Arts and Health Promotion. Tools and Bridges for Practice, Research, and Social Transformation

Foreword
Acknowledgments
Contents
About the Editors
Contributors
Part I: Introduction
	Chapter 1: Exploring the Potential for the Arts to Promote Health and Social Justice
		1.1 Health, Health Promotion, and the Arts
		1.2 Arts to Address the Five Health Promotion Action Areas
			1.2.1 Strengthen Community Action
			1.2.2 Develop Personal Skills
			1.2.3 Create Supportive Environments
			1.2.4 Reorient Health Services
			1.2.5 Build Healthy Public Policy
		1.3 About This Book
		References
Part II: Arts and Health Promotion: Tools and Bridges for Practice
	Chapter 2: Drawing as a Salutogenic Therapy Aid for Grieving Adolescents
		2.1 Introduction
		2.2 The Context
		2.3 Theoretical Framework
		2.4 The Intervention: Balekane EARTH
			2.4.1 Method
			2.4.2 Data Analysis
		2.5 Findings
			2.5.1 Stressors
				2.5.1.1 Witchcraft
				2.5.1.2 Sudden Death
				2.5.1.3 Ghosts and the Dead
				2.5.1.4 Caregiver Suicide
				2.5.1.5 Poverty
			2.5.2 Resources and Strategies
				2.5.2.1 Peers
				2.5.2.2 Relatives
				2.5.2.3 Social Workers
				2.5.2.4 Community Leaders
				2.5.2.5 Community Members
				2.5.2.6 Spirituality
		2.6 Discussion
			2.6.1 Comprehensibility
			2.6.2 Manageability
			2.6.3 Meaningfulness
		2.7 Conclusion
		References
	Chapter 3: Promoting Spiritual Health: Using Poetry as a Coping Strategy for Iranian Women Post-divorce
		3.1 Divorce as a Complex Life Event
			3.1.1 Divorce in Iran
			3.1.2 Factors Contributing to Divorce
		3.2 Post-divorce Life Among Iranian Women
			3.2.1 Post-divorce Life Adjustment: Developing Personal Skills
		3.3 Meaning-Making and Spiritual Health: An Under-examined Concept in Health Promotion
			3.3.1 Art as an Effective Personal Development Strategy
				3.3.1.1 The Work of Rumi
		3.4 Describing the Initiative
		3.5 Iranian Women Post-divorce: Lived Experience
			3.5.1 Meaning-Making: Engaging with Rumi
		3.6 Participants’ Experiences in the Program
		3.7 Conclusion
		References
	Chapter 4: Student Creativity and Professional Artwork in a School Food Intervention in Denmark
