Performance and visual arts-based programs for children with disabilities: a scoping review focusing on psychosocial outcomes

Edwards, Brydne; Smart, Eric; King, Gillian; Curran, C. J.; Kingsnorth, Shauna

doi:10.1080/09638288.2018.1503734

Cited by 31 publications

(7 citation statements)

References 44 publications

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“…Studies of various participation interventions, including arts-based, physical activity, life skills, coaching, and resilience-focused interventions, have provided preliminary evidence for effects on wellbeing (e.g., psychosocial well-being, self-determination, self-efficacy). For example, a scoping review of arts-based interventions for children with disabilities, which included performance (e.g., music, dance, theatre) and visual (e.g., drawing, painting, sculpting) arts-based programs, indicated that these interventions show potential to positively impact psychosocial wellbeing (i.e., emotional and social functioning), although further investigation is required with broader populations of children with physical and developmental disabilities [86]. Therapeutic horse riding, an example of a physical activity intervention, has been found to positively influence and expand the self-concepts of children with disabilities [87].…”

Section: Participation Interventions As a Means To Enhancing Wellbeinmentioning

confidence: 99%

Definitions and Operationalization of Mental Health Problems, Wellbeing and Participation Constructs in Children with NDD: Distinctions and Clarifications

Granlund

Imms

King

et al. 2021

IJERPH

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Children with impairments are known to experience more restricted participation than other children. It also appears that low levels of participation are related to a higher prevalence of mental health problems in children with neurodevelopmental disorders (NDD). The purpose of this conceptual paper is to describe and define the constructs mental health problems, mental health, and participation to ensure that future research investigating participation as a means to mental health in children and adolescents with NDD is founded on conceptual clarity. We first discuss the difference between two aspects of mental health problems, namely mental disorder and mental illness. This discussion serves to highlight three areas of conceptual difficulty and their consequences for understanding the mental health of children with NDD that we then consider in the article: (1) how to define mental health problems, (2) how to define and assess mental health problems and mental health, i.e., wellbeing as separate constructs, and (3) how to describe the relationship between participation and wellbeing. We then discuss the implications of our propositions for measurement and the use of participation interventions as a means to enhance mental health (defined as wellbeing). Conclusions: Mental disorders include both diagnoses related to impairments in the developmental period, i.e., NDD and diagnoses related to mental illness. These two types of mental disorders must be separated. Children with NDD, just like other people, may exhibit aspects of both mental health problems and wellbeing simultaneously. Measures of wellbeing defined as a continuum from flourishing to languishing for children with NDD need to be designed and evaluated. Wellbeing can lead to further participation and act to protect from mental health problems.

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Section: Participation Interventions As a Means To Enhancing Wellbeinmentioning

confidence: 99%

Definitions and Operationalization of Mental Health Problems, Wellbeing and Participation Constructs in Children with NDD: Distinctions and Clarifications

Granlund

Imms

King

et al. 2021

IJERPH

Self Cite

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“…Step 3 was replaced with the PRISMA [28] procedure steps 1-14 (38) for a systematic review and selection of studies to be included. The concept analysis was then used for analyzing the data.…”

Section: Methodsmentioning

confidence: 99%

“…This is in contrast to research on the health value of being creative in everyday life [1] and the therapeutic benefit of using CaI in occupational therapy practice [23]. CaI has been reported from most of the fields where occupational therapy is practiced; psychiatry [24,25], somatic rehabilitation [26], stress or chronic pain disorders [27], palliative care [11], childcare [28] and geriatric rehabilitation [29,30]. Thus, it is commonly used in most fields of occupational therapy practice, although still most common in the psychiatric field [31].…”

Section: The Historically Use Of Cai In Occupational Therapymentioning

confidence: 96%

“…The identification of relevant studies describing the concept was performed according to PRISMA [28] (see flow chart Figure 1) in the databases: Embase, Cinahl, Pubmed and PsychInfo. Relevant search terms and synonyms for creative activities were used (creative activities, art and craft, creative media, creativeness, arts intervention, creative arts, creative art activities, handicraft, art therapy, craft activities or handicraftsand then combined with the MeSH term: occupational therapy, which includes intervention.…”

Section: Selection Of Studiesmentioning

confidence: 99%

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A concept analysis of creative activities as intervention in occupational therapy

