Finding yourself through art education students experiences of an arts-based mindfulness group program
Bibliographic record
Abstract
Postsecondary students’ mental health is a pressing concern on campuses across the \ncountry as young adults are experiencing alarmingly high rates of stress-related challenges such \nas anxiety and depression. A recent report released through the Council of Ontario Universities \nrecommends postsecondary institutions work together with mental health systems to break down \nsilos, find collaborative solutions, and implement programs focused on building resilience. My \nresearch study explored the suitability and effectiveness of an innovative mindfulness-based \nintervention (MBIs) called the Holistic Arts-Based Program (HAP) to teach mindfulness skills to \neducation students. Arts-based methods are enjoyable and engaging, and enable individuals to \nexpress feelings/thoughts that might otherwise be difficult to elicit; this information is rich and \ninteresting, even powerful. Results of qualitative thematic analysis of pre- and post-group group \ninterviews led to the development of three main themes: (1) increased self-awareness and \nmindfulness, (2) benefits of arts-based methods, and (3) benefits of group work. Participation in \nHAP helped students mitigate the negative impacts of stress, and taught them mindfulness \nconcepts and activities that they were inspired to introduce into their education practicum. My \nresearch demonstrates how interventions such as the HAP could make a difference in student’s \nmental health. As MBIs may not have universal appeal they should not be a mandatory program requirement, but consideration may be given to offer mindfulness interventions as self-care \noptions for postsecondary students.
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How this classification was reachedexpand
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 | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".