From helplessness to a renewed sense of agency: The integration of puppets in the Art & Storytelling school-based creative expression program with immigrant and refugee children
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The distress experienced during the COVID-19 pandemic can add to the already stressful experience of migration for children and their family, having serious short-term and long-term impact on their mental health and meaning-making processes. Since creativity acts as a protective buffer for children and support their adjustment, the implementation of school arts-based interventions can help support the recovery of children and promote their coping and adaptive strategies. Through the case study of a 7-year-old Syrian refugee, this article presents how a young girl invested the Art & Storytelling school-based creative expression program to regain a sense of agency and control in a (post-)crisis context. Based on the images she created during the workshops as well as on the individual and group observational field notes recorded by workshop facilitators, the case study highlights the child’s creative process and its relationship to the creation of meaning and her developing sense of agency. It focuses especially on how the girl integrated puppets into her own creative process to regain a sense of agency and control over her life.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 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