Integrating Art-Based Approaches in Psycho-Oncology Practice: Insights From a Pilot Creative Arts Workshop Designed for Cancer Patients Receiving Psychiatric Care
Bibliographic record
Abstract
Living with cancer involves numerous challenges during illness journey, including a high rate of significant distress and an increased risk of psychiatric disorders. Addressing these complex and multidimensional needs requires innovative and patient-centered approaches. Integrative interventions, such as art-based practices, have shown evidence-based benefits in reducing symptoms of anxiety and depression in adults with cancer. However, access to such complementary interventions remains limited in routine clinical care. Our team developed and implemented a creative arts workshop specifically designed for cancer patients treated for comorbid psychiatric disorders as a complementary intervention to standard psychiatric care. This article briefly outlines the workshop, as well as some institutional and clinical challenges encountered during implementation. Actionable insights and practical recommendations for institutions interested in adopting similar initiatives are also discussed. By providing an engaging space for emotional expression, the creative arts workshop was well received by participants and contributed positively to their care experience. Future research should focus on its feasibility, acceptability, and effectiveness on psychological well-being and quality of life in this vulnerable population.
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.
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 | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 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".