scholarly journals Starting from Scratch: Co-production with dramatherapy in a Recovery College

Dramatherapy ◽  
2019 ◽  
Vol 40 (2) ◽  
pp. 63-80
Author(s):  
Andy Critchley ◽  
Ditty Dokter ◽  
Helen Odell-Miller ◽  
Nicki Power ◽  
Stephen Sandford
Keyword(s):  
Mental Health ◽  
Social Networks ◽  
Production Process ◽  
Group Work ◽  
Collaborative Work ◽  
Self Esteem ◽  
Service Users ◽  
World Mental Health

This piece of writing has focused on the first stage of creating a co-production arts wing of the Recovery College and is written with the intention of demonstrating the practical value of a dramatherapy and ‘experts by experience’ collaboration. It includes an introduction to ‘recovery’ and the contemporary NHS guidelines for a Recovery College. The first four classes of co-production in action with a dramatherapist are described with feedback from students. Followed by a sharing of the evolution of this process into three new courses leading to a workshop, performance and exhibition on World Mental Health Day. It also includes a BASIC Ph evaluation analysis of group work through the three courses run in collaboration with a dramatherapist at the Recovery College. The following questions are addressed by the evaluation – Can dramatherapy effectively support the co-production process? Can these co-production situations be creatively defined and described by their participants? The conclusions are that dramatherapy lends itself to collaborative work. Service users share languages of resilience and, through forming social networks, improve in confidence and self-esteem.

CHAOS: A Co-Creation

2020 ◽  
Vol 7 (1) ◽  
pp. 205-223
Author(s):  
Hannah Waldron ◽  
Steve Braund
Keyword(s):  
Mental Health ◽  
Social Services ◽  
Creative Process ◽  
Life Story ◽  
Mental Healthcare ◽  
Self Esteem ◽  
Service Users ◽  
Health Issues ◽  
Critical Account ◽  
Collective Empowerment

This is a critical account of a year-long collaboration between MA Authorial Illustration students and service users of a social services organization and mental healthcare provider, The CHAOS Group (Community Helping All Of Society), with the aim of communicating the journey of those experiencing mental health issues and the efficacy of authorial illustration in promoting wellbeing. Central to the project was the production of the book CHAOS: A Co-Creation, and this article describes the book’s development and the experience of working in the co-creation mode. Drawing upon research methods in narrative and authorial illustration, the article explores the potential of authorial illustration to serve as a tool for benefitting mental health: could an illustrational mindset ‐ one rooted within personal authorship ‐ bring out those personal voices, rekindling a sense of worth and self-esteem? At the heart of the project was the concept of shared creative process, a ‘thinking-through-making’ in which weekly creative sessions allowed each of the participants’ individual voices to emerge and feel empowered through a gradual encouragement to author personal stories. Alongside the fostering of individual authorial voices through illustration, the article describes how, through a non-hierarchical co-creation process, we witnessed a collective empowerment. The article draws upon the recent research-based publication Co-Creation (in France) and draws on the notion from social psychology that there seems to be a sense in which narrative, rather than referring to ‘reality’, may in fact create or constitute it, as when ‘fiction’ creates a ‘world’ of its own: empowering each individual to author their own life-story (Jerome Bruner 1991: 1‐21).

scholarly journals Social Media And Networking Technologies: An Analysis Of Collaborative Work And Team Communication

2012 ◽  
Vol 5 (4) ◽  
pp. 295 ◽  
Author(s):  
Ephraim A. Okoro ◽  
Angela Hausman ◽  
Melvin C. Washington
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Learning Outcomes ◽  
Group Work ◽  
Collaborative Work ◽  
Faculty Members ◽  
Active Engagement ◽  
Web 2.0 Technologies ◽  
Quality Instruction ◽  
Networking Technologies

Digital communication increases students learning outcomes in higher education. Web 2.0 technologies encourages students active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids students who are expected to be facile in these technologies upon graduation (Benson, Filippaios, and Morgan, 2010). Faculty members become coaches, monitoring and providing feedback to students rather than directing activities. While Web 2.0 technologies, including social networks, may act as a distraction in a teaching environment, our findings suggest that effective social networking in learning environments sustain quality instruction and skills-development in business education.

scholarly journals Educational possibilities of social networks and group work. University students’ perceptions

