In the context of new media art, the intrinsic interplay of disciplines poses constant learning challenges to the artists, as it requires a continuous acquisition and reconfiguration of knowledge. This article seeks to understand to what extent knowledge processes of creation, transfer and adoption contribute to the creative collaborative outcomes of new media artists, by investigating: i) explicit and tacit knowledge flows of new media artists; ii) strategies for knowledge creation, transfer and adoption; iii) contexts in which these processes are facilitated. Based on qualitative methods, findings indicate that the way in which artists learn and interact is related to their personality; values such as openness, curiosity, respect or trust shape the context for a shared interest in knowledge creation, adoption, and exchange. A holistic approach to knowledge-creating place (‘Ba’) contributes to understanding the fluid contexts in which creative processes occur.
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A social media architect is an appealing new profession that entails crossovers between communication and IT & Design. There are no study programmes for this job. Important questions are how to interest secondary school pupils for such a new job, and how to prepare them for these jobs or jobs that do not even exist today? This research aims to set an example by presenting a realistic job profile of a social media architect by linking the ‘21st century skills’ to the context in which he/she operates.
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Een van de belangrijkste ontwikkelingen in het onderwijs is het gebruik van nieuwe kennismedia: media voor het genereren, begrijpen en delen van kennis. Denk aan social media, serious gaming, apps, tablets en smartphones. De grote vraag is: hoe ga je als school om met deze mediaontwikkelingen? In dit whitepaper presenteren we de roadmap van ons onderzoek naar de educatieve implementatie van de iPad (Engelstalig document)
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In clinical practice, formal elements of art products are regularly used in art therapy observation to obtain insight into clients’ mental health and provide directions for further treatment. Due to the diversity of formal elements used in existing studies and the inconsistency in the interpretation, it is unclear which formal elements contribute to insight into clients’ mental health. In this qualitative study using Constructivist Grounded Theory, eight art therapists were interviewed in-depth to identify which formal elements they observe, how they describe mental health and how they associate formal elements with mental health. Findings of this study show that art therapists in this study observe the combination of movement, dynamic, contour and repetition (i.e., primary formal elements) with mixture of color, figuration and color saturation (i.e., secondary formal elements). Primary and secondary elements interacting together construct the structure and variation of the art product. Art therapists rarely interpret these formal elements in terms of symptoms or diagnosis. Instead, they use concepts such as balance and adaptability (i.e., self-management, openness, flexibility, and creativity). They associate balance, specifically being out of balance, with the severity of the clients’ problem and adaptability with clients’ strengths and resources. In the conclusion of the article we discuss the findings’ implications for practice and further research.
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Many affective experiences and learning processes including attachment patterns from early developmental phases manifest during psychotherapy. The first 15 min in art therapy can potentially reveal clients’ preferred ways of processing information or Expressive Therapies Continuum components, attachment patterns in the material handling process, and emotion regulation strategies during art making. This article discusses how, through clients’ choice of materials and manner of interaction with those materials, information about attachment patterns and preferred emotion regulation is available in art therapy. Paying close attention to the first image and material interaction provides crucial information that will guide the goals and course of art therapy. Two case vignettes demonstrate that within the first 15 min of art therapy information is readily gathered about attachment styles, Expressive Therapies Continuum components, emotion regulation, and the course of art therapy.
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Background: Art therapy (AT) is frequently offered to children and adolescents with psychosocial problems. AT is an experiential form of treatment in which the use of art materials, the process of creation in the presence and guidance of an art therapist, and the resulting artwork are assumed to contribute to the reduction of psychosocial problems. Although previous research reports positive effects, there is a lack of knowledge on which (combination of) art therapeutic components contribute to the reduction of psychosocial problems in children and adolescents. Method: A systematic narrative review was conducted to give an overview of AT interventions for children and adolescents with psychosocial problems. Fourteen databases and four electronic journals up to January 2020 were systematically searched. The applied means and forms of expression, therapist behavior, supposed mechanisms of change, and effects were extracted and coded. Results: Thirty-seven studies out of 1,299 studies met the inclusion criteria. This concerned 16 randomized controlled trials, eight controlled trials, and 13 single-group pre–post design studies. AT interventions for children and adolescents are characterized by a variety of materials/techniques, forms of structure such as giving topics or assignments, and the use of language. Three forms of therapist behavior were seen: non-directive, directive, and eclectic. All three forms of therapist behavior, in combination with a variety of means and forms of expression, showed significant effects on psychosocial problems. Conclusions: The results showed that the use of means and forms of expression and therapist behavior is applied flexibly. This suggests the responsiveness of AT, in which means and forms of expression and therapist behavior are applied to respond to the client's needs and circumstances, thereby giving positive results for psychosocial outcomes. For future studies, presenting detailed information on the potential beneficial effects of used therapeutic perspectives, means, art techniques, and therapist behavior is recommended to get a better insight into (un)successful art therapeutic elements.