		4.1 Introduction
		4.2 Background
		4.3 Conceptual Framework
		4.4 Planning and Conducting LOMA Teaching
		4.5 Case Study of a LOMA Week in a Primary School
		4.6 Evaluation of Case Study
			4.6.1 Limitations and Implications
		4.7 Conclusion
		References
	Chapter 5: Creatively Healthy: Art in a Care Home Setting in Scotland
		5.1 Introduction
		5.2 Art, Health, and Well-being
		5.3 Social Isolation and Loneliness
		5.4 The Aging Population, Dementia, and Alzheimer’s Disease
		5.5 The Arts and the Care of Older Adults
		5.6 The Project: “Tree of Many Colours”
			5.6.1 The Care Home Setting
			5.6.2 Project Aim and Objectives
			5.6.3 Project Team
			5.6.4 Funding
			5.6.5 Project Planning
			5.6.6 Practical and Creative Considerations
			5.6.7 Project Evaluation
			5.6.8 Results
				5.6.8.1 Theme 1: Having Fun Doing Something New
				5.6.8.2 Theme 2: Excitement
				5.6.8.3 Theme 3: Being Creative and Artistic
				5.6.8.4 Theme 4: Memory
				5.6.8.5 Theme 5: Impact on Health and Well-being
			5.6.9 Other Captured Qualitative Data
		5.7 Observations and Reflections
			5.7.1 Challenges and Considerations
			5.7.2 What Could Be Done Differently?
		5.8 Conclusion
		References
	Chapter 6: CuidarNos: Art and Social Work to Address Trauma Among Gender-based Violence Advocates After Hurricane María in Puerto Rico
		6.1 Introduction
		6.2 Seeing a Need
		6.3 Encuentro CuidarNOS
		6.4 Processing Trauma and Healing Through Art
			6.4.1 Phases of the Encuentro CuidarNOS
		6.5 Encuentro CuidarNOS from the Inside: Experiences of Participants
		6.6 Reflections
		6.7 Discussion and Conclusion
		References
	Chapter 7: Community Theater for Health Promotion in Japan
		7.1 Introduction
		7.2 The History of Japanese Society and Community Arts
			7.2.1 Japanese Community Theater Stages: Eighteenth Century–1920s
			7.2.2 Taisho Democracy
			7.2.3 Kenji Miyazawa and Farmer’s Arts
		7.3 Health Care in Japanese Farming Communities and Saku General Hospital
			7.3.1 Health in Japan 1910–1940
			7.3.2 Health in Usuda Village
			7.3.3 Saku Hospital and Dr. Toshikazu Wakatsuki
			7.3.4 Health Promotion for Saving Lives
		7.4 Wakatsuki’s Strategy of Theater-Based Health Promotion
			7.4.1 Planning Medical Drama
			7.4.2 Scripts Using Jargon and Everyday Words with Local Dialogue
			7.4.3 The Wider Impact of Theater-Based Interventions
			7.4.4 Involving Medical Professionals in Dramas
		7.5 Results and the Development of Community Health
			7.5.1 The Work of Saku Hospital’s Theater Group
			7.5.2 Development of Health Promotion with New Media
		7.6 Conclusion
		References
Part III: Arts and Health Promotion: Tools and Bridges for Research
	Chapter 8: Lights, Camera, (Youth Participatory) Action! Lessons from Filming a Documentary with Trans and Gender Non-conforming Youth in the USA
		8.1 Introduction
		8.2 The Experiences of TGNC Youth
		8.3 The Untitled Trans Youth Film Project
			8.3.1 Inputs: Mission, Participants, Partners, and Funding
			8.3.2 Throughputs: Implementation, Execution, and Analysis
			8.3.3 Output: The In-Progress Film
		8.4 Discussion
			8.4.1 Possibilities and Promise
			8.4.2 Challenges
			8.4.3 Lessons Learned
		8.5 Conclusion
		References
	Chapter 9: From Arts to Action: Project SHINE as a Case Study of Engaging Youth in Efforts to Develop Sustainable Water, Sanitation, and Hygiene Strategies in Rural Tanzania and India
		9.1 Arts-Based Engagement in Research: Project SHINE
		9.2 SHINE Tanzania: An Application of the Arts to Create a Broad Platform for Youth Expression and Engagement
			9.2.1 Open Defecation Mapping
			9.2.2 Sanitation Science Fair—Culturally Relevant Knowledge Translation Strategies
			9.2.3 SHINE Arts-Based School and Community Event
				9.2.3.1 Sanitation Mural
				9.2.3.2 Time Capsule
				9.2.3.3 Digital Stories
		9.3 Formative Research: Application of Photovoice in the Adaption of Project SHINE to an Indian Community
			9.3.1 Photovoice: An Effective and Engaging Tool for Adapting the SHINE Intervention
			9.3.2 Shared Power: From Critical Dialogue to Action
				9.3.2.1 Project SHINE India Adaptation
				9.3.2.2 Photovoice Photograph Exhibition
		9.4 Reflections, Considerations, and Lessons Learned
			9.4.1 Meaningful Processes of Participant Engagement in Participatory Arts-Based Research
			9.4.2 The Potential for Arts-Based Methods as a Tool for Empowerment and Catalyst for Social Change
			9.4.3 Tapping the Potential of Arts-Based Methods for Unlocking the Creativity and Curiosity of Youth in Health Promotion Interventions
