Tom Glaser

Bio: Tom Glaser is an academic researcher from Minneapolis College of Art and Design. The author has contributed to research in topics: Mental health & Mental illness. The author has an hindex of 1, co-authored 1 publications receiving 2 citations.

Thinking Outside the Box: Psychological Needs of Art Students Compared With Traditional Students

Abstract: Very little information exists regarding the mental health needs of student artists. This study compared psychological symptoms and diagnoses of college students in 3 conservatories (n = 607) with those of college students in traditional colleges and universities (n = 87,105). The study found no difference in psychological symptoms except for increased stress among art students. The study also found that art students in these conservatories were more likely to make use of counseling services than students at traditional schools.

The discovery of the art of the insane.

Abstract: Emma, Freud's famous patient, and it sheds some more light on his relationship with her. (Kiell gives the correct reference-Arbeiter-Zeitung XII, no. 289, dated 21 October 1900-but omits the pages (1-3). It remains unclear what he means by \"IV, 711, 20 III\" (p. 717). The article is signed \"Emma Eckstein\".) Nevertheless, Kiell's book is a valuable instrument for any scholar interested in the reception ofpsychoanalysis. A German edition, perhaps brought up to date and slightly modified in its bibliographical presentation, would be highly welcome.

A preliminary exploration of frameworks for building artists’ resilience

Abstract: It is well known in the literature that artists face particular challenges when attempting to establish a viable and sustainable career in the creative industries. Given extant research points to the precariousness of careers in the creative and performing arts, the capacity to be resilient, confident and determined appears to play a major influence on the extent to which graduates are successful. While the concept of resilience, for example, is well understood and taught in such areas as teacher training, it has received virtually no research attention or focus in the area of the creative and performing arts. This paper contextualises these various issues, argues the need for new research, and proposes that higher education providers should revisit their curricula in order to place a greater emphasis on the mental strength that graduates will require as they transition towards a career in the creative industries.

Research on the Subjective Mental Health of Artists from the Perspective of Grounded Theory

Abstract: Objective: This research adopts qualitative research methods to explore the susceptibility and experiences concerning mental health of domestic artists, with a view to constructing the grounded theory model related to the subjective mental health of domestic artists. Methodology: Intensive sampling and comprehensive sampling strategies were utilized to obtain sample data related to five artists, while in-depth interviews were adopted to collect data totaling about 118,000 words. Based on grounded theory, this research further performed three-level coding processing on the foregoing data. Findings: Based on the establishment of 374 reference points, this research acquired 5 tree nodes, which could be divided into 5 categories, including intrinsic health (cognitive and emotional health), language efficacy, individualism, recognized mental health and process orientation in accordance with the quantity of reference points. Conclusion: The subjective mental health of artists mainly involves 5 cultural factors, including the cognition of "recognized mental health", the intrinsic health experienced (cognitive and emotional health), language efficacy, individualism and process orientation, which in turn generate significant impacts on the subjective mental health of artists.

Fine Arts Students: Mental Health, Stress, and Time on Academic Work

Abstract: In this study, we explored possible differences between students studying the fine arts and their non-art major peers on three separate variables: mental health, stress, and time spent on academic work. We found that students who study the fine arts report higher rates of mental distress, stress, and spend more time on academic work than do their non-art major peers. We offer recommendations for therapists working in university and college counseling settings.