School‐based drama interventions in health promotion for children and adolescents: systematic review

Joronen, Katja; Rankin, Sally H.; Åstedt‐Kurki, Päivi

doi:10.1111/j.1365-2648.2008.04634.x

Cited by 80 publications

(80 citation statements)

References 37 publications

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“…The concept of socio-constructive learning stresses the development of identity and the perception of goals' values. A long-term goal in drama education is to help learners understand themselves, others and the world in which they live (see Bowell & Heap, 2001;Heikkinen, 2002;Joronen et al, 2011;Joronen et al, 2008;Laakso, 2004).…”

Section: Drama Education and Creativitymentioning

confidence: 99%

Creative Pedagogy - Supporting Children’s Creativity Through Drama

Toivanen¹,

Halkilahti²,

Ruismäki³

2014

EJSBS

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Drama education is still a rather young field of science. Thus, there is an obvious need to conceptualize the elements and factors related to drama education fostering children's creativity. What kind of learning environment supports children's creativity? Which aspects of drama education nurture children's creativity? Children's creativity is often referred to as 'little c creativity ', LCC, (Craft 2001). Subjectivity is an intrinsic character when defining children's creativity since it is not determined by society. The article aims to perceive and build a theory of tuition supporting children's creativity in the context of drama education. The objective of this theory-based article is to characterize the terminology of creativity in drama education. Based on prior research, the purpose of the article is to construct a model of tuition fostering children's creativity. This theoretical model is contemplated through drama education. In a creative learning environment of drama the children are provided with rich experiences and their active role in learning is emphasized. Interaction is an essential part of learning process making learning itself a social activity. Creative environment supports children's imagination and inner motivation. In addition, the atmosphere is permissive. These elements also create a potential for group creativity. According to research (Kim 2010), the need to support children's creativity is obvious. Furthermore, children's creative development should be considered on two levels: the individual creativity of each pupil and the group creativity of the whole class. Drama education has the potential to nurture pupil's creativity through its experiential, social and children-activating nature.

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Section: Drama Education and Creativitymentioning

confidence: 99%

Creative Pedagogy - Supporting Children’s Creativity Through Drama

Toivanen¹,

Halkilahti²,

Ruismäki³

2014

EJSBS

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“…Increasingly, healthcare administrators and designers have tried to exploit this relation; the arts figure in the aesthetic design of healthcare spaces and in the delivery of many interventions (Dose, 2006;Macnaughton, White & Stacy, 2005;SAH, 2009). There is a growing body of evidence supporting the use of art, arts-based interventions and art therapy to improve a range of health-related outcomes (Daykin, Byrne, Soteriou & O'Connor, 2008;Gold, Solli, Kruger & Lie, 2009;Gold, Voracek & Wigram, 2004;Goyal & Keightley, 2008;Joronen, Rankin & Astedt-Kurki, 2008;Maratos, Gold, Wang & Crawford, 2008;Stuckey & Nobel, 2010;Treurnicht Naylor, Kingsnorth, Lamont, McKeever & Macarthur, 2010;Wood, Molassiotis & Payne, 2010).…”

Section: Introductionmentioning

confidence: 99%

Determining the effects of therapeutic clowning on nurses in a children's rehabilitation hospital

et al. 2011

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Objective: This pilot study aimed to determine the effects of therapeutic clowns for hospitalized children on their nurses. Methods: Semi-structured interviews with 13 nurses explored perceptions of the clowns. Measures of physiological arousal, emotion and anxiety were also obtained from nine of these 13 nurses under two conditions -the presence or absence of therapeutic clowns on the unit. Results: Physiologically, the automatic nervous system signals of eight of the nine nurses exhibited consistent changes in patterns of responding when the clowns were present. Emotionally, nurses' reports of negative mood states were also reduced; no changes in anxiety were found. Qualitative data corroborated these findings and suggest that although therapeutic clowns expressly work with children, they also have a relational impact. Conclusions: Clowning seems to improve communication, role negotiation and the meaning of the unit as a social and physical place. A recommendation for mixed method research designs is offered to determine varied effects of arts-based interventions on stakeholders within healthcare settings.

