Honouring The In-Between: Video Collage-Based Art Therapy Intervention for Second-Generation Canadian Youth
Bibliographic record
Abstract
This philosophical inquiry explores the therapeutic potential of video collage as an art therapy intervention for second-generation Canadian adolescents navigating identity development and integration. Adolescence is widely recognized as a key period of identity development, with second-generation bi- and multicultural youth often encountering additional complexity as they negotiate multiple cultural selves: identities associated with both heritage and dominant cultures (Giguère, Lalonde, & Lou, 2010). As many adolescents engage with digital media as an everyday means of communication and self-expression (Varadi, 2025), video-based intervention offers a familiar and adaptable creative medium for exploring identity. This research positions video collage as a tool uniquely suited to accommodate layered, fluid, and non-linear expressions of self, allowing youth to represent and affirm their identities in ways that hold complexity without requiring reduction or closure. In dialogue with literature on art therapy, therapeutic filmmaking, and Participatory Action Research approaches, this study emphasizes the importance of youth agency, power-sharing, and culturally responsive practice when implementing video-based interventions. Key considerations for art therapists include ethical handling of digital materials, attention to power dynamics, and ongoing reflexivity regarding cultural and systemic influences shaping identity. Findings suggest that video collage holds significant promise in supporting self-authorship, emotional expression, and pride in multifaceted identities among second-generation youth, while also demonstrating a need for further empirical research to develop structured frameworks for clinical practice.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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 source (direct Gemma or distilled Codex), 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".