Promoting the mental health and well-being of vulnerable youth through art: an ethnographic evaluation of an art-based intervention for rural Canadian youth
Notice bibliographique
Résumé
BACKGROUND: Children in rural communities are of the most vulnerable populations in Canada. Living in a rural community has mental health and well-being implications for these children, particularly regarding their access to mental health services. By comparison to talk therapies, which are often costly, art-based interventions are accessible financially, geographically (i.e., offered in academic settings), and across abilities. Qualitative research of art-based approaches with vulnerable children is limited. Despite this, art-based interventions have allowed children to express their feelings through art, which in turn helped them identify and verbalize thoughts and feelings; something that youth tend to struggle with in traditional psychotherapy. As such, considering the vulnerable context of the students in the present research, a community-based approach was deemed beneficial-and thus adopted-in the current project as we created art with underprivileged children in a rural community with a specific focus on promoting positive mental health. AIM: The purpose of this project was to examine the experiences and preliminary impact of an art-based intervention with students in rural communities. METHODS: 27 youth from Quebec, Canada, aged 10-12 took part in a weekly art-based intervention for 7 weeks that was designed to cater to their unique needs. The intervention design and specific art activities were chosen according to the community partners' description of the students' needs and previous work led by the research team which aimed to improve elementary school children's mental health. An ethnographic approach was used to examine the implications this intervention had on students, particularly their mental health and well-being. Thematic analysis was used to examine the data. RESULTS: The majority of students reported enjoying the intervention, many stating it had a positive impact on their lives. For example, various students reported that the intervention made them feel more comfortable amongst their peers and program staff. Students also reported feeling positively during art-making and expressed interest in taking part in follow-up research. DISCUSSION: Overall, positive experiences with the present intervention support existing literature regarding the effectiveness of art-based methods for youth populations. Future research should further investigate the importance of the therapeutic alliance in youth community- and art-based research, particularly how the age of the facilitator can enhance rapport. Additionally, further research is needed to understand how art-based interventions, although sometimes unenjoyable, can have positive implications through pushing personal limits.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».