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This paper provides an overview of my practice-based doctoral research: Bearing Witness: Autoethnographic Animation and the Metabolism of Trauma, which uses a multimethod approach (cognitive focus, thematic analysis of qualitative data and artistic practice), to investigate autoethnographic animation's capacity to moderate psychological trauma. Traumatic events such as child abuse, domestic violence and military conflict often present a major health challenge for survi­vors, with many experiencing significantly impaired function due to symptoms such as nightmares, emotional dysregulation, negative cognitions and dissociative states. The symptoms most commonly reported are intrusive memories-sensory-perceptu­al impressions that involuntarily intrude into consciousness, causing distress and a sense of reexperiencing the trauma. A number of cognitive studies have measured how these intrusions may be moderated through models that either interfere with imagery, simulate trauma, or change its narrative. My research uses interviews, thematic analysis and artistic practice to inves­tigate whether animation may similarly moderate intrusions through processes that utilise the medium's visuospatial capacities and its potential for rescripting, or changing, the trauma narrative. The desire to use personal experience as data motivated my interest in autoethnography as a methodology for qualitative inquiry. Autoethnography is a reflexive approach that explores autobiographical stories and connects these to wider socio-cultural-polit­ical issues through writing, performance and other media. In this research I am using autoethnography to both address my lived experience of trauma and to moderate its symptoms through my animation practice.

International Journal of Film and Media Arts : Vol. 6, nº 3: Special Issue (2021) ; This paper provides an overview of my practice-based doctoral research: Bearing Witness: Autoethnographic Animation and the Metabolism of Trauma, which uses a multimethod approach (cognitive focus, thematic analysis of qualitative data and artistic practice), to investigate autoethnographic animation's capacity to moderate psychological trauma. Traumatic events such as child abuse, domestic violence and military conflict often present a major health challenge for survivors, with many experiencing significantly impaired function due to symptoms such as nightmares, emotional dysregulation, negative cognitions and dissociative states. The symptoms most commonly reported are intrusive memories-sensory-perceptual impressions that involuntarily intrude into consciousness, causing distress and a sense of reexperiencing the trauma. A number of cognitive studies have measured how these intrusions may be moderated through models that either interfere with imagery, simulate trauma, or change its narrative. My research uses interviews, thematic analysis and artistic practice to investigate whether animation may similarly moderate intrusions through processes that utilise the medium's visuospatial capacities and its potential for rescripting, or changing, the trauma narrative. The desire to use personal experience as data motivated my interest in autoethnography as a methodology for qualitative inquiry. Autoethnography is a reflexive approach that explores autobiographical stories and connects these to wider socio-cultural-political issues through writing, performance and other media. In this research I am using autoethnography to both address my lived experience of trauma and to moderate its symptoms through my animation practice. Keywords: Psychological trauma, mental imagery, autoethnographic animation, artistic research, mixed methods

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- List of Tables -- Chapter 1: Why These Skills? Why Now? -- Resources -- Articles -- Chapter 2: Who Said That and Why Does It Matter? -- Why Is This Important? -- Real Life Examples -- Classroom Practice -- Activity Plan-Verify Quotations -- Questions for Reflection -- Resources -- Articles -- Books -- Chapter 2 Activity -- Chapter 3: Who's an Expert? -- Why Is This Important? -- Real Life Examples -- Classroom Practice -- Activity Plan -- Questions for Reflection -- Resources -- Articles -- Chapter 3 Activity -- Chapter 4: Information Echo Chambers -- Why Is This Important? -- Real Life Examples -- Classroom Practice -- Activity Plan -- Questions for Reflection -- Resources -- Articles -- Websites -- Chapter 4 Activity -- Chapter 5: Fact or Fiction? -- Why Is This Important? -- Real Life Examples -- Classroom Practice -- Activity Plan -- Questions for Reflection -- Resources -- Articles -- Books -- Chapter 5 Activity -- Chapter 6: Before You Share -- Why Is This Important? -- Real Life Examples -- Classroom Practice -- Activity Plan -- Questions for Reflection -- Resources -- Articles -- Books -- Chapter 6 Activity -- Chapter 7: Can You Believe That? -- Why Is This Important? -- Real Life Examples -- Classroom Practice -- Activity Plan -- Questions for Reflection -- Resources -- Articles -- Books -- Chapter 7 Activity -- Chapter 8: Those Pesky Averages -- Why Is This Important? -- Real Life Examples -- Classroom Practice -- Activity Plan -- Questions for Reflection -- Resources -- Articles -- Websites -- Chapter 8 Activity -- Chapter 9: Framing the Question -- Why Is This Important? -- Real Life Examples -- Classroom Practice -- Activity Plan -- Questions for Reflection -- Resources -- Articles -- Websites -- Chapter 9 Activity -- Chapter 10: Putting a Slant on Things.