Textile making is known to improve wellbeing (Vercillo, 2012; Kenning, 2015) and according to Yair (2011), group crafting activities can also produce multiple therapeutic, cognitive and social benefits. By engaging in group crafts with textiles, individuals can give, be active, learn, take notice and connect with othersall factors associated with wellbeing (Aked & Thomson, 2011). However, as a relatively new phenomenon (Kenning, 2015) this has not yet been analysed in detail using wellbeing scales or matrices. This paper discusses three textile-based craft workshops as case studies where wellbeing factors pertaining to social interaction and connectedness were observed and measured. Workshops weremeasured quantitatively using the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) and qualitatively, through thematic analysis of conversation. Our results align with related works, demonstrating an overall increase in wellbeing following participation in textile crafting and explores new territory for wellbeing studies.

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2013) Further iterations on using the Problem-analysis Framework, Educational Psychology in Practice: theory, research and practice in educational psychology, 29:1, 79-95, A core component of applied educational and child psychology practice is the skilfulness with which practitioners are able to rigorously structure and conceptualise complex real world human problems. This is done in such a way that when they (with others) jointly work on them, there is an increased likelihood of positive outcomes being achieved for clients. The Problem-analysis Framework as discussed in this paper offers one way of working with such complexity which is grounded in a sound knowledge based in applied psychology. This paper provides further clarity on using the framework within applied practice. The authors were all trained in and use the Problem-analysis Framework and now work in many different types of applied settings within Australia, Iceland, New Zealand, Singapore and the United Kingdom. This paper illuminates important aspects of the problem-analysis approach itself for those currently learning it, as well as providing an aide-mémoire to those using it and those who want to develop their skills in this area.