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minutes, and led by the researcher. Prior to an activity, the subjects were provided with information
on steps, methods, and objectives, and were asked to complete a pre-cognitive test. Then, the activity was
performed, from introduction, practice, to conclusion. After the activity, the sample group was, again, asked
to complete a post-cognitive test. After the 6
th
activity, the group was asked to complete a questionnaire on satisfaction with group therapy
participation. Also, a group attendance form and a group activity record form for each activity were
recorded by a designated nurse. 2.2 Data collection is carried out through a use of a
cognitive test for each activity, a group activity record form, an group session attendance form, and a
questionnaire on patient satisfaction with group therapy in order for an analysis and discussion.
3. Data Analysis
The data obtained from this research, including demographic data, knowledge, behavior, and
satisfaction with activities was analyzed, and the results are as follows:
3.1. An assessment of a cognitive test for each activity was conducted in order to find a level of knowledge
with a minimum criteria of 60, or
X
= 3.00. The test results of all 6 activities were also analyzed so as
to ascertain a difference among the tests with a statistical significance level of .05, and overall
knowledge for conducting a study into changes and development of each patient.
3.2 A descriptive discussion about change in interest and expression of each patient in each activity was
carried out employing a group activity record form and a group session attendance form
3.3 A questionnaire on patient satisfaction with activity participation was analyzed through a use of a
Statistical Package for the Social Science program to ascertain descriptive statistics with regard to patients’
demographic data, frequency distribution, and percentage presented in a form of tables and
descriptive essays.
Picture 1 Researcher and subjects during an activity. Research results
1. From a cognitive test, an understanding of creative art activities after participation increased at a
statistical significance of .05 2. The sample group expressed and behaved in an
appropriate manner during a group session. From activity 1 through activity 4, the subjects interacted
with one another, thus creating relaxing environment which led to new knowledge and creativity. In activity
5 and activity 6, the atmosphere was rather quiet and less stimulating as they were more complex. All
members, nevertheless, participated in presenting their work. This resulted in that the patients gained
new knowledge, were able to point out benefits of the activities, employed thoughts for art making process,
provided understandable explanation for their work, and felt satisfied with their work.
3. Satisfaction of the sample group with creative art therapy was at a good level with respect to activity
leaders, processes, locations as well as materials and duration, understanding, and implementation of
knowledge.
Discussions
The research results are presented in 3 aspects, being:
1. Demographic data
A sample group comprises 7 patients with mental illness at Loei Rajanagarindra Psychiatric
Hospital, all of whom are male with drug abuse history. Three samples age between 20 and 30 years
old, accounting for 42.85, another three samples age between 31 and 40 years old, accounting for 42.85,
and the other sample age between 41 and 50 years old, accounting for 14.28. All samples are Buddhist,
six of whom are single. Four samples graduated in a primary school, and the others graduated in a
secondary school, accounting for 57.14 and 42.85, respectively, five of whom, or 71.42, are
farmers. 2.Knowledge and understanding of creative art
activities
The research developed a cognitive test for each activity with 5 truefalse questions. The samples were
asked to complete the test before and after activity participation so as to compare cognitive achievement
in each activity.
The results were a mean after the first activity increased with no statistical significance, whereas a
mean after the 2
nd
to the 6
th
activities increased at a statistical significance level of .05. In addition, a sum
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of a test results after the activities was higher than that before the activities.
From an assessment on a creative art therapy and a group session attendance form recorded by a
designated nurse, the results were summarized as follows:
Activity 1: “Changing face” was an art activity which required skills in painting, cutting, and pasting with
an emphasis not on correctness or beauty, but rather on creativity and imagination. An assessment
demonstrated that the group members involved in the activity, and offered their opinions on a group activity
process. This, thus, enabled them to learn rapidly, and to express their feelings through the activity.
Activity 2: “Transforming clothespins” involved making of a sculpture made of clothespins, and a
group work. The samples were divided into 2 groups, and were asked to create an artistic work in
accordance with an assignment and to present a concept. An assessment demonstrated that the group
activity went well, and all members showed interest in the activity, and participated in sharing constructive
opinions, including discussion and knowledge. Activity 3: “Play Dough Modeling” involved dough
modelling which required the sculpturing skill and imagination to form a shape which was translated into
a story. An assessment demonstrated a good relationship among the members in a friendly and
relaxing environment by sharing opinions and helping one another, leading to appropriate emotional
expression in accordance with the activity. Activity 4: “Family paper folding” was an activity
associated with painting and folding paper to tell family background in accordance with emotions and
feelings. An assessment demonstrated that the subjects were able to express feelings about their
family, resulting in relaxation, sharing, and friendly interaction. Moreover, the patients expressed their
emotions and feelings, and reflected their thoughts in an appropriate manner.
Activity 5: “Paper pasting” was an activity associated with pasting various kinds of materials, such as
magazines, color papers, and pieces of materials, and painting on a paper sheet to tell a story through an
artistic work. An assessment demonstrated that although the environment was rather quiet as the
patients were less stimulated, they involved in presenting their work and sharing opinion on benefits
of group participation. Activity 6: “Wheel of Spirit” was associated with
drawing and painting employing a concept of Mandala to tell a story through a use of lines and
colors within a circle. The patients were motivated to reflect a self-portrait through an artistic work. An
assessment demonstrated that creativity was employed for art making. Although the patients were
rather quiet, they shared some opinions, and were able to provide an understandable explanation for their
work with satisfaction.
Artistic expression of the sample group was mainly conducted in a repetitive manner in relation to
individual background or experiences. For instance, one subject always included a picture of the sun,
mountains, houses, and trees in each activity. During all activities, the patients were willing to talk about
their background and names of people and pets, including unsolved problems and painful experiences.
