People experiencing chronic mental health conditions (CMHC) often report feeling socially marginalised. There is emerging evidence that social and mental wellbeing can be enhanced through participation in arts‐based programmes. In this paper, a social identity theoretical approach was applied to explore how participation in the arts may improve mental health in a longitudinal study. A one‐year prospective study of 34 choir members and 25 creative writing group members (Mage = 46, 51% female) with CMHC, involved three assessments of participants’ group identification and mental wellbeing, measured by the Warwick Edinburgh Mental Wellbeing Scale. The programmes were community‐based and facilitated by arts professionals. Multilevel modelling analyses demonstrated that participants’ mental wellbeing significantly improved over time. Greater identification with their arts‐based group (ABG) was significantly related to an increased rate of improvement in mental wellbeing. The trajectory of improvement in mental wellbeing did not differ between participants partaking in the choir or creative writing group. This study demonstrates that participation in ABGs can be effective in improving mental wellbeing in adults with chronic mental health problems, particularly for those who strongly identify with the group. This study supports ABG participation as an accessible component of mental health services. 相似文献
The purpose of this study was to examine whether teaching three participants with learning disabilities to name and identify critical components (i.e., opening sentence, detail sentences, and key words) for four expository text structures, and to discriminate between well-written and poorly written components would improve their expository writing performance. After instruction, one participant immediately improved her expository paragraph writing skills. However, two participants needed additional instruction and feedback on their writing before their paragraph writing improved. Social validation of the study outcomes was assessed by comparing participants' paragraphs before and after instruction to paragraphs produced by same age peers without disabilities. After instruction, participants' paragraph scores were above the mean score of the normative comparison group. Implications for teaching writing skills to students with learning disabilities, and suggestions for future research are discussed. 相似文献
Two important aspects of the relationship between peer review and innovation includes the acceptance of articles for publication
in journals and the assessment of applications for grants for the funding of research work. While there are well-known examples
of the rejection by journals of first choice of many papers that have radically changed the way we think about the world outside
ourselves, such papers do get published eventually, however tortuous the process required. With grant applications the situation
differs in that the refusal of a grant necessarily curtails the possible research that may be attempted. Here there are many
reasons for conservatism and reservation as to the ability of a grant allocation process based on peer review to deliver truly
innovative investigations. Other methods are needed; although such methods need not be applied across the board, they should
constitute the methods whereby some 10–20% of the grant monies are assigned. The nomination of prizes for specific accomplishments
is one way of achieving innovation although this presumes that investigators or institution already have available the money
necessary to effect the innovations; otherwise it is a question of the selection and funding of particular individuals or
institutions and requiring them to solve particular problems that are set in the broadest of terms. 相似文献
It has been suggested that a high tendency to ruminate presents a deficient emotion regulation. Past research found that people with high tendency to ruminate show sustained attention for negative stimuli and increased negative thinking, which may result in intensified experiences of negative emotions. Moreover, high level of rumination was associated with low emotional understanding. Accordingly, we hypothesized (1) high ruminators (HR) experience more intense emotional reactions than low ruminators (LR) for negative but not positive emotions, (2) LR have higher emotional clarity than HR, and (3) there would be the same pattern of results for brooding but not for reflective pondering. Participants completed a demographic questionnaire, a rumination response style questionnaire, and the Beck Depression Inventory-II. They also rated emotional intensity and identified emotion type for scene pictures from the CAP-D (Categorized Affective Pictures Database). The highest (HR) and lowest (LR) quarters of ruminators were compared on levels of emotional intensity and emotional clarity. We found HR experienced negative emotions more intensely than LR, with no difference for positive emotions. In contrast to our hypothesis, the two groups did not differ in their emotion understanding. This pattern of results was found for brooding but not for reflective pondering. Our research sheds light on the mechanism underlying rumination and emotion regulation. 相似文献
Objective: We investigated the feasibility, acceptability and preliminary effectiveness of a writing intervention for individuals with epilepsy or psychogenic nonepileptic seizures.
Methods: Individuals were randomised to write about potentially ‘therapeutic’ topics (n = 43) or about their daily events (n = 25). Participants were asked to write on four separate occasions for at least 20 min. Repeated-measures analysis of variance was used to investigate change in measures of health-related quality of life (NEWQoL-6D), depression (NDDI-E), anxiety (GAD-7) and illness perception (B-IPQ) from baseline to one and three-month follow-ups. Qualitative and quantitative data taken from a Writing Task Questionnaire was analysed between the two conditions.
Results: Recruitment was acceptable with 52% of those randomised completing the full writing intervention. In both conditions, participants wrote for longer than 20 min suggesting those who completed the study engaged well with the procedure. Greater benefits were observed in the ‘therapeutic’ condition (p < 0.05), which was associated with an improvement in health-related quality of life at one-month follow-up (p = 0.02). No differences were found in the other measures.
Conclusions: A writing intervention is acceptable in this population. Self-reported benefits were modest, suggesting therapeutic writing may be more suitable as a supplement to other therapies rather than a stand-alone therapeutic intervention. 相似文献
A theological school's international students contribute to and are constitutive of its diversity. Yet while research on diversity in theological education is flourishing, the pedagogical challenges of international ESOL (English for Speakers of other Languages) theological students and of their teachers have received scant attention. This article probes the pedagogical challenges of international student writers in theological schools, and of their teachers and tutors, by (1) reflecting on those challenges, their context, and responses to them; (2) connecting contemporary theories of ESOL language learning with the practice of teaching and tutoring non‐native English writers in a theological context; and (3) proposing a discipline‐driven, writing‐centered ESOL pedagogy that I call “Writing Theology as a Common Language.” See as well “Responses to Lucretia B. Yaghjian's ‘Pedagogical challenges in teaching ESOL/multilingual writers in theological education,’ by Steed Vernyl Davidson, Sheryl A. Kujawa‐Holbrook (with Ahsah Kyuelna and Angela Wendy Tankersley), Hyo‐Dong Lee, and Carmen M. Nanko‐Fernández, published in this issue of the journal. 相似文献
Inner-city middle-school students encounter many intersections of the social determinants of health, while expected to learn and to excel academically. However, they lack skills to deal with stress, anger, frustration and sadness, often associated with their social context. To support student wellbeing, we developed a 7-week, 1-hour-session program, which took place during regular class time. Through use of creative reflective activities, namely, Schwind’s Narrative Reflective Process and mindfulness, students learned skills that help support their social and academic wellbeing. Student feedback reveals that creative reflective activities and mindfulness helped foster their inter-intra personal skills in class, enhancing their learning experiences. 相似文献