[-3.0111403465270996, 1.2118898630142212, "Active participation in organised youth arts activities is generally considered 'good' for young peoples' social and emotional wellbeing. There is, however, less known about how youth arts participation helps to create wellbeing benefits. This paper details a retrospective narrative study that sought to understand not only what wellbeing benefits 17 participants attributed to youth arts activity, but more specifically, how these outcomes occurred. The concept of liminality, within a spaces of wellbeing approach, is used as a framework to explore and understand participant' stories of their time at Corrugated Iron Youth Arts, in Darwin, Australia. A pattern of transformation involving three phases emerged through an analysis of participant stories. This involved (1) joining in, (2) developing skills and gaining experience, and (3) becoming a 'real' performer. These stages have strong resonance with contemporary conceptualisations of liminal experiences, and provide further evidence for the value of youth arts activity as a space for the development of social and emotional wellbeing."]
[-15.76699447631836, -1.4147758483886719, "The child welfare system is characterized by fixed power structures, coercion and hierarchies that privilege the perspectives of a select few. These oppressive aspects of the system quelch youth voice and others' voices, especially those with lived experience, frequently omitting them from case- and system-level decisions. Acknowledging the empowering potential of creative and arts-based research, this study used poetic inquiry with youth in or formerly in foster care, parent partners and professionals working in child welfare, inviting them to reimagine how the system could support youth in foster care towards thriving. Through seven poetry focus groups, 41 participants wrote individual and relational poems. Analyses focused on how symbols were used and their suggestions for revisioning child welfare. Seven themes identified the types of symbols used in poems: 1) Nature/Natural Phenomena, 2) Human Body/Senses, 3) Actions, 4) Physical Objects, 5) Paperwork, Cases, Bureaucracy, 6) Connectedness/Family and 7) Strong Emotions. Beyond demonstrating a novel arts-based method, findings offer a new, creative space for understanding the foster care system. Symbols were powerful and cut across life experiences and identities. A key implication pointed to using symbolic language to aid the work of revisioning child welfare towards humanistic and embodied approaches, social justice and well-being."]
[-7.2768144607543945, -2.0207126140594482, "Background: Starting in 2013, the Mental Health Youth Action Board, made up of 15 teens ages 15-18, was created to advise a large children's hospital on improvements in mental health care and produce social action projects to impact community perceptions of mental health.Methods: This participatory qualitative case study explored the experiences of 14 young people who participated in the Mental Health Youth Action Board between 2013 and 2016.Results: There were two higher order themes: process and outcomes. Process-related themes included how this was a unique leadership experience, the importance of the arts-based approach, and value of the intentionally constructed storytelling process. These processes led to youth growing as advocates for mental health.Conclusions: Arts-based approaches to social action that allow youth to share personal experiences of stigmatized topics can promote healing and support their growth as leaders.\n"]
[1.2432316541671753, 0.2020416408777237, "Although arts-based programming is shown to positively influence the development of youth exposed to adversity, little is known about the influence these programs have on formerly incarcerated emerging adult Black men enrolled in an alternative school. With educational resilience as a guiding framework, this qualitative case study explored the ways in which an arts-based program in the context of an alternative school designed for formerly incarcerated young people facilitates emerging adult Black men's academic and social-emotional development. Data collection consisted of observations and interviews with school personnel and formerly incarcerated Black male students. Analysis and interpretation included a range of inductive techniques (coding, constant comparisons, and memoing). Results indicate that offering arts-based activities fostered an environment where students could build caring and supportive relationships with peers and school personnel. Instructional practices that integrated music and poetry provided meaningful opportunities for the young men to participate, which appeared to enhance their motivation and attitudes (self, others, learning, and school) and academic self-efficacy, and lessen their psychological and emotional distress. Study findings provide insights into how an arts-based program in an alternative school can improve healthy development and academic achievement among formerly incarcerated young Black men transitioning into adulthood."]
[-15.48122787475586, -1.4886410236358643, "Poetry is a timeless, valued form of ex- pression. For youth whose voices have been largely ignored in an adult-driven world, poetry acts as a site for critical transitions from home to school and the places in between. Poetry offers a place where youth can be them- selves and embrace their own experiences. It is a place that promotes what McCormick (2000) called an \"aesthetic safety zone\" to claim and de- velop a sense of being. With the advent of hip hop and the proliferation of spoken-word poetry in the past decades, poetry interventions in and outside of classrooms have innovated ways of engaging adolescent youths' interest in poetry-related activi- ties (e.g., Fisher, 2005; Jocson, 2004; Mahiri & Sablo, 1996; Morrell & Duncan-Andrade, 2002; Weiss & Herndon, 2001). Despite this trend, more research on poetry is needed, particularly in illus- trating youths' abilities to write in relation to their literacy and social developmment. \nRecent studies with emphasis on sociocultu-ral perspectives on literacy offer a framework through which to explore the salience of poetry in youths' lives. In this article, I draw from works  within New Literacy Studies to provide a glimpse of urban high school youths' experiences in a unique program called Poetry for the People (P$P). My purpose is to identify some of the ways in which this experience was valuable for students in gaining writing skills, confidence in learning, self-awareness and social conscience. The import of poetry for young people's identities, in particular emergency identities as empowered citizens and writers, examined within the context of P4P advances current persepctives on how poetry can be used for effective writing instruction in and out of schools. "]