Although some patients were quiet during the first activity, they performed better in terms of interaction
in next sessions, resulting in better environment of group activity.
3.Satisfaction of the samples after the creative art activities
Measurement of satisfaction was conducted through a use of a questionnaire with a 5-point rating
scale based on a Likert-type scale, comprising: Most, Much, Moderate, Little, and Least. In measurement,
patient satisfaction was divided into 5 aspects, and the results were as follows: 1 satisfaction with group
leader was at a good level with a mean of 4.16, 2 satisfaction with group activity was at a good level
with a mean of 4.36, 3 satisfaction with place, materials, and duration was at a good level with a
mean of 3.76, 4 satisfaction with cognitive achievement was at a good level with a mean of 3.88,
and 5 satisfaction with knowledge application was at a good level with a mean of 3.80. As a whole, was at
a good level.
Picture 2 Subject presenting his artistic work.
Conclusion
From the study, the results of an assessment of the group therapy with 6 activities corresponded with
the research hypotheses in that the patients who participated in creative art therapy behaved
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appropriately, felt relaxed, and remained focused during an activity. In the process, the researcher
carried out a group therapy in accordance with steps set for the program, aiming to provide the patients
with an understanding of an art making process by using art education method. Materials used in each
activity served as a creativity stimulator through practice of recreational activities and promoted
opinion and experience sharing by which all members involved in every step, from introduction of art
making techniques to conclusion. A creative art activity can link functions of brain, as well as, some
organs, and enhance imagination by translating experiences into images and shapes. Practicing varied
activities to gain first-hand experiences and learning through observation can, thus, develop nerve fiber
synapses under a relaxing circumstance that permits freedom of thinking Unchalee Saiyawan, 2010. A
group activity is, thus, a treatment provided along with medication for a short period. While medical
treatment at a hospital does not completely heal patients, a group therapy will aid psychiatric patients
in improving mental and emotional conditions, concentration, and behavior during such a period.
The assessment results of the sample group’s behavior was consistent with the research hypothesis
in that they showed appropriate behavior, felt relaxed, and remained focused while participating in each
activity, even though their behavior varied. Some patients showed original behavior through their art
works. Group therapy is an activity carried out among patients with an aim to promote interpersonal
relationships, understanding and feeling of not being isolated, mutual support for problem solving and
advice, practice of social skills, and encouragement Manote Lotrakul and Pramote Sukanich, 2007.
Although group work behavior showed imitation of art making concept, in next sessions, there were more
conversations, mainly about personal background, thoughts, and experiences.
Recommendations 1. This research was carried out in order to investigate
whether tools developed can be employed in a group activity for treatment of psychiatric patients through
cognitive assessment and observation of group behavior and satisfaction of a sample group.
Accordingly, next research should include creative art therapy so as to conduct behavioral and psychiatric
assessment, and to employ with other groups of patients or individuals in need for treatment.
2. Further development should focus more on the creative art therapy for more varieties of sample
groups, such as children of all ages, special children, patients, and the elderly using arts education or
integrated art education, being: visual art, music, and dance, in conjunction with multiple intelligences to
aid recovery of mental, physical, and emotional states, leading to improvement of society and intelligence.
References Bowonkitt, L. 2010. Art Therapy Briefly. Bangkok:
Krungthepwejasan. Khemtong, S. 2008. Therapists Develop Life.
Bangkok: Sangdaw. Lortrakul, M., Sukanish, P. 2007. Psychiatry
Ramathibodi. Bangkok: Beyondenterprice. Mary Mayesky. 2004. Creative art Activities Clay,
Play Dough and Modeling Materials, New York : Delmar Learning A division of Thomson
Learning Inc. Prukpankajee,A.n.d.. Art Education: Comprehension
to Authentic Amelioration. Retrieved April 19, 2012, From www.uc.mahidol.ac.th.
Saiyawan, A. 2008. Lecture Notes: Creative Art Activities for Early Childhood. Pathunthani:
Office of The Basic Education Commission. Siriratraka, T. 2009. History of Art Therapy.
Retrieved October 1, 2011, From
http:www.happyhomeclinic.comalt04- arttherapy_hx.htm.
Triranasar, A. 2004. Cultural Identity and Art Education in Thailand, Paper presented at the
2
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Asia-Pasific Art Education Conference, Hong Kong, Dec 28-30 2004.
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
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EFL Teachers’ practices reflecting glocalisation
Sandra Ximena Bonilla Medina
University of East LondonUniversidad Distrital FJC Water Lane E15 4LZ Av 3ra N. 24A-40
Ximenabvonillagmail.com
Abstract
The relationship between globalization and teachers’ educational practices ha caused dramatical changes in
education which appeal to try to give account of more global practices while they also enhance aprehension
for local experiences. In order to find a place of equlibrium, this paper attempts to initiate a reflection
on the EFL teachers’ role, assuming that there is an emergent need to reflect on teachers’ cultural
background experiences of professional development to be able to adapt to nowadays demands. Based on
that, I propose three principles in FLT foreign language teaching that might help work in the frame
of glocal experiences: 1 Discovering what comes from teachers’ cultural background that conforms to a
general understanding of what teaching is, 2 re- shaping the teachers’ role in order to align a glocal
society 3 assuming a dialogic process to building classroom strategies for language teaching and
learning. Those principles would be the bases to show how integrating new technologies critically with
students can maximize glocal educational practices. Keywords: teaching a foreign language, glocal
educational practices, cultural background, teachers’ role, dialogic process
1. Introduction