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Formal elements are often used in art therapy assessment. The assumption is that formal elements are observable aspects of the art product that allow reliable and valid assessment of clients’ mental health. Most of the existing art therapy assessment instruments are based on clinical expertise. Therefore, it is not clear to what degree these instruments are restricted to formal elements. Other aspects might also be included, such as clinical expertise of the therapist. This raises the question of whether and how formal elements as observable aspects of the art product are related to clients’ mental health. To answer this question, four studies are presented that look at: (1) a meta-theoretical description of formal elements; (2) operationalization of these formal elements so they can be analyzed reliably in clients’ art products; (3) establishment of reliable and clinically relevant formal elements; (4) the relationship between formal elements and adult clients’ mental health. Results show that the combination of the formal elements “movement,” “dynamic,” and “contour” are significantly interrelated and related to clients’ mental health, i.e., psychopathology, psychological flexibility, experiential avoidance, and adaptability. These findings give insight in the diagnostic value of art products and how they may add to clients’ verbal expression and indicate their potential to benefit from therapy.
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Research showed that more than 30% of patients with Posttraumatic Stress Disorder (PTSD) do not benefit from evidence- based treatments: Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) or Eye Movement Desensitization and Reprocessing (EMDR). These are patients with prolonged and multiple traumatization, with poor verbal memory, and patients with emotional over-modulation. Retelling traumatic experiences in detail is poorly tolerated by these patients and might be a reason for not starting or not completing the recommended treatments. Due to lack of evidence, no alternative treatments are recommended yet. Art therapy may offer an alternative and suitable treatment, because the nonverbal and experiential character of art therapy appears to be an appropriate approach to the often wordless and visual nature of traumatic memories. The objective of this pilot study was to test the acceptability, feasibility, and applicability of trauma-focused art therapy for adults with PTSD due to multiple and prolonged traumatization (patients with early childhood traumatization and refugees from different cultures). Another objective was to identify the preliminary effectiveness of art therapy. Results showed willingness to participate and adherence to treatment of patients. Therapists considered trauma-focused art therapy feasible and applicable and patients reported beneficial effects, such as more relaxation, externalization of memories and emotions into artwork, less intrusive thoughts of traumatic experiences and more confidence in the future. The preliminary findings on PTSD symptom severity showed a decrease of symptoms in some participants, and an increase of symptoms in other participants. Further research into the effectiveness of art therapy and PTSD is needed.
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Dit artikel presenteert de resultaten van een discursief psychologische analyse van geruchtvorming op social media. De analyse van Twitterberichten die zijn geplaatst tijdens de zoektocht naar twee vermiste kinderen heeft tot doel inzicht te verwerven in de manier waarop geruchten zich ten tijde van crisissituaties op social media ontwikkelen. In this article we present the results of our analysis of rumour construction on social media from a discursive psychological perspective. The analysis of tweets during a search for two missing kids aims to provide insight into the way rumours develop on social media during a crisis situation, as well as the interactional and rhetorical aspects of rumour construction.
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In the autumn of 2009, a group of exchange students in the University of Applied Sciences of Utrecht got a task to make a research project on the current situation of Social Media. The group consisted of 5 people with really different backgrounds and opinions. Two Finnish, one Austrian, one Belgian and one Taiwanese put their heads together to explore the enormous world of Social Media. In this paper, Social Media stands for Online Social Media in other words: websites that allow people to communicate with each other, share opinions and ideas, public or semi-public profiles for the users and possibility to view those profiles. Most known examples of Social Media at this moment (2010) would be Facebook, MySpace, YouTube, Flickr, flixter, LinkedIN, Tagged, Twitter and Plurk. There are hundreds and hundreds more of Social Media websites and each of them has its own purpose and idea. Some of them concentrate on one topic or subject and some websites are more expanded. Most of the Social Media websites give the opportunity to their users to upload pictures, videos and other data but the most important thing is that social media allow people to communicate ‘one-to-many and many-to-one’ and not as the old fashion media ‘one-way communication’ only.
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