Room 3-100 Career Development and Recovery: Perspectives of Individuals living with Psychiatric Disabilities (A)
Uma Millner, Sue Motulsky, Richard Love, Amanda Nutton, August Ashbaker, and Courtney Dunne
Work and career are essential to the recovery from mental illness. Historically, treatment of symptoms has been prioritized over community living, citizenship, and work. Framed within the emerging intersection of vocational psychology and psychiatric rehabilitation, our project seeks to explore connections between work, identity, and mental health experiences. By gathering narratives from this population, we hope to contribute to a greater understanding of the role of work and career in the recovery process.
Room 3-100 Neurotypical Normativity: Ethics at Intersection of Neurodiversity, Counseling, & Expressive Arts Therapy (B)
This work explores the intersection of counseling education, clinicians-in-training, and neurodiverse clients. Furthermore, it introduces the term, “neurotypical normativity,” to name a deeply embedded bias operating within the mental health profession which disenfranchises individuals with developmental disabilities from accessing psychological treatment. This presentation seeks to initiate an ethical call for therapeutic sensitivity to neurodiversity in order to promote the creation of creative, adaptive, and truly person-centered approaches to the clinical relationship.
Room 3-087 Tending the Fire: Exploration of Transformation through Living Inquiry and Everyday Alchemy
This creative performance presents an Artist-Teacher-Researcher’s exploration of transformation through collage and mixed media. My art emerges in a borderland epistemology that explores the concept of the individuating Self at the edges of knowing and meaning-making. Tending the Fire is an autoethnographic living inquiry in which a path is forged to authenticity through color, shape, texture, and sound. I am tending the fires of Everyday Alchemy, through which I distill value to educators and adult learners.
Room 3-094 The Girlhood Project 2.0: Emerging Scholars Deconstructing Girlhood, Challenging Norms, Centering Intersectionality
Panel: Leidy D. Aviles, Rianne Elsadig, Puja Kranz-Howe, Shaniah Bartlett, Rachel Davis, Georgia Wyman, Anais Ramos Fajardo, and Sydney Mansfield
In this session, presenters introduce The Girlhood Project’s approach to feminist leadership development. To engage the audience in their own work, as well as the overall work of Girlhood, we lead the audience in an activity regarding themes of intersectionality and feminist praxis. Together we examine our individual and collective positions within structures of power and oppression and how, through the use of girls’ groups, we seek to challenge and dismantle those structures.
Room 3-098 Social Justice as Praxis: Grounding Doctoral Dissertation Research through Critical Reflexivity
Panel: Peiwei Li, Sue L. Motulsky, Serena Cardoso, Meredith Edelstein, Brandon Jones, Maura McCullough, Carla Rosinski, Audrey Ryan, and Sarah Schwerdel
This panel features a group of doctoral students’ engagement with researchers’ critical reflexivity. Through a wide range of empirical contexts, they wrestle with the meaning of “social justice” as they navigate respective dissertation research. In particular, the panelists foreground how they approach intersecting identities, insider/outsider roles, ethical quandaries regarding visibility/invisibility, inclusion/exclusion, the role of language, manifestations of power relations, the complexity of “voice” and “empowerment,” and envision possibilities to prompt social change that disrupts the status quo.
Room 3-101 Connecting Through Literature: Original Poetry and the Sigma Tau Delta International Convention (A)
G. Dyllan Squires
G. Dyllan Squires discusses their experience presenting original poetry at the 2018 Sigma Tau Delta International Convention. This presentation touches upon the sense of connection that can be found through a mutual interest in writing, literature, and the English language. Squires also reads and discusses their original piece as presented at the convention.
Room 3-101 Titian's Mary Magdalene (B)
I discuss my investigation on Titian’s Pieta, which was painted to mark his tomb in the church of the Frari in Venice. This church is the location of two of Titian’s early and most famous paintings, the Assunta and the Pesaro Alterpiece. My research concerns how Titian intended this painting to relate to the two earlier ones. I believe that Titian is making a final statement on the Christian meaning of the human body through his depiction of Mary Magdalene.
Room 3-092 Yeah, You Can Do This: Zines as Accessible Activist Art
Panel: Lauren Leone, Joe Mageary, Jules Gage, Mary Schafer, and Jamie Glass
This panel presentation discusses the culture and practice of zines: a form of do-it-yourself art and communication that connects to, and intersects with, art/therapy, political activism, and cultural expression. Attention is paid to the historical, cultural, and political contexts created by, and enacted through, zine creation, dissemination, and consumption. Additionally, participants are invited to voluntarily contribute to a “Yeah, You Can Do This” zine created entirely within the context of this presentation.
Room 3-089 The Multifaceted Relationship Between Second Language Acquisition, Special Education, and Neuroscience (A)
This presentation explores the multidimensional, complex relationship between second language acquisition, special education, and neuroscience. Educators can utilize the research to understand the impact of second language acquisition on their elementary and adolescent English learners. Connections and intersections is an important theme to this project; the research provides valuable insight into the cross-relationships between neuroscience, typical vs. atypical second language acquisition, and the importance of collaboration between educators and education specialists in meeting English learners’ academic, linguistic, and cultural needs.
Room 3-089 Looking Through Many Eyes: Evaluating Students’ Empathy Using Written Expression (B)
Katherine Marsh and Janet S. Sauer
After interacting with persons with disabilities, Lesley undergraduate students enrolled in psychology and special education courses write papers and course evaluations reflecting on these interactions. We consider the impact that direct interpersonal connections have on students who are preparing for support-services professions. The presenters describe how empathy can be useful in evaluating students’ written expression and suggest ways that face-to-face experiences and written expression can be used in future coursework to support the development of empathy for persons with disabilities.