Arts-Based Research, Resilience and Well-being Across the Lifespan

Acknowledgements\nContents\nNotes on Contributors\nAbbreviations\nList of Figures\nList of Tables\n1: Introduction: Defining and Theorising Key Concepts of Resilience and Well-Being and Arts-Based Research\n	Introduction\n	Resilience\n	Well-Being\n	Arts-Based Research\n	Examples of Arts-Based Methods for Resilience and Well-Being Across the Lifespan\n	References\n2: Early Childhood Education, Arts-Based Research and Resilience\n	Introduction\n	Working with Refugee Children and Their Families in Early Childhood Settings to Support Inclusive Spaces\n	Arts-Based Research\n	Key Points for Consideration About Early Childhood, Arts-Based Research and Resilience\n	References\n3: How Arts-Based Methods Are Used to Support the Resilience and Well-Being of Young People: A Review of the Literature\n	Introduction\n	Process Taken to Map the Literature Related to Young Peoples’ Resilience, Well-Being and the Arts\n	Defining Resilience and Well-Being for Diverse Disciplinary Contexts\n	Exposure and Affect\n	Arts-Based Methods to Cultivate Resilience and Well-Being in Young People\n	Aspiration\n	Arts-Based Approaches to Improving Resilience and Well-Being for Young People: Thematic Throughlines\n	How the Arts Can Empower People\n	The Arts as a Different Way of Knowing and Communicating\n	The Arts Are Important in Marginalised Communities\n	Future Imaginings and Directions\n	References\n4: Building Resilience Through Listening to Children and Young People About Their Health Preferences Using Arts-Based Methods\n	Introduction\n	Background\n	Which Approach Shall I Use?\n		Visual Arts-Based Approaches\n		Writing-Based Approaches\n		Film or Digital-Based\n	Critical Discussion of Arts-Based Techniques Across the Life Span in Building Resilience and Well-being\n	Under-Fives\n	School-Age Children\n	Teenagers and Young People\n	Critical Reflections\n	Conclusion\n	References\n5: Promoting Resilience in Youth Through Participation in an Arts-Based Mindfulness Group Program\n	Introduction\n	Mindfulness-Based Interventions with Marginalised Youth\n	An Arts-Based Approach\n	Dissemination of Research Findings Using Arts-Based Methods\n	Conclusion\n	References\n6: Engendering Hope Using Photography in Arts-Based Research with Children and Youth\n	Context: Researching Hope with Refugee Children\n	Photography in Qualitative Research\n	Photography in Qualitative Research with Children\n	Phenomenology and Hermeneutic as Theoretical Frameworks: From the Eye of a Child\n	Considerations for Children’s Cognitive Development: “Photographing” Our Thoughts\n	Practical Considerations for Arts-Based Data Collection and Analysis Methods\n		Preparing Children for the Photo-Assignment\n		The Photo-Assignment: What and How to Ask Questions?\n		How Are Photo-Assisted Interviews Conducted?\n		How Are Photo-Assisted Interviews Analysed?\n	Ethical Considerations: Do They Differ When Using Photographs?\n	Knowledge Translation Activities in Child-Centred Research\n	Reflections on Researching Hope with Refugee Children Using Arts-Based Research: Reconstructing Stories After Loss and Trauma\n	References\n7: Using Arts-Based Reflection to Explore the Resilience and Well-Being of Mature-Age Women in the Initial Year of Preservice Teacher Education\n	Introduction\n	Literature Review\n	Resilience and Well-Being\n	Reflection and Reflective Practice as a Protective Barrier in Teaching and Teacher Education\n	Method and Methodology\n	Data Collection Tools and Arts-Based Reflection\n	Data Analysis\n	Findings and Discussion\n		Social Dimension\n		Motivational Dimension\n	Emotional Dimension\n		Professional Dimension\n	Conclusion and Limitations\n	References\n8: Joint Painting for Understanding the Development of Emotional Regulation and Adjustment Between Mother and Son in Expressive Arts Therapy\n	Introduction\n	Parent-Child Relationship\n	Challenges Faced in the Field\n	Working with Children Using Expressive Arts Therapy\n	Case Study\n		Case Background\n	Intermodal Expressive Arts Therapy\n	Joint Painting Procedure\n	Session 11 of Phase Two: Joint Painting for Understanding the Needs of the Client\n		Filling-In\n		Decentering Through Play, Art-Making and Imagination\n	Aesthetic Analysis\n		Reflection\n	Session 15 of Phase Two: Joint Painting for Revealing the Communication Pattern\n		Filling In\n		Decentering Through Play, Art-Making and Imagination\n		Aesthetic Analysis\n		Harvesting\n	Discussion\n	Implications and Conclusions\n	References\n9: Empowering In-Service Teachers: A Resilience-Building Intervention Based on the Forum Theatre Technique\n	Introduction\n	Teacher Resilience: An Interactive and Context-Sensitive Definition\n	The Forum Theatre as an Instrument to Promote Teacher Resilience\n	The Workshop\n	Aims of the Study\n	Method\n	Sample\n	Data