Deinstitutionalizing art of the nomadic museum: practicing and theorizing critical art therapy with adolescents (Explorations in mental health) by Eva Marxen

Author(s):  
Tomoyo Kawano
Keyword(s):  
Author(s):  
Catherine Malboeuf-Hurtubise ◽  
Terra Léger-Goodes ◽  
Geneviève A. Mageau ◽  
Geneviève Taylor ◽  
Catherine M. Herba ◽  
...  

Abstract Background Emerging literature on the current COVID-19 crisis suggests that children may experience increased anxiety and depression as a result of the pandemic. To prevent such school and mental health-related problems, there is a timely need to develop preventive strategies and interventions to address potential negative impacts of COVID-19 on children’s mental health, especially in school settings. Results from previous child clinical research indicate that art-based therapies, including mindfulness-based art therapy, have shown promise to increase children’s well-being and reduce psychological distress. Objective The goal of the present pilot and feasibility study was to compare the impact of an emotion-based directed drawing intervention and a mandala drawing intervention, on mental health in elementary school children (N = 22), in the context of the COVID-19 pandemic. Both interventions were group-based and delivered online and remotely. A pilot study using a randomized cluster design was implemented to evaluate and compare both interventions in relation to child anxiety, depression, inattention and hyperactivity symptoms. Results Analyses of covariance revealed a significant effect of the type of drawing intervention on levels of inattention, after controlling for baseline levels. Participants in the emotion-based directed drawing group showed lower inattention scores at post-test, when compared to participants in the mandala group. Post-hoc sensitivity analyses showed significant decreases in pre-to-post scores for levels of hyperactivity for the complete sample. Conclusion Overall, results from this pilot and feasibility study showed that both an emotion-based directed drawing intervention and a mandala drawing intervention may be beneficial to improve mental health in elementary school children, in the context of the current COVID-19 pandemic. From a feasibility standpoint, results indicate that the implementation of both interventions online and remotely, through a videoconference platform, is feasible and adequate in school-based settings. Further work incorporating larger sample sizes, longitudinal data and ensuring sufficient statistical power is warranted to evaluate the long-term impact of both interventions on children’s mental health.


2016 ◽  
Vol 3 (11) ◽  
pp. 1006-1007
Author(s):  
Florian Junne ◽  
Stephan Zipfel

1998 ◽  
Vol 52 (3) ◽  
pp. 261-266 ◽  
Author(s):  
Bert Kae-Jé

Defines the professional minister as subject to confining social attitudes and expectations. Posits clergy as good candidates for art therapy. Reports on a small pilot study that field tested a curriculum exploring the relationship between preaching and mental health and made use of several art activities. Uses results of this study to illustrate art therapy's potential to free clergy for authentic expression and to explore the potential and the problems posed by clergy as a target group for additional research.


2018 ◽  
Vol 5 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Marie Forgeard

AbstractMental health is one of the potential outcomes of creative behavior deserving of further research, as much of previous anecdotal and scientific evidence has offered conflicting findings on this topic. Integrating the expertise and methods used by scholars in different disciplines (e.g., art therapy, clinical psychology, cognitive psychology, personality psychology) may help clarify the conditions under which creative behavior is or is not helpful for specific aspects of mental health, and generate new insights into the mechanisms that might explain such benefits.


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