Expressive Arts and Mindfulness: Aiding Adolescents in Understanding and Managing Their Stress

References

• Abbott, K. A., Shanahan, M. J., & Neufeld, R. W. J. (2013). Artistic tasks outperform non-artistic tasks for stress reduction. Art Therapy: Journal of the American Art Therapy Association, 30, 71–78. doi:10.1080/07421656.2013.787214
   Google Scholar
• American Psychological Association. (2014). Stress in America 2013 highlights: Are teens adopting adults’ stress habits? Retrieved from http://www.apa.org/news/press/releases/stress/2013/highlights.aspx
   Google Scholar
• Aschbacher, K., O’Donovan, A., Walkowitz, O. M., Dhabhar, F. S., Su, Y., & Epel, E. (2013). Good stress, bad stress and oxidative stress: Insights from anticipatory cortisol reactivity. Psychoneuroendocrinology, 39, 1698–1708. doi:10.1016/j.psyneuen.2013.02.004
   Google Scholar
• Biegel, G. M., Brown, K., Shapiro, S. L., & Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 77, 855–866. doi:10.1037/a0016241
   PubMed Web of Science ®Google Scholar
• Bradley, L., Hendricks, C. B., & Crews, C. (2009). Expressive techniques: Counseling interventions for children and adolescents. In A. Vernon (Ed), Counseling children and adolescents (4th ed., pp. 83–122). Denver, CO: Love Publishing.
   Google Scholar
• Burdick, D. E. (2013). Mindfulness skills workbook for clinicians and clients: 111 tools, techniques, activities & worksheets. Eau Claire, WI: PESI.
   Google Scholar
• Clinic, M. (2012). Social Support: Tap this tool to beat stress. Retrieved from https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/social-support/art-20044445
   Google Scholar
• Coholic, D., Lougheed, S., & Lebreton, J. (2009). The helpfulness of holistic arts-based group work with children living in foster care. Social Work with Groups, 32(1), 29–46. doi:10.1080/01609510802290966
   Google Scholar
• Depression Anxiety Stress Scales (DASS, 2013). Retrieved from http://www.psy.unsw.edu.au/dass/
   Google Scholar
• Eiland, L., & Romeo, R. D. (2013). Stress and the developing adolescent brain. Neuroscience, 249, 162–171. doi:10.1016/j.neuroscience.2012.10.048
   PubMed Web of Science ®Google Scholar
• Espada, J., Gonzálvez, M., Orgilés, M., Carballo, J., & Piqueras, J. (2012). Validation of the general self-efficacy scale with spanish adolescents (English). Electronic Journal of Research in Educational Psychology, 10, 355–370. Retrieved from http://www.investigacion-psicopedagogica.org/revista/articulos/26/english/Art_26_663.pdf
   Google Scholar
• General self-efficacy scale (GSE, 2012). Retrieved from http://userpage.fu-berlin.de/~health/selfscal.htm
   Google Scholar
• Girdano, D., Dusek, D. E., & Everly, G. S., Jr. (2013). Controlling stress and tensions (9th ed.). Boston, MA: Pearson.
   Google Scholar
• Gladding, S. T. (2006a). Drama and counseling. In S. Gladding (Ed.), Counseling as an art: The creative arts in counseling (4th ed., pp. 135–154). Alexandria, VA: American Counseling Association.
   Google Scholar
• Gladding, S. T. (2006b). History of, rationale for, and benefits of using the arts in counseling. In S. Gladding (Ed.), Counseling as an art: The creative arts in counseling (4th ed., pp. 1–19). Alexandria, VA: American Counseling Association.
   Google Scholar
• Henry, J. D., & Crawford, J. R. (2005). The short-form version of the depression anxiety stress scales (DASS-21): Construct validity and normative data in a large non-clinical sample. British Journal of Clinical Psychology, 44, 227–239. doi:10.1348/014466505X29657
   PubMed Web of Science ®Google Scholar
• Herrman, J. (2005). The teen brain as a work in progress: Implications for pediatric nurses. Pediatric Nursing, 31, 144–148.
   PubMedGoogle Scholar
• Lau, N., & Hue, M. (2011). Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: Well-being, stress and depressive symptoms. International Journal of Children’s Spirituality, 16(4), 315–330. doi:10.1080/1364436X.2011.639747
   Web of Science ®Google Scholar
• Leganger, A., Kraft, P., & Røysamb, E. (2000). Perceived self-efficacy in health behavior research: Conceptualization, measurement and correlates. Psychology and Health, 15, 51–69. doi:10.1080/08870440008400288
   Web of Science ®Google Scholar
• Lovibond, S. H., & Lovibond, P. F. (1995). Manual for the depression anxiety stress scales (2nd ed.). Sydney, Australia: Psychology Foundation.
