633
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

Reaching out to the disaffected: mindfulness and art therapy for building resilience to violent extremism

Pages 39-51 | Received 07 Nov 2017, Accepted 25 Nov 2017, Published online: 02 Mar 2018

References

  • Aly, A. (2011). Terrorism and global security: Historical and contemporary perspectives. South Yarra: Palgrave Macmillan.
  • Aly, A., Taylor, E., & Karnovsky, S. (2014). Moral disengagement and building resilience to violent extremism: An education intervention. Studies in Conflict & Terrorism, 37(4), 369–385.
  • Australian Institute for Family Studies. (2013, June). Rarely an isolated incident: Acknowledging the interrelatedness of child maltreatment, victimisation and trauma. Retrieved November 9, 2017 from https: aifs.gov.au/cfca/publications/rarely-isolated-incident-acknowledging-interrelatedn/child-maltreatment-victimisation
  • Bancroft, L. (2004). When dad hurts mom. New York, NY: Berkley.
  • Bandura, A. (2002). Selective moral disengagement in the exercise of moral agency. Journal of Moral Education, 31(2), 101–119.
  • Burgen, S. (2017, August 23). The guardian – Australian edition. Retrieved August 23, 2017 from https://www.theguardian.com/world/2017/aug/22/spain-terror-suspect-mohamed-houli-tells-court-cell-planning-bigger-attack
  • Campbell, E. (2017). Greater good magazine: Science-based insights for a meaningful life. Retrieved October 4, 2017 from Research Round-Up: Mindfulness in Schools: https://greatergood.berkeley.edu/article/item/research_round_up_school_based_mindfulness_programs
  • Clayton, C., Ballif-Spanvill, B., & Hunsaker, M. D. (2001). Preventing violence and teaching peace: A review of promising and effective antiviolence, conflict-resolution, and peace programs for elementary school children. Applied & Preventive Psychology, 10(1), 1–35.
  • Coholic, D. (2011). Exploring the feasibility and benefits of arts-based mindfulness-based practices with young people in need: Aiming to improve aspects of self-awareness and resilience. Child Youth Care Forum, 40, 303–317.
  • Coholic, D., Eys, M., & Lougheed, S. (2012). Investigating the effectiveness of an arts-based and mindfulness-based group program for the improvement of resilience in children in need. Journal of Child & Family Studies, 21, 833–844.
  • Csikszentmihalyi, M. (2008). Flow: The psychology of optimal experience. New York, NY: Harper Collins.
  • Davies, L. (2010). The different faces of education in conflict. Development, 53(4), 491–497.
  • Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2), 161–166.
  • Grof, S., & Grof, C. (Eds.). (1989). Spiritual emergency: When personal transformation becomes a crisis. New York, NY: Jeremy P. Tarcher/Putnam.
  • Harris, R. (2008). The happiness trap: How to stop struggling and start living. Boston, MA: Trumpeter.
  • Henderson, N. (2012). Resilience in schools and curriculum design. In M. Ungar (Ed.), The social ecology of resilience (pp. 297–306). New York, NY: Springer Science-Business Media.
  • Huitt, W. G. (2007). Maslow’s hierarchy of needs. Retrieved November 3, 2017 from Educational Psychology Interactive: http://www.edpsychinteractive.org/topics/regsys/maslow.html
  • Hunter, M. R. (2012). Reflection of body image in art therapy: Exploring self through metaphor and multi-media. London: Jessica Kingsley.
  • Johnson, S. M., & Whiffen, V. E. (2003). Attachment processes in couple and family therapy. New York, NY: The Guildford Press.
  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156.
  • Kalekin-Fishman, D., & Langman, L. (2015). Alienation: The critique that refuses to disappear. Current Sociology Review, 63(6), 916–933.
  • Kalmanowitz, D. (2016). Inhabited studio: Art therapy and mindfulness, resilience, adversity and refugees. International Journal of Art Therapy, 21, 75–84.
