Art Experience to
Heal: Does it:
1. Allow symbolic re-creation of
events?
2. Allow reconnection of mind &
body?
3. Give opportunity for selfexpression & catharsis?
4. Provide growth opportunities in
personal & social development?
5. Provide sense of
belonging/connection?
6. Offer experiences of play & joy?
7. Foster resilience?
3
2
1
0
Experienc
e meets 5
of 7
healing
aspects
Experien
ce meets
4 of 7
healing
aspects
Experien
ce meets
2 of 7
healing
elements
Experien
ce meets
only 1 or
no
healing
elements
S
c
o
r
e
/
C
o
m
m
e
n
t
Materials contained herein are the intellectual property of Eastern University, the instructor, course
designer, or external parties and are thus proprietary in nature. This syllabus represents an instructional
contract between the student, the instructor, and Eastern University. It serves as a basis for student and
instructor evaluations. Therefore, it should not be substantively altered without appropriate
communication among all parties.
Syllabus
17
Syllabus
18