   Google Scholar
• Luszczynska, A., Scholz, U., & Schwarzer, R. (2005). The general self-efficacy scale: Multicultural validation studies. The Journal of Psychology, 139, 439–457. doi:10.3200/JRLP.139.5.439-457
   PubMed Web of Science ®Google Scholar
• Malchiodi, C. A. (2005). Expressive therapies: History, theory, and practice. In C. A. Malchiodi (Ed.), Expressive therapies (pp. 1–15). New York, NY: Guilford.
   Google Scholar
• Ng, F., Trauer, T., Seetal, D., Callaly, T., Campbell, S., & Berk, M. (2007). The validity of the 21-item version of the depression anxiety stress scales as a routine clinical outcome measure. Acta Neuropsychiatrica, 19, 304–310. doi:10.1111/j.1601-5215.2007.00217.x
   PubMed Web of Science ®Google Scholar
• Paperhand Puppet Intervention. (n.d.). Retrieved December 26, 2017, from http://www.paperhand.org/
   Google Scholar
• Parker-Pope, T. (2008, April 29). The high cost of college, before you even apply. The New York Times, p. F5.
   Google Scholar
• Persons, R. W. (2009). Art therapy with serious juvenile offenders: A phenomenological study. International Journal of Offender Therapy and Comparative Criminology, 53, 433–453. doi:10.1177/0306624X08320208
   PubMed Web of Science ®Google Scholar
• Pitre, N., Stewart, S., Adams, S., Bedard, T., & Landry, S. (2007). The use of puppets with elementary school children in reducing stigmatizing attitudes towards mental illness. Journal of Mental Health, 16, 415–429. doi:10.1080/09638230701299160
   Google Scholar
• Pretorious, G., & Pfiefer, N. (2010). Group art therapy with sexually abused girls. South African Journal of Psychology, 40, 63–73. doi:10.1177/008124631004000107
   Web of Science ®Google Scholar
• Rahdar, A., & Galvan, A. (2014). The cognitive and neurobiological effects of daily stress in adolescents. Neuroimage, 92, 267–273. doi:10.1016/j.neuroimage.2014.02.007
   PubMed Web of Science ®Google Scholar
• Robinson, P. J., & Reiter, J. T. (2013). Behavioral consultation and primary care: A guide to integrating services. New York, NY: Springer.
   Google Scholar
• Scherbaum, C. A., Cohen-Charash, Y., & Kern, M. J. (2006). Measuring general self-efficacy: A comparison of three measures using item response theory. Educational and Psychological Measurement, 66, 1047–1063. doi:10.1177/0013164406288171
   Web of Science ®Google Scholar
• Schinke, S., Jansen, M., Kennedy, E., & Shi, Q. (1994). Reducing risk taking behavior among vulnerable youth: An intervention outcome study. Family and Community Health, 16, 49–56. doi:10.1097/00003727-199401000-00008
   Google Scholar
• Schmidt, T. (1994). Changing families: A group activities manual for middle and high school students from separated, divorced, single-parent families or stepfamilies. Center City, MN: Johnson Inst.
   Google Scholar
• Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35–37). Windsor, England: NFER-NELSON.
   Google Scholar
• Sibinga, E. S., Kerrigan, D., Stewart, M., Johnson, K., Magyari, T., & Ellen, J. M. (2011). Mindfulness-based stress reduction for urban youth. Journal of Alternative and Complementary Medicine, 17, 213–218. doi:10.1089/acm.2009.0605
   PubMed Web of Science ®Google Scholar
• Sutherland, J., Waldman, G., & Collins, C. (2010). Art therapy connection: Encouraging troubled youth to stay in school and succeed. Art Therapy: Journal of the American Art Therapy Association, 27, 69–74. doi:10.1080/07421656.2010.10129720
   Google Scholar
• Synovitz, L. B. (1999). Using puppetry in a coordinated school health program. Journal of School Health, 69, 145–147. doi:10.1111/j.1746-1561.1999.tb04172.x
   PubMed Web of Science ®Google Scholar
• Szabó, M. (2010). The short version of the depression anxiety stress scales (DASS-21): Factor structure in a young adolescent sample. Journal of Adolescence, 33, 1–8. doi:10.1016/j.adolescence.2009.05.014
   PubMed Web of Science ®Google Scholar
• Tarabochia, D. S. (2013). A comprehensive stress education and reduction program utilizing a well-being model: Incorporating the ASCA student standards. Journal of School Counseling, 11(6). Retrieved from https://files.eric.ed.gov/fulltext/EJ1012304.pdf
   Google Scholar
• Vernon, A., & Clemente, R. (2005). Assessment and intervention with children and adolescents: Developmental and multicultural considerations. Alexandria, VA: American counseling Association.
   Google Scholar