The Importance of a Creative Arts Program for Senior Housing Residents
Why this work is in the frame
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Bibliographic record
Abstract
The goal of this interdisciplinary quasi-experimental mixed methods study with older adults living in congregate senior housing was to describe participants’ experience of a creative arts program and evaluate its impact on quality of life. Fourteen older adults completed this study. The program was offered weekly for 2 hours over a 12-week period. The quantitative outcome measures included the Montreal Cognitive Assessment (MoCA), the Geriatric Depression Scale (GDS), the Short Form-36 (SF-36) quality of life measure, and the Abbreviated Torrance Test for Adults (ATTA), a test of creativity. None of the quantitative outcome measures showed significant improvements after the intervention when compared to the baseline period. Qualitative data collected through individual semi-structured interviews were transcribed, coded, and analyzed. Qualitative results revealed six main themes: 1) Novel and engaging group artistic experience provides opportunity to test and overcome limits, 2) Feelings of trust, acceptance, and comfort within the group support self-expression, 3) Transformative creative experience in expressing true self, trying new things, and imagining endless possibilities, 4) The program was experienced as energizing and fun, generating a positive outlook on life, 5) Music and dance fostered mutual knowledge, emotional connection to one’s own heritage, and cultural understanding, and 6) The program resulted in increased social interactions and a stronger feeling of community. Although those findings are encouraging, more studies using a variety of methodologies and interventions are needed to inform art-based health promotion efforts in the older adult population.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it