			9.4.4 Can Arts-Based Methods Alleviate Power Imbalances?
		9.5 Conclusion
		References
	Chapter 10: Photovoice for Health Promotion Research, Empowerment, and Advocacy: Young Refugee Stories from Turkey
		10.1 Introduction
		10.2 The Photovoice Process
			10.2.1 Setting
			10.2.2 Participants
			10.2.3 Study Timeline and Steps
		10.3 Project Findings and Impact
			10.3.1 Advocacy Through Dissemination
		10.4 Discussion
		10.5 Conclusion
		References
	Chapter 11: Reframing Health Promotion Research and Practice in Australia and the Pacific: The Value of Arts-Based Practices
		11.1 Introduction
		11.2 Framing and Reframing Arts and Health Promotion Research
		11.3 Case Studies
			11.3.1 Case Study 1: Evaluation of IT ALL BEGINS WITH LOVE
			11.3.2 Case Study 2: IMPACT Community Choir
			11.3.3 Case Study 3: Implications of Male Circumcision for Women in Papua New Guinea, Including for HIV Prevention
			11.3.4 Case Study 4: Using Poetic Inquiry to Story Aboriginal Recovery in Mental Health Care
		11.4 Discussion
		11.5 Conclusion
		References
	Chapter 12: A Kaleidoscope of Words and Senses to (Re)Think the Chagas Problem: Experiences in Argentina and Brazil
		12.1 Introduction
		12.2 What Are We Talking About When We Talk About Chagas?
			12.2.1 Biomedical Dimension
			12.2.2 Epidemiological Dimension
			12.2.3 Socio-cultural Dimension
			12.2.4 Political Dimension
		12.3 Brief Thoughts on the Art-Chagas Problem Dialogue
		12.4 “Brushstrokes” About the Theoretical Context That Guides and Inspires Our Work
		12.5 Presentation of the Case Example—Where Did These Texts Come from?
		12.6 Some Methodological Considerations
			12.6.1 Objective One: Conceptual Representations
				12.6.1.1 Systemic Network Technique
				12.6.1.2 Word Cloud
			12.6.2 Objective Two: Actors Characterization
		12.7 What These Written Words Do (and Do Not) Say
			12.7.1 About the Dimensions Crossing the Texts
			12.7.2 About the Characters Present in These Texts
				12.7.2.1 Active Characters
				12.7.2.2 Passive Characters
		12.8 Final Words: What This Kaleidoscope of Words and Senses Left Us With
		References
	Chapter 13: Mapping the Discourse on the Health-Promoting Impacts of Community Arts
		13.1 Introduction
		13.2 Methods
		13.3 Ecological Analysis of CA Health-Promoting Impacts
			13.3.1 Micro-level Impacts
			13.3.2 Meso-level Impacts
			13.3.3 Macro-level Impacts
		13.4 Goals and Epistemologies of CA Impact Analyses
			13.4.1 Making the Case/Scaling Up
			13.4.2 Articulating and Uncovering Process
			13.4.3 Mapping Mechanisms and Building Testable Theories
		13.5 Key Themes and Tensions
		13.6 Potential Ways Forward
		13.7 Conclusions and Limitations
		References
Part IV: Arts and Health Promotion: Tools and Bridges for Social Transformation
	Chapter 14: Art and Co-creation for the Community Promotion of Affective Sexual Health in Catalonia
		14.1 Approaching Affective Sexual Health and Cultural Diversity
		14.2 Espictools-Actua
			14.2.1 Phase 1—Espictools: Creating the Educational Tool
			14.2.2 Phase 2—Espictools-Actua: Actions and Implementation of the Tools in the Community
			14.2.3 The Espictools-Actua Programs: Different Educational Tools for Different Needs
		14.3 The Diverxualitat Program: Improving Access to ASH
			14.3.1 Diverxualitat Espictools: The Tools of the Diverxualitat Program
