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INVESTIGATING THE USE OF CREATIVE MASK-MAKING AS A MEANS TO EXPLORE PROFESSIONAL IDENTITY OF DOCTORAL PSYCHOLOGY STUDENTS A Dissertation Presented to the Faculty of Antioch University Seattle Seattle, WA In Partial Fulfillment of the Requirements of the Degree Doctor of Psychology By Laura Louise Bentley July 2016 INVESTIGATING THE USE OF CREATIVE MASK-MAKING AS A MEANS TO EXPLORE PROFESSIONAL IDENTITY OF DOCTORAL STUDENTS This dissertation, by Laura Louise Bentley, has been approved by the committee members signed below who recommend that it be accepted by the faculty of the Antioch University Seattle at Seattle, WA in partial fulfillment of requirements for the degree of DOCTOR OF PSYCHOLOGY Dissertation Committee: Mary Wieneke, Ph.D. Chairperson Ann Blake, Ph.D. Kathryn Johnson, Ph.D. Date ii Copyright by Laura Louise Bentley, 2016 All Rights Reserved iii 1 ABSTRACT INVESTIGATING THE USE OF CREATIVE MASK-MAKING AS A MEANS TO EXPLORE PROFESSIONAL IDENTITY OF DOCTORAL STUDENTS Laura Louise Bentley Antioch University Seattle Seattle, WA The goal of this qualitative study is two-fold: to explore doctoral psychology students’ current sense of self-identity as clinicians (nearing graduation) and their future sense of who they hope to become as practicing clinical psychologists using a creative arts methodology and to illustrate how the use of creative arts processes have clinical relevance for not only mental health clinicians and psychologists but also educators. Seven doctoral psychology students nearing graduation participated (individually) in a guided imagery and mask-making experience and in a phenomenological, semi- structured, in-depth interview following the art making. Through the use of Interpretative Phenomenological Analysis (IPA), an integrative, hermeneutically and phenomenologically-based interpretive research method used to analyze the narrative data, this study explored how the participants’ experiences as doctoral students and who they hope to become as future clinical psychologists (Domain 1—Doctoral student as future psychologist) and their experiences about art-making and what they learned about themselves during the process (Domain 2—Guided visualization and art-making as 2 catalysts). Results from the domain “Doctoral Student as future psychologist” suggest that the doctoral psychology students nearing graduation often feel overwhelmed with the multitude of remaining tasks and obligations influencing their ability to make future career plans and that their primary focus for the future is hope that they will have a sense of greater self-agency and a more balanced life. Results from the second domain, “Guided visualization and art-making as catalysts” indicated that the vast majority of participants appreciated the creative arts/mask-making process and also were surprised about how much they learned about themselves, how the process helped them gain insight into their own identities as future psychologists and their understanding of their own struggles while in graduate school, and provided the participants with an increased understanding about how creative arts processes can be incorporated in the field of psychology for a means of exploration of ideas and problems, not only in a mental health setting with a client but also in an educational setting for use with future doctoral students. The electronic version of this dissertation is at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu Acknowledgements With deepest gratitude I thank my committee: Drs. Wieneke, Blake, and Johnson for all of their support and encouragement throughout this process. I give special thanks to my dissertation committee chair, Dr. MaryWieneke for stepping in as chair half-way through the process and for her unwavering belief in me and my abilities. In addition, Dr. Ann Blake graciously agreed to join my committee when another committee member had to withdraw and for this, I will be eternally grateful. I thank the faculty members and staff members of the Antioch psychology department and Antioch’s Community Counseling and Psychology Clinic, as well as friends and classmates in the Psy.D. Program and the MA in Mental Health Counseling & Art Therapy Program for everyone’s support, friendship, and encouragement. My deepest gratitude goes to all of my participants who took time out of their extremely busy schedules to participate in this research project. The participants gave not only their time and energy but also approached this project with openness and a willingness to explore and discuss their very personal experiences, Finally, I thank my family: to my mother Faith and my sister Linda (and her family) who, without their on-going love and support (and my sister Linda’s technological assistance), I would have never have been able to accomplish my goals. Finally, I acknowledge my life partner, Sherry, who was by my side throughout many years of graduate school. She was a loving, caring, and supportive friend, urging me and always supporting me through my moments of self-doubt. Although Sherry is no longer here to witness this final accomplishment, I know that, somewhere, she is watching over me and sending me her love. iv Table of Contents Page Acknowledgments.............................................................................................................. iv List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii I: Introduction ...................................................................................................................1 II. Review of the Literature ...............................................................................................5 III: Methodology ...............................................................................................................24 IV: Results.........................................................................................................................36 V: Discussion ...................................................................................................................73 VI: Conclusions.................................................................................................................90 References ..........................................................................................................................99 Appendix A: Demographic Questionnaire.......................................................................111 Appendix B: Guided Imagery ..........................................................................................113 Appendix C: Interview Schedule .....................................................................................115 Appendix D: Audit Trail—Transcript .............................................................................118 Appendix E: Master List of Themes ................................................................................124 Appendix F: Individual Participants’ Super-Ordinate Themes and Sub-Themes ...........138 v List of Tables Page 1. Domain 1—Doctoral Student as Future Psychologist Super-Ordinate and Sub-Ordinate Themes ........................................................................................................46 2. Domain 2—Guided Visualization and Art-making as Catalysts Super-Ordinate and Sub-Ordinate Themes..................................................................................................47 vi List of Figures Page 1. Julie’s Mask—Inside (Current)......................................................................................37 2. Julie’s Mask—Outside (Future) .....................................................................................37 3. Molly’s Mask—Inside (Current) ...................................................................................38 4. Molly’s Mask—Outside (Future) ..................................................................................38 5. Jeffrey’s Mask—Inside (Current) ..................................................................................39 6. Jeffrey’s Mask—Outside (Future) .................................................................................39 7. Marissa’s Mask—Inside (Current) ................................................................................40 8. Marissa’s Mask—Outside (Future)................................................................................40 9. Mark’s Mask—Inside (Current) ....................................................................................43 10. Mark’s Mask—Outside (Future)..................................................................................43 11. Mary’s Mask—Inside (Current) ..................................................................................44 12. Mary’s Mask—Outside (Future)..................................................................................44 13. Austin’s Mask—Inside (Current) ................................................................................45 14. Austin’s Mask—Outside (Future)................................................................................45 vii 1 Chapter I: Introduction Overview Substantial research, including both quantitative and qualitative methodologies, has sought to examine doctoral psychology students’ professional

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