Analysis\n	Results\n		Feelings and Emotions During the Interactive Performance\n		Perceived Impacts of the Forum Theatre Workshop\n	Conclusion\n	References\n10: Overcoming a Lived Experience of Personal Impasse by Creating a Theatrical Drama: An Example of Promoting Resilience in Adult Education\n	Introduction\n	Theoretical and Methodological Framework\n		Activity-Experience\n	Methods\n	Field Study and Results\n	An Accompanied Inquiry\n		Excerpts from J.’s Experience\n	Typical Dimensions of the Participants’ Experiences\n	Artistic Mediation and Developmental Training\n		Giving Cycles\n		Events-Driven Transformation of Experience\n		The Enrichment of Expressive Possibilities\n		Aesthetic Ambition\n		One’s Own and What Is Shared\n	Conclusion\n	References\n11: Clowning Training to Improve Working Conditions and Increase the Well-Being of Employees\n	Introduction\n		Some Preliminary Reflections on the Clown\n	Training Through Clowning\n	Hypotheses and Research Methods Used to Date\n	Test Administration\n	Results\n	How Do the Students Describe the Effects of Clowning? Results of a Qualitative Analysis of Focus Groups\n	Conclusions\n	References\n12: The Reflexive Practitioner; Using Arts-Based Methods and Research for Professional Development\n	Introduction\n	Theoretical Frameworks\n		The Reflective Practitioner and Arts-Based Action Research\n		Arts-Based Methods, Visual Analysis and Understanding of Objects and Artefacts\n	The Use of Arts-Based Approaches at the Institute of Vocational Education (IVE) at Oslo Metropolitan University (OsloMet)\n		Essential Frameworks to Enhance Reflexivity\n		Sensing Oneself as an Animal\n		Establishing Working Groups\n		Creating a Joint Project\n		Examining Their Role in the Group\n		Documenting the Process\n	Results\n	Discussion\n	Conclusion\n	References\n13: University Teachers’ Professional Identity Work and Emotions in the Context of an Arts-Based Identity Coaching Program\n	Introduction\n	Theoretical Viewpoints: Professional Identity Work and Emotions in Arts-Based Frameworks\n	Methodological Outlines\n		Arts-Based Identity Coaching Program\n		Participants and Datasets\n		Data Analysis\n	Emotional Experiences of Arts-Based Methods\n		Courageous Adventurer\n		Surprised Experiencer\n		Cautious Observer\n	Emotional Professional Identity Work via Creating and Sharing One’s Professional Body\n		Emotional Identity Work as an Individual Process\n		Collective Emotional Experiences in a Group Through Sharing Identity Work\n	Discussion and Conclusions\n	References\n14: “Colouring Outside the Lines”: Employment and Resilience for Art-Makers with Disabilities\n	Introduction\n	Theoretical Underpinnings: Cultural Representation and Resilience\n	Art-Making: Employment or Leisure?\n	Method\n		Theme 1: Art-Making as Defining Disabilities and Abilities\n		Theme 2: Art-Making as Therapy\n		Theme 3: Art-Making as Liminality in a Finite Body\n		Theme 4: Art-Making as Opportunity and Focused Work\n	Study Findings\n	Conclusion\n	References\n15: Beating Stress, the Swedish Way: Time for a ‘Fika’\n	Introduction\n	Dealing with Stress in the Nordic Countries\n	Understanding Swedish Higher Education, Universal Labour Laws, and Rights\n	Swedish Work Environment Authority\n	Workplace Health and Well-Being at the University of Gothenburg, Sweden\n	Leadership in Sweden\n		Democratic Leadership\n		Transformational Leadership\n	Work-Life Imbalance vs. Sustainable Work-Life Balance\n	Swedish Fika Breaks in Academia\n		Recognising When Enough Is Enough\n	Stress\n	Hjärnfonden\n		Relax and Breathe\n		The Art of Saying No\n		Let’s Get Physical\n		Fika for Mental Well-Being\n		Sleep\n	Conclusion\n		If All Else Fails\n	References\n16: Using Clay in Spiritually Ecological-Existential Art Therapy: To “See”, to “Listen” and to “Understand” by Hands\n	Introduction\n	Background to the Study\n	Research Design and Case Studies\n	Praise Be to Touch and Tactile Feeling\n		Touch\n		The Significant Attributes of Working in Clay\n		Methods of Aesthetic—Tactile Stimulation\n	Clay Throwing\n		Moulding with Fingers\n		Seeking for One’s Own Shape\n		Moulding a Common Country\n	Conclusion\n	References\n17: Picturing Childhood Connections: How Arts-Based Reflection and Representation Strengthen Preservice Early Childhood Teachers’ Understandings About Well-Being, Belonging, and Place\n	Introduction and Focus\n	Well-Being and the Natural World\n	Early Childhood Education and the Third Teacher\n	Teacher Education as a Site for Remembering and Representing Significant Experience\n	Using Arts-Based Methods\n	The Value?\n	Conclusion\n	References\n18: Arts-Based Research Across the Lifespan and Its Contribution to Resilience and Well-Being\n	Bringing the Research Together\n	Reflections from Loraine\n	Reflections from Georgina\n	Reflections from Susanne\n	Reflections from Viviana\nIndex