My honors thesis has taken the form of my BFA show "At The Threshold" exhibited at the Samuel Dorsky Museum of Art in combination with my research of various theories which have informed my body of work. My work has been guided primarily by theories relating to the uncanny and liminality in built environments, and my influences include Sigmund Freud and Ernst Jentsch's individual theories of the uncanny; the popularization of the online "liminal space" aesthetic; and clinical psychological studies of liminal spaces. In this paper, I will touch on each of these influences, and finish with a discussion of how my research has informed my art and my relationship to my audience. Keywords: painting, liminal, liminality, liminal space, psychoanalytic, uncanny, psychology, architecture, built environment, internet, Reddit

Instead of a paper, I created and hosted four interactive workshops at New Paltz middle school. Using historical and climate data, my goal was to teach and promote sustainable fashion in a school setting. These workshops blend climate data, sustainability, and hands-on clothing repair to inspire eco-conscious thinking in younger generations.

Over the last decade, the rise in third-party market platforms has resulted in a crisis surrounding the quantity and affordability of long-term housing. The domination of short-term rental (STR) units in housing markets across the United States has disproportionately af fected small towns in New York’s Hudson Valley region. When confronted with the appeals of short - term rental markets, long-term landlords face financial pressure to convert their long-term units into short-term units–displacing tenants, reproducing the negative externalities associated with STRs, and further diminishing long-term housing options. This research explores five potential legislative structures to encourage cooperation between public offices and private long-term landlords to maintain a sufficient long-term rental stock in the Hudson Valley. Qualitative data collection occurred through secondary analysis and one-on-one interviews with Hudson Valley renters, long-term landlords, and public officials. Preliminary analysis revealed a strong preference amongst participants for non-cash municipal supports, dilapidated/brownfield site usage requirements, and public engagement opportunities during the permission process.

Self-harm is traditionally viewed as a physical manifestation. This study aims to broaden the scope of what constitutes self-harming behavior and the role that guilt, and redemption can play on it. The study explores non-traditional forms of self-harm, termed as culturally acceptable forms of self-harm, like over-working, procrastination, intentional absence of self-care etc. Specifically, it examines the role of guilt and redemption in motivating individuals to engage in aversive experiences (aversive sound). Participants underwent a guilt-inducing manipulation and were subsequently asked to listen to an unpleasant audio stimulus. It was hypothesized that (1) participants offered a chance for redemption would endure the aversive sound for a shorter duration than those not offered redemption, and (2) engaging in the aversive task would reduce feelings of guilt across all participants. Guilt was measured using the Guilt and Shame Questionnaire (GSQ-8) twice, before the guilt-inducing manipulation, and post the aversive audio phase. A t-test indicated that participants who were given a chance for redemption listened to the aversive audio for a significantly shorter duration than those who were not given a chance for redemption. An ANCOVA analysis, controlling for initial guilt scores showed a significant effect of condition on final guilt, with participants in both conditions reporting reduced guilt levels post-task, and those in the neutral condition reporting a greater reduction. These findings suggest that engaging in culturally acceptable aversive behaviors may serve a guilt-alleviating function, and that perceived opportunities for redemption may modulate the extent of such selfdirected harm.

Garage Sale is a query into our understanding and expectations of the material world. I create curious objects which simultaneously imply utility through their features and form and disrupt assumptions surrounding their use by being functionally useless. By combining familiar materials, forms, and mechanisms, the outcomes appear both functional and confounding. Initial predictions are perverted or left unfulfilled as levers fail to initiate a reaction or containers spill out their contents. The objects solicit viewers to consider their material world and reconsider their expectations.

This thesis investigates how Autistic individuals can support their autistic peers. A systematic review was conducted to synthesize the key components and outcomes of Autistic delivered peer support (ADPS). ADPS programs are typically designed to enhance positive social and emotional well-being by employing a strength-based, individualized approach to peer mentorship. By concentrating on Autistic individuals as mentees and peer mentors, this review examines the relationship between shared lived experiences, peer influence, social engagement, isolation, and relationships with others. Analysis yielded recurring outcomes for both mentees and mentors. These findings support the promise of ADPS in meeting the unique needs of autistic individuals. They may also be used to inform the development of practical ADPS and relevant literature.

This exploratory intrinsic case study examined the work of migrant educators in New York State’s Mid-Hudson Migrant Education Tutorial and Support Services (METS) program, with a particular focus on their use of music and creative arts modalities. Using a constructivist qualitative inquiry framework, and informed by Community Music Therapy (CoMT), Resource-Oriented Music Therapy (ROMT) perspectives, semi-structured interviews were conducted with four migrant educators. Data from these interviews were analyzed using the constant comparative method. Trustworthiness of this study was enhanced through member checking and investigator triangulation. Findings revealed that the role of the migrant educator is multifaceted. It extends beyond academic instruction and often centers around advocacy and student empowerment. Music and creative arts modalities were identified as being used by educators to enhance language learning, promote engagement, build inter- and intra-personal relationships, and provide opportunities for students to experience agency and mastery. However, the consistent use of these creative modalities was constrained by programmatic limitations and in some cases, educator discomfort. Significant barriers to student success such as linguistic isolation, institutional limitations, and challenging life situations (often a result of broader socio-political issues) were identified. This study highlights the need for greater interdisciplinary collaboration between music therapists and educators and more training for educators regarding the integration of creative arts modalities into their work. This study also underscores the critical need for policy reforms to ensure equitable access to resources and opportunities for migrant students. Despite a multitude of barriers and limitations, this study highlights the commitment of migrant educators and the resilience of the students they serve. Keywords: Migrant education, creative arts modalities, Community Music Therapy, Resource-Oriented Music Therapy, trauma-informed care, interdisciplinary collaboration