Comunicar ◽  
2014 ◽  
Vol 21 (42) ◽  
pp. 165-172 ◽  
Author(s):  
Julio Cabero-Almenara ◽  
Verónica Marín-Díaz
Keyword(s):  
Social Networks ◽  
Group Work ◽  
Basque Country ◽  
Collaborative Work ◽  
Data Gathering ◽  
Social Software ◽  
Redes Sociales ◽  
The Social ◽  
Information And Communication ◽  
Software Social

The change in classroom methodologies has in many cases come with the emergence of the Internet and 2.0 tools (mainly social networks). The development of a constructivist approach focused on group work means that students’ training can be improved by this type of resources as they foster important aspects such as socialization, information searching and the achievement of a common goal, etc. This work aims to analyze the information and communication technology (ICT) university learning processes and student preferences for working either inside or outside the classroom at the universities of Córdoba, Sevilla, Huelva and the Basque Country. Our objectives are focused on knowing: the students’ feelings on social software and its influence on collaborative and group work;) the social network tools they use and, if there are any differences between these universities in terms of collaborative work perceptions. The instrument for data gathering was a four-dimensional questionnaire. The main results are: students are interested in group work as a type of classroom methodology; students have little knowledge of technology tools (except for social networks). These results provide a reliable diagnostic instrument for the variables that comprise this tool. El cambio en las metodologías de aula viene de la mano, en muchos casos, de Internet y de las herramientas de la Web 2.0. Por otra parte, el desarrollo de una perspectiva de corte constructivista apoyado en el trabajo en grupo, suponen que la formación de los estudiantes puede ser alimentada a través de este tipo de recursos, dado que potencia, entre otros aspectos la socialización, la búsqueda de información, el logro de una meta común, etc. La investigación que aquí se presenta versa sobre la realidad de los procesos de aprendizaje universitario con TIC y las preferencias para trabajar dentro y fuera del aula de los estudiantes de las universidades de Córdoba, Huelva, Sevilla y País Vasco. Los objetivos se centran en conocer las percepciones que los alumnos tienen sobre el software social y el trabajo en grupo y colaborativo, cuáles son las herramientas de software social que emplean y si hay diferencias en función de la universidad de procedencia. Se empleó como instrumento de recogida de datos un cuestionario conformado por cuatro dimensiones. Se concluye que el alumnado está interesado en el empleo del trabajo en grupo como metodología de aula, así como su escaso conocimiento de las herramientas tecnológicas, salvo de las redes sociales. Al mismo tiempo, estos resultados aportan un instrumento fiable para el diagnóstico de las variables que lo conforman.

Suicide Attempters, Suicide Ideators, and Non-Ideators

Crisis ◽  
2019 ◽  
Vol 40 (4) ◽  
pp. 294-297 ◽  
Author(s):  
Tobias Teismann ◽  
Laura Paashaus ◽  
Paula Siegmann ◽  
Peter Nyhuis ◽  
Marcus Wolter ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Protective Factors ◽  
Suicide Ideation ◽  
Suicide Attempts ◽  
Self Esteem ◽  
Positive Mental Health ◽  
Cross Sectional ◽  
Reasons For Living ◽  
Suicide Attempters

Abstract. Background: Suicide ideation is a prerequisite for suicide attempts. However, the majority of ideators will never act on their thoughts. It is therefore crucial to understand factors that differentiate those who consider suicide from those who make suicide attempts. Aim: Our aim was to investigate the role of protective factors in differentiating non-ideators, suicide ideators, and suicide attempters. Method: Inpatients without suicide ideation ( n = 32) were compared with inpatients with current suicide ideation ( n = 37) and with inpatients with current suicide ideation and a lifetime history of suicide attempts ( n = 26) regarding positive mental health, self-esteem, trust in higher guidance, social support, and reasons for living. Results: Non-ideators reported more positive mental health, social support, reasons for living, and self-esteem than suicide ideators and suicide attempters did. No group differences were found regarding trust in higher guidance. Suicide ideators and suicide attempters did not differ regarding any of the study variables. Limitations: Results stem from a cross-sectional study of suicide attempts; thus, neither directionality nor generalizability to fatal suicide attempts can be determined. Conclusion: Various protective factors are best characterized to distinguish ideators from nonsuicidal inpatients. However, the same variables seem to offer no information about the difference between ideators and attempters.

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