Hansen

Erlandsson

Leufstadius

2020

Scandinavian Journal of Occupational Therapy

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Background: This article is based on a common understanding of the concept of creative activities as intervention, as described in occupational therapy literature. Historically, creative activities have been used as intervention in occupational therapy. There is, however, a lack of clarity in descriptions of the concept. Aims/Objectives: To investigate and clarify the concept of creative activities as intervention (CaI) and to validate the findings in occupational therapy practice. Material and methods: A selection of articles according to PRISMA resulted in 15 articles, analysed with concept analysis. The results were validated by a reference panel of seven occupational therapists using a questionnaire and data was analysed by descriptive statistics. Results: Five attributes defined CaI: (1) Often consisting of elements of art and craft using mind and body, (2) Being experienced as meaningful, (3) Creating creative processes, (4) Developing skills, enhancing occupational performance and managing everyday life, and (5) Being easy to modify individually or in groups with different approaches. Three cases were generated from the attributes to illustrate the integrity of the analysis. Conclusions and significance: The results led to a description of CaI that could facilitate future research communication and common definition in occupational therapy practice.

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“…Examples of the key issues identified by communities are, lack of social support, problems with marriage status, bereavement difficulties, work environment and trauma and social disruption ( Upton, 2013 ). Effective practice can result in increasing community hope ( Edwards et al, 2020 ), resilience ( Ungar, 2017 ; Fouche and Stevens, 2018 ; Ebersöhn, 2019 ) social cohesion and infrastructure ( Hansen, 2009 ; Awadhalla and Qarooni, 2018 ). Other benefits of community arts-based psychosocial practice are described as offering a safe space for expression ( Berman, 2014 ; Colbert and Bent, 2018 ), applying the arts as a means to express difficult and painful feelings ( Mueller et al, 2011 ; Goicoechea et al, 2014 ; Meyer, 2014 ; Colbert and Bent, 2018 ), building self-esteem ( Cox et al, 2010 ; Goicoechea et al, 2014 ; Meyer, 2014 ; Colbert and Bent, 2018 ), developing positive relationships, social cohesion and a connection to community ( Dos Santos and Pavlicevic, 2006 ; Goicoechea et al, 2014 ; Meyer, 2014 ; Colbert and Bent, 2018 ), reclaiming history and identity ( Goicoechea et al, 2014 ; Meyer, 2014 ; Bodunrin, 2019 ; Clacherty, 2019 ) and promoting positive social change ( Abad and Edwards, 2002 ; Gargarella, 2007 ; Berman, 2014 ; Meyer, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

Families and Collective Futures: Developing a Program Logic Model for Arts-Based Psychosocial Practice With South African Rural Communities

Havsteen-Franklin¹,

Swanepoel²

2021

Front. Psychol.

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Aim: This aim of this study is to describe the development of a program logic model to guide arts-based psychosocial practice delivered in rural South African farming communities affected by transgenerational traumas.Background: The rationale for developing a program logic model for arts-based psychosocial practice in South Africa was based on the lack of evidence for effective community arts-based psychosocial interventions for collective trauma, unknown consensus about best practices and the need for developing cogent collective psychosocial practices. Further to this, the aims and benefits of the practice required clarity given the psychosocial complexity of the environment within which the practices for this population are being offered. The logic model offers a valuable resource for practitioners, participants and funders to understand the problem being addressed, how practice is defined, as well as the impact of practice and on intermediate and longer term goals.Methods: The authors used a systematic iterative approach to describe the operationalization of arts-based psychosocial practice. This resulted in the design of the logic model being informed by data from focus groups, an overview of the literature regarding transgerenational trauma in this population, operational policies and organizational documents. The development of the logic model involved actively investigating with practitioners their work with remote farming communities. We thematised practitioners practice constructs to identify salient practice elements and their relationship to perceived benefits and lastly feedback from practitioners and participants following implementation to make adjustments to the logic model.Results: The results were clearly identified in the form of visual mapping using the design of a program logic model. The logic model was divided into 5 parts and was verified by practitioners following implementation. The parts of the program logic model are (Part 1) main presenting problem, (Part 2) operational processes, (Part 3) practice elements, (Part 4) benefits, and impact and (Part 5) review.

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Performance and visual arts-based programs for children with disabilities: a scoping review focusing on psychosocial outcomes

Cited by 31 publications

References 44 publications

Definitions and Operationalization of Mental Health Problems, Wellbeing and Participation Constructs in Children with NDD: Distinctions and Clarifications

Definitions and Operationalization of Mental Health Problems, Wellbeing and Participation Constructs in Children with NDD: Distinctions and Clarifications

A concept analysis of creative activities as intervention in occupational therapy

Families and Collective Futures: Developing a Program Logic Model for Arts-Based Psychosocial Practice With South African Rural Communities

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