Arts-Based Research, Resilience and Well-being Across the Lifespan (eBook)

Acknowledgements 6
Contents 7
Notes on Contributors 10
Abbreviations 20
List of Figures 22
List of Tables 24
1: Introduction: Defining and Theorising Key Concepts of Resilience and Well-Being and Arts-Based Research 25
Introduction 26
Resilience 26
Well-Being 27
Arts-Based Research 28
Examples of Arts-Based Methods for Resilience and Well-Being Across the Lifespan 29
References 34
2: Early Childhood Education, Arts-Based Research and Resilience 37
Introduction 37
Working with Refugee Children and Their Families in Early Childhood Settings to Support Inclusive Spaces 38
Arts-Based Research 42
Key Points for Consideration About Early Childhood, Arts-Based Research and Resilience 46
References 48
3: How Arts-Based Methods Are Used to Support the Resilience and Well-Being of Young People: A Review of the Literature 53
Introduction 53
Process Taken to Map the Literature Related to Young Peoples’ Resilience, Well-Being and the Arts 54
Defining Resilience and Well-Being for Diverse Disciplinary Contexts 56
Exposure and Affect 58
Arts-Based Methods to Cultivate Resilience and Well-Being in Young People 60
Aspiration 61
Arts-Based Approaches to Improving Resilience and Well-Being for Young People: Thematic Throughlines 62
How the Arts Can Empower People 63
The Arts as a Different Way of Knowing and Communicating 64
The Arts Are Important in Marginalised Communities 64
Future Imaginings and Directions 65
References 66
4: Building Resilience Through Listening to Children and Young People About Their Health Preferences Using Arts-Based Methods 71
Introduction 71
Background 72
Which Approach Shall I Use? 73
Visual Arts-Based Approaches 75
Writing-Based Approaches 76
Film or Digital-Based 77
Critical Discussion of Arts-Based Techniques Across the Life Span in Building Resilience and Well-being 78
Under-Fives 78
School-Age Children 79
Teenagers and Young People 80
Critical Reflections 81
Conclusion 83
References 84
5: Promoting Resilience in Youth Through Participation in an Arts-Based Mindfulness Group Program 87
Introduction 87
Mindfulness-Based Interventions with Marginalised Youth 88
An Arts-Based Approach 91
Dissemination of Research Findings Using Arts-Based Methods 95
Conclusion 99
References 100
6: Engendering Hope Using Photography in Arts-Based Research with Children and Youth 105
Context: Researching Hope with Refugee Children 107
Photography in Qualitative Research 110
Photography in Qualitative Research with Children 111
Phenomenology and Hermeneutic as Theoretical Frameworks: From the Eye of a Child 112
Considerations for Children’s Cognitive Development: “Photographing” Our Thoughts 114
Practical Considerations for Arts-Based Data Collection and Analysis Methods 114
Preparing Children for the Photo-Assignment 114
The Photo-Assignment: What and How to Ask Questions? 116
How Are Photo-Assisted Interviews Conducted? 117
How Are Photo-Assisted Interviews Analysed? 119
Ethical Considerations: Do They Differ When Using Photographs? 120
Knowledge Translation Activities in Child-Centred Research 121
Reflections on Researching Hope with Refugee Children Using Arts-Based Research: Reconstructing Stories After Loss and Trauma 122
References 123
7: Using Arts-Based Reflection to Explore the Resilience and Well-Being of Mature-Age Women in the Initial Year of Preservice Teacher Education 128
Introduction 128
Literature Review 129
Resilience and Well-Being 130
Reflection and Reflective Practice as a Protective Barrier in Teaching and Teacher Education 131
Method and Methodology 132
Data Collection Tools and Arts-Based Reflection 133
Data Analysis 135
Findings and Discussion 135
Social Dimension 136
Motivational Dimension 138
Emotional Dimension 141
Professional Dimension 143
Conclusion and Limitations 145
References 147
8: Joint Painting for Understanding the Development of Emotional Regulation and Adjustment Between Mother and Son in Expressive Arts Therapy 150
Introduction 150
Parent-Child Relationship 151
Challenges Faced in the Field 152
Working with Children Using Expressive Arts Therapy 153
Case Study 154
Case Background 154
Intermodal Expressive Arts Therapy 156
Joint Painting Procedure 157
Session 11 of Phase Two: Joint Painting for Understanding the Needs of the Client 158
Filling-In 159
Decentering Through Play, Art-Making and Imagination 160
Aesthetic Analysis 162
Reflection 162
Session 15 of Phase Two: Joint Painting for Revealing the Communication Pattern 162
Filling In 162
Decentering Through Play, Art-Making and Imagination 163
Aesthetic Analysis 163
Harvesting 164
Discussion 165
Implications and Conclusions 167
References 167
9: Empowering In-Service Teachers: A Resilience-Building Intervention Based on the Forum Theatre Technique 170
Introduction 170
Teacher Resilience: An Interactive and Context-Sensitive Definition 171
The Forum Theatre as an Instrument to Promote Teacher Resilience 174
The Workshop 177
Aims of the Study 178
Method 179
Sample 179
Data Analysis 180
Results 181
