1,720,976 research outputs found
Impacts between academic researchers and community partners: some critical reflections on impact agendas in a "visual arts for resilience" research project
Full text linkBuilding resilience through group visual arts activities: findings from a scoping study with young people who experience mental health complexities and/or learning difficulties
Full text linkSummary:This article reports research that aimed to identify and evaluate potential resilience benefits of visual arts interventions for young people with complex needs. The study involved a review of the ‘arts for resilience’ literature and a case study of 10 weekly resilience-building arts workshops for 10 young people experiencing mental health complexities and/or learning difficulties.Findings:We found a significant existing evidence-base linking visual arts practice to individual and community resilience, across disciplinary fields including art therapy, social work, community health, visual arts practice and geographies of health. Visual art activities were utilised to both educate young people about resilience and enhance young people’s overall resilience. Qualitative research material developed from the case study shows that even short-term visual arts interventions can impact on young people’s resilience – crucially, participation was extremely beneficial to young people’s sense of belonging and ability to cope with difficult feelings (topics which arose repeatedly during interview, focus group discussion and observation).Applications:Our review and findings from this small case study provide some initial insights into the resilience benefits of participation in visual arts activities. This, combined with the resilience-based practice framework presented here, could aid the effective targeting of interventions for social workers and others working with young people with complex needs. Alongside this research paper, an arts for resilience practice guide has been produced by the project team (including young people). It contains instructions on how to conduct a range of practical visual arts activities that we identified as being resilience-promoting
Building resilience through group visual arts activities
No full textThis article provides an overview of how arts-based approaches have the potential to support the development of young people's resilience. It also summarises our own research study that aimed to identify and evaluate the possible benefits of visual arts interventions for young people with complex needs. We began our research by reviewing arts based literature framed by our own Resilience Framework (www.boingboing.org.uk). This framework draws on five key components of resilience that prior reviews and research have identified as crucial to young people's wellbeing and personal development - these are Basics, Belonging, Learning, Coping and Core Self. These core concepts helped identify some key resilience benefits of visual arts interventions. Finally, some of the limitations of this study are considered and we make recommendations on further and more indepth, longitudinal research on this subject
Using visual arts based approaches to develop young people's resilience
No full textArts based approaches hold promise for supporting the development of young people's resilience. However, there have been few empirical studies that consider how to set them up. Furthermore, whether or not young people actually find them supportive is another question that merits further attention. This research is based on the findings of a collaboration between a community mental health focused arts organization, a charity supporting families with disabled children, and university academics. We set up a series of weekly resilience-building visual arts workshops for young people and undertook a review of what we termed the ?arts for resilience' literature. We found a significant existing evidence base which links visual arts practice to individual and community resilience (over 190 related references). Many disciplinary fields were cited, including art therapy, social work, community health, cultural policy and geographies of health. Key recent publications in the ?arts for health' and ?arts for community well-being' research literature have also been linked to this review of ?arts for resilience'. The researchers contributed to the evidence base through developing a program of arts workshops and evaluating these in terms of their resilience benefits. They found that even short-term visual arts interventions can have a significant impact on young people's resilience. The research participants included young people with learning difficulties. What precisely constitutes resilience for them is a complex issue and was not fully explored in this research. How their definitions of resilience link with prior research definitions of resilience also remains unexplored. Further issues worthy of greater exploration include the longer- term resilience benefits of arts participation, the most cost-effective modes of delivering arts for resilience amongst young people with complex needs, the appropriateness of existing scales and measures of resilience for evaluating the impact of arts interventions with young people with complex needs
RESILIENCE-BUILDING WITH DISABLED CHILDREN AND YOUNG PEOPLE : A REVIEW AND CRITIQUE OF THE ACADEMIC EVIDENCE BASE
Full text linkThe aim of this paper was to review published accounts of resilience-based approaches with and for disabled children and young people aged up to 25 years. The review is part of a broader study looking more generally at resilience-based interventions with and for young people. The authors attempt to summarise the approaches and techniques that might best support those children and young people who need them the most. However, when compared to the number of evaluated resilience-based approaches to working with typically-developing children and young people, those including children and young people with complex needs are disappointingly lacking. Of 830 retrieved references, 46 were relevant and 23 met the inclusion criteria and form the body of this review. They covered a variety of intervention content, setting, and delivery, and diverse children and young people, making comparative evaluation prohibitive. The difficulties in identifying suitable resilience-based interventions are discussed, together with the authors’ iterative approach, which was informed by realist review methodology for complex social interventions. The review is set into a context of exclusion, an ableist mind-set and the political economy of research. It also provides recommendations for future research and practice development in this field
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Resilience approaches to supporting young people's mental health: Appraising the evidence base for schools and communities
Full text linkThis guide is designed to help anybody who wants to develop or commission a resilience program to work across a school or local area to support young people at risk of developing mental health difficulties. In her role as advisor to the Big Lottery Fund's HeadStart programme in England, Professor Angie Hart developed the methodological approach outlined below based on her academic research, her work as a child mental health practitioner and her lived experience of supporting children with mental health issues. In addition, the research undertaken and the production of the guide has been supported by the University of Brighton and the Economicand Social Research Council as part of Imagine, an international research project exploring and developing resilience approaches to supporting disadvantaged people. Dr Becky Heaver contributed to researching the different resilience approaches, and appraising them for this guide
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Evaluating resilience-based programs for schools using a systematic consultative review
No full textResilient approaches to working in school contexts take many different forms. This makes them difficult to evaluate, copy and compare. Conventional academic literature reviews of these approaches are often unable to deal with the complexity of the interventions in a way that leads to a meaningful comparative appraisal. Further, they rarely summarise and critique the literature in a way that is of practical use to people actually wishing to learn how to intervene in an educational context, such as parents and practitioners. This includes teachers and classroom assistants, who can experience reviews as frustrating, difficult to digest and hard to learn from. Applying findings to their own particular settings, without precisely replicating the approach described, presents serious challenges to them. The aim of this paper is to explain how and why school-based resilience approaches for young people aged 12-18 do (or do not) work in particular contexts, holding in mind the parents and practitioners who engage with young people on a daily basis, and whom we consulted in the empirical element of our work, as our audience. Further, we attempt to present the results in a way that answer parents’ and practitioners’ most commonly asked questions about how best to work with young people using resilience-based approaches. The review is part of a broader study looking more generally at resilience-based interventions for this age group and young adults. We offer a critical overview of approaches and techniques that might best support those young people who need them the most
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