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“…Previous research into preventing childhood obesity has found that it can be difficult to engage parents in order to affect change within the family; 22,23 thus, we believed that the delivery methods needed to be sufficiently dynamic, creative and empowering to motivate the children to talk about the activities at home with their parents and encourage parents to come into the school to attend key events. This thinking led us to explore the use of interactive drama, as it had shown promise in promoting positive attitudes towards a number of health behaviours 24 and was a means of delivering a range of behaviour change techniques in manner that could engage the children.…”

Section: Rationale For Helpmentioning

confidence: 99%

Cluster randomised controlled trial and economic and process evaluation to determine the effectiveness and cost-effectiveness of a novel intervention [Healthy Lifestyles Programme (HeLP)] to prevent obesity in school children

et al. 2018

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Dean SG, Hillsdon M, et al. Cluster randomised controlled trial and economic and process evaluation to determine the effectiveness and cost-effectiveness of a novel intervention [Healthy Lifestyles Programme (HeLP)] to prevent obesity in school children. Public Health Res 2018;6(1). This journal is a member of and subscribes to the principles of the Committee on Publication Ethics (COPE) (www.publicationethics.org/). Public Health ResearchEditorial contact: journals.library@nihr.ac.ukThe full PHR archive is freely available to view online at www.journalslibrary.nihr.ac.uk/phr. Print-on-demand copies can be purchased from the report pages of the NIHR Journals Library website: www.journalslibrary.nihr.ac.uk Criteria for inclusion in the Public Health Research journalReports are published in Public Health Research (PHR) if (1) they have resulted from work for the PHR programme, and (2) they are of a sufficiently high scientific quality as assessed by the reviewers and editors.Reviews in Public Health Research are termed 'systematic' when the account of the search appraisal and synthesis methods (to minimise biases and random errors) would, in theory, permit the replication of the review by others. PHR programmeThe Public Health Research (PHR) programme, part of the National Institute for Health Research (NIHR), evaluates public health interventions, providing new knowledge on the benefits, costs, acceptability and wider impacts of non-NHS interventions intended to improve the health of the public and reduce inequalities in health. The scope of the programme is multi-disciplinary and broad, covering a range of interventions that improve public health. The Public Health Research programme also complements the NIHR Health Technology Assessment programme which has a growing portfolio evaluating NHS public health interventions.For more information about the PHR programme please visit the website: http://www.nets.nihr.ac.uk/programmes/phr This reportThe research reported in this issue of the journal was funded by the PHR programme as project number 10/3010/01. The contractual start date was in March 2012. The final report began editorial review in November 2016 and was accepted for publication in February 2017. The authors have been wholly responsible for all data collection, analysis and interpretation, and for writing up their work. The PHR editors and production house have tried to ensure the accuracy of the authors' report and would like to thank the reviewers for their constructive comments on the final report document. However, they do not accept liability for damages or losses arising from material published in this report.This report presents independent research funded by the National Institute for Health Research (NIHR). The views and opinions expressed by authors in this publication are those of the authors and do not necessarily reflect those of the NHS, the NIHR, NETSCC, the PHR programme or the Department of Health. If there are verbatim quotations included in this publication the views and opinions express...

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School‐based drama interventions in health promotion for children and adolescents: systematic review

Cited by 80 publications

References 37 publications

Creative Pedagogy - Supporting Children’s Creativity Through Drama

Creative Pedagogy - Supporting Children’s Creativity Through Drama

Determining the effects of therapeutic clowning on nurses in a children's rehabilitation hospital

Cluster randomised controlled trial and economic and process evaluation to determine the effectiveness and cost-effectiveness of a novel intervention [Healthy Lifestyles Programme (HeLP)] to prevent obesity in school children

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