• Abstract and Figures
• Public Full-text

View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by UNH Scholars' Repository University of New Hampshire University of New Hampshire Scholars' Repository Master's Theses and Capstones Student Scholarship Fall 2006 The power of film: A model for the use of group cinematherapy in the therapeutic treatment of clinically depressed adolescents Erin E Farrell Bowen University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/thesis Recommended Citation Bowen, Erin E Farrell, "The power of film: A model for the use of group cinematherapy in the therapeutic treatment of clinically depressed adolescents" (2006). Master's Theses and Capstones. 24. https://scholars.unh.edu/thesis/24 This Thesis is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Master's Theses and Capstones by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. THE POWER OF FILM: A MODEL FOR THE USE OF GROUP CINEMATHERAPY IN THE THERAPEUTIC TREATMENT OF CLINICALLY DEPRESSED ADOLESCENTS BY ERIN E. FARRELL BOWEN B.A., University of New Hampshire, 2001 B.S., University of New Hampshire, 2001 THESIS Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Counseling September, 2006 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 1437616 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UMI Microform 1437616 Copyright 2006 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. This thesis has been examined and approved. Thesis Director, Jane beth Falvey, Ph. Professor of Education' Dwight Webp, Ph.D. Associate/Professor of Education Loan Phan, Ph.Cu Assistant Professor of Education 10 s Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEDICATION To my husband Jim - My best friend, my confidant, my partner in life. I could never have done this without you. I can’t wait to see where the next adventure will take us. To my very loving family - Thank you for always encouraging, always believing, always loving. I am blessed to have a wonderful family, and am thankful every day for your love and support. To my mother- You are my hero, Mom. I could only succeed by having you to look up to. To my Gram - My other role model. I miss you. Thank you for giving me such an extraordinary example of a life well-lived, and for continuing to keep an eye on me. iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS Many people assisted in the development and completion of this thesis. I would first like to thank the dedicated faculty of the Graduate Program in Counseling for their support, guidance, and integrity. Liz Falvey, Loan Phan, and Dwight Webb, I appreciate all of the work you have put into my thesis, as well as my professional and personal development. I would like to acknowledge the contribution of my clinical supervisor at my internship, Janet Salsbury, for offering me feedback and constructive criticism through the eyes of a clinician and director of a mental health agency. I would like to thank my peers within the graduate program. Tara Jordan, Jennifer Conant, and Christopher Hanes have been instrumental in completing this work. Chris, thank you for checking my formatting, proofreading copies, and reminding me that eventually it will all get done. Tara and Jenn, thank you for giving me the opportunity to brainstorm new ideas, to develop the model that eventually included the group therapy approach, and giving much-needed emotional support throughout the process. You are wonderful friends and I look forward to working with you as colleagues, not just peers. Finally, I would like to thank my family and friends for their ongoing support. Without the love, patience, and constant encouragement from my husband, Jim, my mother, father, step-father, brother, in-laws, and very dedicated friends, I would never have been able to complete my first semester of iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. graduate school, never mind completing this thesis. Through all of the ups and downs they have remained constant, and I am always appreciative of their love and support. v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS DEDICATION.........................................................................................................iii ACKNOWLEDGEMENTS...................................................................................... iv ABSTRACT........................................................................................................... ix CHAPTER PAGE I. INTRODUCTION................... 1 Statement of the Problem ........................................................................... 1 Purpose of the Model .................................................................................. 5 Implications ................................................................................................. 5 Definition of Terms ......................................................................................6 II. LITERATURE REVIEW.....................................................................................9 Introduction ................................................................................................. 9 Adolescent Depression ................................................................................9 Depression Symptomatology .....................................................................10 Depression Risk Factors ............................................................................11 Comorbidity with Depressive Disorders.................................................... 14 Treatment of Depression ........................................................................... 16 Group Therapy ................................................................................ 17 Efficacy of Group Therapy ........................................................................ 17 Group Therapy for Depression ..................................................................20 Group Therapy with Adolescents ..............................................................23 Therapeutic Metaphor ............................................................................... 27 Metaphorical Interventions with Adolescents ............................................31 Bibliotherapy ..............................................................................................33 Bibliotherapy as Therapeutic Metaphor ....................................................33 Bibliotherapy Techniques for Depression .................................................34 Bibliotherapy Techniques for Adolescents ................................................35 Cinematherapy ..........................................................................................37 Defining Cinematherapy ............................................................................ 38 Movies as Metaphors ................................................................................ 39 Cinematherapy Applications ................................... 41 Influence of Film ........................................................................................43 Effects of Media on Adolescent Behavior .................................................43 vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents (Continued) CHAPTER PAGE Negative Film Images and Stereotypes ....................................................45 Summary .................................................................................................. 48 III. A MODEL FOR THE USE OF GROUP CINEMATHERAPY..................... 51 Specifications of the Mddel ....................................................................... 51 Group Leaders .......................................................................................... 52 Screening and Informed Consent ............................................................. 53 Film Selection........................................................................................... 54 Films Used in the Model ........................................................................... 56 Evaluation ................................................................................................

Load more

  123

Copy Link