Arts & Health最新文献

This poem aims to explore the intersections of chronic illness, bodily awareness, and emotional resilience through reflective narrative. The poem sets out to shed light on how medical crisis can catalyze a deeper and more profound relationship with the body and the self. Often overlooked until failure, the body becomes central in moments of severe illness-inviting reflection, soul-searching, and redefinition of what it means to live well under challenging circumstances. The poem examines the psychosocial dimensions of chronic care, emphasizing themes of loss, acceptance, and hope. It also highlights how poetry can help both patients and healthcare providers express the shifting emotional landscape of ongoing treatment. In doing so, it contributes to a broader conversation about how creative practices can support patient agency, build empathy in clinical settings, and nurture emotional strength amid continued medical challenges.

This poem explores how dance can support holistic well-being by uniting movement with emotion and self-expression. Through metaphor and verse, it seeks to capture the transformative power of dance as it moves through the physical, mental, and spiritual layers of the self. Rather than seeing dance solely as performance or art, the poem presents it as a deeply human practice-one that fosters self-awareness, sharpens the senses, and nurtures deep joy. By highlighting the instinctive and emotional nature of movement, the poem adds to the wider conversation about how the arts can promote health, emotional resilience, and social connection. Ultimately, it draws attention to the therapeutic possibilities of dance in both clinical and community settings, encouraging healthcare professionals and researchers to view creative expression not just as complementary, but as central to physical healing, psychological flourishing, and overall well-being.

Background: To further understand how arts participation leads to health and wellbeing outcomes, we present video analysis of five different arts activities online that enables an examination of older adults' experiences over time.

Methods: A two-staged analysis of recordings of nineteen older adults ( > 55 y) used quantitative analysis of coded verbal contributions, followed by qualitative content analysis of two case-studies.

Results: Unprompted verbal contributions were more frequent and increased more strongly over time in visual arts compared to more information-based disciplines. Qualitative case studies showcased how positive outcomes of creative workshop participation may manifest gradually over time, or in contrast as part of subtle, pivotal moments of reorientation.

Conclusions: This research developed a nuanced video analysis method to evaluate experiences of creative arts workshops. Such methodologies are essential for distinguishing the impact of interventions, allowing for a differentiated approach in prescribing arts interventions for health and wellbeing outcomes.

Background: Arts-in-health interventions increasingly demonstrate feasibility and effectiveness in improving anxiety and wellbeing outcomes through engagement by hospital inpatients with dementia. We aimed to demonstrate the practicality of digital and traditional group artmaking and understand potential impact on patient anxiety and wellbeing.

Methods: The 3-arm controlled study design included control, traditional artmaking and digital artmaking groups. Outcome measures were State-Trait Anxiety Inventory, Generic Wellbeing Questionnaire and Observational Measure of Engagement.

Results: We measured a decline in anxiety among the traditional art group (n = 30), with no change among the digital artmaking group (n = 30) or control group (n = 30). We measured positive wellbeing among both intervention groups, but not the control group. Engagement attitude was more positive in the traditional group than the digital group.

Conclusions: We found that group arts engagement was a feasible and promising intervention. We raise further questions for expanded uses of digital tablets in activities for hospital inpatients with dementia.

Background: Two artist-researchers engaged in a year-long virtual collaboration using autoethnographic and arts-based methods to explore grief and loss.

Methods: Artistic inquiry supported emotional processing, well-being, self-understanding, and intuitive meaning making. Through painting, poetry, collage, and dialogue, they uncovered the following shared themes: emotions, visual and classical elements, and concepts of time.

Results: Findings highlight grief as a complex, non-linear, and spiritual experience marked by liminality.

Conclusion: The study demonstrates how collaborative, arts-based research can offer valuable tools for understanding, transforming, and making meaning of grief.

Background: Managing Type 2 Diabetes Mellitus in Primary Health Care requires not only clinical accuracy but also humanistic and reflective capacities. Simulation-based education that integrates theatrical and humanistic elements may foster these competencies. This study explores how a clinical simulation module shaped medical students' awareness of their role in chronic care, drawing on Balint's psychodynamic perspective and Aristotelian poetics.

Methods: A qualitative study was conducted during a T2DM simulation module with fourth-year medical students. Eighteen simulation sessions were observed, and ten in-depth interviews were carried out with students who acted as simulated doctors. Data from field notes and transcripts were analyzed using Clinical-Qualitative Content Analysis. Balint's concepts informed the reading of relational dynamics, while Aristotelian poetics offered a framework to interpret the symbolic and affective expressions emerging from the learning process.

Results: Students reported emotional resistance, anxiety, and fear of judgment when engaging with the simulation. These tensions were interpreted through Balintian ideas such as the doctor's self as a therapeutic instrument, the role of collegiality, and the psychodynamics of group learning. Three thematic axes emerged: availability to assume the medical role, precision in clinical reasoning, and group support or rivalry. These were further mapped onto poetic forms - tragic, comic, and epic - illuminating symbolic dimensions of professional identity formation.

Conclusions: Combining Balint's psychodynamic insights with poetic-symbolic interpretation in simulation may offer educators a humanizing and reflective strategy to support medical students in developing relational and clinical competencies for PHC.

Background: Learning from the challenges and successes of online arts delivery during the pandemic is crucially important for considering long-term sustainable solutions that enable people living with dementia to remotely participate in meaningful activities.

Methods: Twenty-eight arts workers responded to an online survey exploring i) the meaning of face-to-face arts activities that were replicated online, ii) perceived motivations to attend, iii) successes and challenges in adapting arts for online/socially distanced setting.

Results: Responses described arts giving structure and purpose to people living with dementia and their carers, a sense of community, and a way to reduce physical isolation. Success on digital delivery of arts depended on how inclusive practices were in relation to different abilities, technology experience and support levels.

Conclusions: Despite challenges, the range of interactions across activities demonstrated various ways for people living with dementia to make a contribution, feeding into the feelings of purpose and belonging in the online/digital community.

Background: This review evaluated the existing literature exploring the effects of arts-inclusive programs (AIPs) on the mental health and wellbeing of young children. AIPs include activities, programs, or interventions containing creative arts.

Methods: Literature searches were conducted across three databases (SCOPUS, psycINFO, and ERIC). The search was restricted to studies reporting outcomes of children 0-6 years.

Results: Nine studies were included in the review (3,671 participants). Three key themes were identified: music-related (n = 4); artmaking (n = 3); and storytelling/drama (n = 2). All included studies reported positive outcomes on children's wellbeing following engagement in AIPs.

Discussion: This review found emerging evidence demonstrating positive impacts of arts engagement on the wellbeing of children aged 0-6. However, most studies were low quality and used varying outcome measures. The review is one of the first to highlight the lack of high-quality studies on the relationship between AIPs and wellbeing in young children.

Background: The dance workforce plays a central role in delivering arts and health programmes yet there is little exploration of how programme delivery impacts dance artists in a professional or personal capacity. This study explored the experiences of dance artists delivering Dance On, which engages inactive older people 55yrs+.

Methods: Ripple Effects Mapping was used to explore the short- and long term experiences and practices of dance artists delivering a dance programme.

Findings: Two ripples were developed 1) Becoming a specialist 2) Connecting with communities. These ripples highlighted the strengths of the sustained nature of the programme and emphasised the need for ongoing support from employing organisations, communities, and dance artist peers.

Conclusion: This study showcases the central role dance artists play in upholding the outcomes we observe in arts and health work - their role, expertise, and commitment to programmes should be further illuminated and supported through ongoing discourse about their practice.