  • King, M., & Taylor, D. M. (2011). The radicalisation of homegrown jihadists: A review of theoretical models and social psychological evidence. Terrorism and Political Violence, 23, 602–622.
  • Kirp, D. L. (2014, January 12). Meditation transforms roughest San Francisco schools. Retrieved October 4, 2017 from San Francisco Gate: http://www.sfgate.com/opinion/openforum/article/Meditation-transforms-roughest-San-Francisco-5136942.php
  • Lahad, M., Shacham, M., & Ayalon, O. (Eds.). (2013). The ‘Basic Ph’ model of coping and resiliency: Theory, research and cross-cultural application. London: Jessica Kingsley.
  • Linehan, M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York, NY: The Guilford Press.
  • Malchiodi, C. A. (2012). Handbook of art therapy (2nd ed.). New York, NY: The Guildford Press.
  • Miller, G. (2012). Art therapy with adolescents. In C. A. Malchiodi (Ed.), The art therapy handbook (2nd ed., pp. 241–257). New York, NY: The Guildford Press.
  • Needs, G. (2012). Art therapy: Foundation and form. Seacliff Park: InsideArts.
  • Newman, B. M., & Newman, P. R. (2001). Group identity and alienation: Giving the we its due. Journal of Youth and Adolescence, 30(5), 515–538.
  • Pauwels, L., & De Waele, M. (2014). Youth involvement in politically motivated violence: Why do social integration, perceived legitimacy, and perceived discrimination matter? International Journal of Conflict and Violence, 8(1), 134–153.
  • Schils, N., & Pauwels, L. J. (2016). Political violence and the mediating role of violent extremist propensities. Journal of Strategic Security, 9(2), 70–91.
  • Seeman, M. (1959). On the meaning of alienation. American Sociological Review, 24(6), 783–791.
  • Segal, Z. V., Williams, J. M., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New York, NY: The Guilford Press.
  • Settelmaier, E. (2009). ''Adding zest' to science education: transforming the culture of science classrooms through ethical dilemma story pedagogy. Saarbrucken: VDM.
  • Taylor, E. (2016). Mindfulness and flow in transpersonal art therapy: An excavation of creativity. In M. Powietrzynska & K. Tobin (Eds.), Mindfulness and educating citizens for everyday life (pp. 27–48). Rotterdam: Sense.
  • Taylor, E. (2017). Recovery from eating disorders and child sexual abuse: Enhancing personal sustainability through mindfulness-based, transpersonal art therapy. In M. Powietrzynska & K. Tobin (Eds.), Weaving complementary knowledge systems and mindfulness to educate a literate citizenry for sustainable and healthy lives (pp. 371–386). Rotterdam: Sense.
  • Taylor, E., Taylor, P., Karnovsky, S., Aly, A., & Taylor, N. (2017). “Beyond Bali”: A transformative education approach for developing community resilience to violent extremism. Asia Pacific Journal of Education, 37(2), 193–204.
  • Thich Nhat Hanh. (2008). The miracle of mindfulness: The classic guide to meditation by the world’s most revered master. London: Rider.
  • Ungar, M., Brown, M., Liebenberg, L., Cheung, M., & Levine, K. (2008). Distinguishing differences in pathways to resilience among Canadian youth. Canadian Journal of Community Mental Health, 27, 1–13.
  • United Nations General Assembly. (2006, September 8). The united nations global counter-terrorism strategy. Retrieved August 8, 2017 from https://www.un.org/counterterrorism/ctitf/en/un-global-counter-terrorism-strategy
  • Veenkamp, I., & Zeiger, S. (n.d.). Countering violent extremism: Program and policy approaches to youth through education, families and communities. Retrieved April 16, 2017 from http://s3.amazonaws.com/inee-assets/resources/D._INEE_Round_Table_Background_Reading__FINAL_Veenkamp_Zeiger_Youth_CVE_NATO_ARW.pdf
  • Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York, NY: Teachers College Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.