			14.3.2 Diverxualitat Actua: The Interventions of the Diverxualitat Programs
				14.3.2.1 Train to Act
				14.3.2.2 Community Actions
		14.4 Conclusion
		References
	Chapter 15: ArtScience for Health Awareness in Brazil
		15.1 Introduction
		15.2 Project and Methods
			15.2.1 Approach
			15.2.2 ArtScience Workshops
				15.2.2.1 Target Public and Characteristics of the Courses
				15.2.2.2 Workshops
		15.3 Discussion
		15.4 Conclusion
		References
	Chapter 16: The Western Australian Indigenous Storybook Spins Special Yarns
		16.1 Introduction
			16.1.1 Storytelling, Yarning, and Storybooks
			16.1.2 A Background to Aboriginal Australian Health and Well-Being
		16.2 The West Australian Indigenous Storybook Project
		16.3 Evaluation
		16.4 Key Learnings, Outcomes, and Benefits
		16.5 Conclusion
		References
	Chapter 17: Silent Silhouettes: A Living Reminder of the Urgent Action Needed to End Gender-based Violence in Trinidad and Tobago
		17.1 Gender-based Violence: A Public Health Priority
		17.2 The Organization
		17.3 Silent Silhouettes
			17.3.1 Putting Knowledge into Action
			17.3.2 Project Description
			17.3.3 Approach
			17.3.4 Process
			17.3.5 Impact
			17.3.6 Challenges
		17.4 Conclusion
		References
	Chapter 18: Movimiento Ventana: An Alternative Proposal to Mental Health in Nicaragua
		18.1 Introduction
		18.2 Movimiento Ventana and its Beginnings
			18.2.1 Why Movimiento Ventana?
		18.3 Conceptual Framework
		18.4 A Look into Movimiento Ventana’s Activities
			18.4.1 Activity Coordination
			18.4.2 Activity Execution
			18.4.3 Art Therapy and Biodanza
		18.5 The Volunteers’ Experience
		18.6 Successes and Challenges
		18.7 Conclusion
		References
	Chapter 19: Using Art to Bridge Research and Policy: An Initiative of the United States National Academy of Medicine
		19.1 Introduction
		19.2 Visualize Health Equity
		19.3 Expressions of Clinician Well-Being
		19.4 Conclusion
		References
	Chapter 20: Art and Innovation at International Health Promotion Conferences
		20.1 (Re)Thinking the Dynamics of International Conferences
		20.2 The Contribution of Arts-based Approaches
		20.3 The International Union for Health Promotion and Education’s (IUHPE) Student and Early Career Network (ISECN) and Their Conference Sessions
			20.3.1 Speaking About Health Without Words: Mexico City, Mexico, 2012
			20.3.2 Art as a Tool and a Bridge: Curitiba, Brazil, 2016
			20.3.3 Creative and Participatory Approaches to Promote Planetary Health and Sustainable Development: Rotorua, New Zealand, 2019
		20.4 Challenges
			20.4.1 Advocating for Sessions
			20.4.2 Room Requirements and Extensive Set-up
			20.4.3 Attendance Complications
		20.5 Brief Reflections
		References
Part V: Conclusion
	Chapter 21: Arts, Health Promotion, and Social Justice: Synergy in Motion
		21.1 Introduction
		21.2 Art and Synergy
			21.2.1 Partners: Art and Increased Engagement with the Self
			21.2.2 Communication: Art and Increased Engagement with Others
			21.2.3 Context: Art for Meaning-Making
			21.2.4 Antagony: Deep Engagement Can Also Go Awry
		21.3 Art, Health Promotion, and Social Justice
			21.3.1 Art Amplifies Voices for Social Justice
			21.3.2 Art Leverages Power for Social Justice
			21.3.3 Art Honors Multiple Ways of Knowing to Promote Social Justice in Knowledge Production
		21.4 Final Reflections
		References
Index