Feelings and Emotions During the Interactive Performance 181
Perceived Impacts of the Forum Theatre Workshop 183
Conclusion 186
References 189
10: Overcoming a Lived Experience of Personal Impasse by Creating a Theatrical Drama: An Example of Promoting Resilience in Adult Education 191
Introduction 191
Theoretical and Methodological Framework 194
Activity-Experience 194
Methods 196
Field Study and Results 198
An Accompanied Inquiry 200
Excerpts from J.’s Experience 201
Typical Dimensions of the Participants’ Experiences 202
Artistic Mediation and Developmental Training 204
Giving Cycles 204
Events-Driven Transformation of Experience 204
The Enrichment of Expressive Possibilities 205
Aesthetic Ambition 206
One’s Own and What Is Shared 207
Conclusion 208
References 209
11: Clowning Training to Improve Working Conditions and Increase the Well-Being of Employees 212
Introduction 212
Some Preliminary Reflections on the Clown 212
Training Through Clowning 215
Hypotheses and Research Methods Used to Date 218
Test Administration 219
Results 221
How Do the Students Describe the Effects of Clowning? Results of a Qualitative Analysis of Focus Groups 223
Conclusions 226
References 227
12: The Reflexive Practitioner Using Arts-Based Methods and Research for Professional Development
Introduction 230
Theoretical Frameworks 232
The Reflective Practitioner and Arts-Based Action Research 232
Arts-Based Methods, Visual Analysis and Understanding of Objects and Artefacts 233
The Use of Arts-Based Approaches at the Institute of Vocational Education (IVE) at Oslo Metropolitan University (OsloMet) 235
Essential Frameworks to Enhance Reflexivity 235
Sensing Oneself as an Animal 236
Establishing Working Groups 237
Creating a Joint Project 237
Examining Their Role in the Group 238
Documenting the Process 239
Results 240
Discussion 248
Conclusion 250
References 250
13: University Teachers’ Professional Identity Work and Emotions in the Context of an Arts-Based Identity Coaching Program 253
Introduction 253
Theoretical Viewpoints: Professional Identity Work and Emotions in Arts-Based Frameworks 255
Methodological Outlines 257
Arts-Based Identity Coaching Program 257
Participants and Datasets 260
Data Analysis 260
Emotional Experiences of Arts-Based Methods 261
Courageous Adventurer 262
Surprised Experiencer 263
Cautious Observer 265
Emotional Professional Identity Work via Creating and Sharing One’s Professional Body 266
Emotional Identity Work as an Individual Process 267
Collective Emotional Experiences in a Group Through Sharing Identity Work 269
Discussion and Conclusions 271
References 274
14: “Colouring Outside the Lines”: Employment and Resilience for Art-Makers with Disabilities 277
Introduction 277
Theoretical Underpinnings: Cultural Representation and Resilience 279
Art-Making: Employment or Leisure? 281
Method 284
Theme 1: Art-Making as Defining Disabilities and Abilities 286
Theme 2: Art-Making as Therapy 287
Theme 3: Art-Making as Liminality in a Finite Body 288
Theme 4: Art-Making as Opportunity and Focused Work 289
Study Findings 291
Conclusion 295
References 296
15: Beating Stress, the Swedish Way: Time for a ‘Fika’ 299
Introduction 299
Dealing with Stress in the Nordic Countries 301
Understanding Swedish Higher Education, Universal Labour Laws, and Rights 303
Swedish Work Environment Authority 304
Workplace Health and Well-Being at the University of Gothenburg, Sweden 306
Leadership in Sweden 308
Democratic Leadership 308
Transformational Leadership 309
Work-Life Imbalance vs. Sustainable Work-Life Balance 309
Swedish Fika Breaks in Academia 310
Recognising When Enough Is Enough 311
Stress 312
Hjärnfonden 313
Relax and Breathe 313
The Art of Saying No 314
Let’s Get Physical 315
Fika for Mental Well-Being 315
Sleep 315
Conclusion 316
If All Else Fails 316
References 317
16: Using Clay in Spiritually Ecological-Existential Art Therapy: To “See”, to “Listen” and to “Understand” by Hands 321
Introduction 321
Background to the Study 321
Research Design and Case Studies 324
Praise Be to Touch and Tactile Feeling 325
Touch 326
The Significant Attributes of Working in Clay 327
Methods of Aesthetic—Tactile Stimulation 329
Clay Throwing 330
Moulding with Fingers 330
Seeking for One’s Own Shape 330
Moulding a Common Country 332
Conclusion 333
References 334
17: Picturing Childhood Connections: How Arts-Based Reflection and Representation Strengthen Preservice Early Childhood Teachers’ Understandings About Well-Being, Belonging, and Place 336
Introduction and Focus 336
Well-Being and the Natural World 341
Early Childhood Education and the Third Teacher 343
Teacher Education as a Site for Remembering and Representing Significant Experience 346
Using Arts-Based Methods 348
The Value? 350
Conclusion 352
References 354
18: Arts-Based Research Across the Lifespan and Its Contribution to Resilience and Well-Being 358
Bringing the Research Together 359
Reflections from Loraine 361
Reflections from Georgina 363
Reflections from Susanne 363
Reflections from Viviana 364
Index 366