“Their story is a hard road to hoe”: how art-making tackles stigma and builds well-being in young people living regionally

Gentle, Emma; Linsley, Paul; Hurley, John

doi:10.1108/jpmh-10-2019-0087

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…The belonging and recognition given to the participants as artists by the community reflects the findings of Hall, 20 and Gentle, Linsley. 49 To feel belonging and be…”

Section: Discussionmentioning

confidence: 99%

Forming relationships through group art‐making: An exploration with neurodivergent people living in regional Australia

Gentle

O’Brien

2020

Health Prom J of Aust

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Issues Addressed: Neurodivergent people have a strong history of raw creative expression in the arts, however they also have a history of being segregated from society. This segregation has obstructed pathways to building the connections that maintain both mental and physical health. This research sought to illuminate how group art-making impacts relationship formation with neurodivergent people in regional Australia. Method:The study included nine participants with intellectual disability and one with an acquired brain injury who regularly attend art-making workshops, along with eight of their chosen arts advocates. A single iterative case-study design was employed using participatory action research (PAR) methodology. Methods included: three participant think aloud (T/A) groups, nine researcher observations, and nine third-party interviews. The data were thematically analysed then triangulated using three different sources. Results: Making art in a group can form enriched relationships with (a) the artwork; (b) the self; (c) others; and (d) community. Facilitation supported how these relationships formed. The relationships increased agency, belonging and wellbeing. Conclusion:These connections mitigate the numerous effects of marginalisation.Art-making has the capacity to enrich the health and wellbeing of neurodivergent populations.So What?: Art-making groups can provide a space that interrupts the isolation and social exclusion experienced by neurodivergent people. Art workshops offer both an emancipatory space to create where sense of self and relationships with others are enhanced, and an opportunity to reach beyond the studio to connect with communities. These rich connections contribute to better health outcomes for neurodivergent people, thus enhance the wellbeing of their communities.

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“…The belonging and recognition given to the participants as artists by the community reflects the findings of Hall, 20 and Gentle, Linsley. 49 To feel belonging and be…”

Section: Discussionmentioning

confidence: 99%

Forming relationships through group art‐making: An exploration with neurodivergent people living in regional Australia

Gentle

O’Brien

2020

Health Prom J of Aust

Self Cite

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“…Storytelling has been used in communities across the world for centuries to express, appreciate and understand the ubiquitous nature of grief. Recent research demonstrates the positive impact of storytelling interventions on mental health and well-being for adults and children alike (Gentle et al , 2020; Gillam, 2018). It does not require specialist knowledge or equipment and is therefore a highly accessible medium for both tellers and listeners (McCall et al , 2019; Scott et al , 2013).…”

Section: Introductionmentioning

confidence: 99%

Using a storytelling intervention in schools to explore death, dying, and loss

Blake

Bayliss

Callow³

et al. 2020

JPMH

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Purpose Experiencing bereavement in childhood can cause profound changes to developmental trajectories. This paper aims to evaluate the feasibility of implementing a public health intervention in schools to encourage pupils aged 12-15 years to independently explore ideas of death, dying, loss and end of life care in a structured and creative format. Design/methodology/approach A co-produced storytelling intervention was implemented in an independent school in Norwich, UK. Pupils wrote up to 1,000 words in response to the title, “I Wish We’d Spoken Earlier”. Their participation was voluntary and extra-curricular. Stakeholder feedback was used in addition to the submissions as a measure of acceptability, appropriateness, adoption and feasibility. Findings In total, 24 entries were submitted. Pupils demonstrated their ability to engage thoughtfully and creatively with the subject matter. Feasibility for the storytelling intervention was demonstrated. Importantly, the intervention also prompted family conversations around preferences and wishes for end of life care. Research limitations/implications To determine whether the intervention has psychological and social benefits will require further study. Practical implications Educational settings can be considered as anchor institutions to support a public health approach to end of life care. Originality/value The positive response from all stakeholders in delivering and supporting the intervention indicates that schools are a community asset that could be further empowered to support children and families affected by death, dying and loss.

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“Their story is a hard road to hoe”: how art-making tackles stigma and builds well-being in young people living regionally

Cited by 2 publications

References 15 publications

Forming relationships through group art‐making: An exploration with neurodivergent people living in regional Australia

Forming relationships through group art‐making: An exploration with neurodivergent people living in regional Australia

Using a storytelling intervention in schools to explore death, dying, and loss

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