[1.0029009580612183, 15.11288833618164, "This study examines the interrelationships among art, play and \u201creal\u201d life, as perceived by young children. Twenty-one children aged four and five in their first year of formal schooling in Ireland, were observed during art-related play activities and classes over a period of four months in 2004. Research data consisted of art works (both original and photographed), field notes, video recordings of children' behaviours and mini-interviews with the children. Data analysis revealed the multifaceted interrelationships between art, play and real life among the children. All children showed evidence of intertwining art, play and \u201creal\u201d life experiences in all strands of the visual arts curriculum. Individual differences in \u201ccognitive style\u201d unrelated to gender also emerged. Some worked quietly concentrating completely on the process and product in hand while others verbalised what was going on as they worked. Just over half of the children extended their actual experiences into the realm of fantasy in their art and play while the remainder tended to be factual, depicting and re-enacting \u201creal\u201d life events as they experienced them. These findings have educational\nimplications as young children' artistic play activities are an important element\nin pre-service teacher education and in the teaching of Visual Arts at the\nPrimary school level"]
[-9.171561241149902, -0.6776199340820312, "Indigenous communities in Canada share a common history of colonial oppression. As a result, many Indigenous populations are disproportionately burdened with poor health outcomes, including HIV. Conventional public health approaches have not yet been successful in reversing this trend. For this study, a team of community- and university-based researchers came together to imagine new possibilities for health promotion with Indigenous youth. A strengths-based approach was taken that relied on using the energies and talents of Indigenous youth as a leadership resource. Art-making workshops were held in six different Indigenous communities across Canada in which youth could explore the links between community, culture, colonization, and HIV. Twenty artists and more than 85 youth participated in the workshops. Afterwards, youth participants reflected on their experiences in individual in-depth interviews. Youth participants viewed the process of making art as fun, participatory, and empowering; they felt that their art pieces instilled pride, conveyed information, raised awareness, and constituted a tangible achievement. Youth participants found that both the process and products of arts-based methods were important. Findings from this project support the notion that arts-based approaches to the development of HIV-prevention knowledge and Indigenous youth leadership are helping to involve a diverse cross-section of youth in a critical dialogue about health. Arts-based approaches represent one way to assist with decolonization for future generations."]
[-2.2046597003936768, 16.731657028198242, "No Abstract"]
[-8.018360137939453, -4.0093674659729, "Understanding the relationships between trauma and oppression in the lives of Black youth is an important area of study because it redefines trauma and its effect on their healthy development into adulthood. While deconstructing how Black youth experience trauma holds a significance, it is also imperative to consider how this group heals from trauma. Using the Social Justice Youth Development (SJYD) framework and the radical healing process as a guide, this research study was created to conduct an in-depth examination of a youth development program that employed artistic expression as a tool to facilitate radical healing in the lives of Black youth. Qualitative case study methods were used to address the question: How does a 5-week youth development program as a whole facilitate the radical healing process through its four components (care, critical consciousness, community, and culture)? Findings from this case study showed that Black youth enrolled in a summer arts program in South Dallas, Texas navigate oppressive forces in their community but experience a radical healing process in what I name a 'healing space of refuge.' This 'healing space of refuge' provided youth with 1) adults that enact radical care for their personal and community well-being, 2) a space to celebrate their cultural identity, and 3) a culture of critical thinking that assisted them in building their critical consciousness. Specific program processes related to radical care were displayed through development of familial relationships, program resistance against institutional oppression, and the adoption of survival tactics. Processes related to creating a space that celebrated the cultural identity of Black youth were displayed through an adoption of critical pedagogical methods and collective actions that celebrated Black youth identity. Processes related to creating a culture of critical thinking to develop critical consciousness were displayed through the use of instances of misunderstandings to collectively cultivate critical thinking skills and the program outcomes of Black youth gaining knowledge of history, knowledge of self, an understanding of community, and an understanding of social justice."]
[-4.679815292358398, 14.651640892028809, "In 2008, this project began with a small group of volunteers in a poor rural community in northeastern Brazil using art therapy to increase the knowledge of pregnant women about gestation, birth, and care of their babies. After positive results were seen within that community, the methodology was published as a book to be replicated in other states of Brazil. In 2010/2011, after being selected as a \"Young Champions of Maternal Health\" winner by Ashoka and Maternal Task Force competition, the project was adapted for the local culture in Mali and replicated in villages in West Africa with workshops using songs, poems, stories, crafts, and cinema. It continues to be implemented throughout Brazil, and since 2012, at the Institute Santos Dumont, a health, teaching, and research center in a rural area in Northeast Brazil. It is also used as a teaching strategy for students of medicine, physiotherapy, psychology, resident doctors, and multiprofessionals. It contributes to the development of attitudes, health education skills, and interprofessional education experience. It also provides information and educates groups to empower women about their health and rights to make informed choices regarding pregnancy and childbirth."]
[2.0007970333099365, -12.700295448303223, "Arts and culture are increasingly part of the planning and development toolkit in the USA. Justifications for investment in the arts often center on economic development outcomes. In contrast, we propose the use of Amartya Sen' capabilities approach to human development, which asserts the importance of the freedom to achieve personal and group well-being through the creation of conditions that maximize opportunity. This paper advances the capabilities approach by exploring arts and culture engagement in three adjacent West Philadelphia neighborhoods. Amid conditions of material deprivation and pressure from gentrification, neighborhood residents strongly articulate their belief in arts and culture as a strategy of community empowerment. The capabilities approach offers planners an opportunity to reevaluate the way they incorporate arts and culture in their efforts. We conclude that arts-based development should employ comprehensive place-based strategies, with social and spatial justice as guides to practice and primary metrics for success."]
[2.71317720413208, -4.663100242614746, "The Program: The AmeriCorps ArtsUSF program was a federally funded outreach program that provided hands-on arts experience to underserved children in culturally and economically deprived communities in and around a large metropolitan area. The project had two components: Getting Things Done (GTD) and Member Development (MD). Objectives: The goals of GTD were to help improve the communities' self-image, stability, and culture by providing accessible, safe, and affordable cultural activities and programs. The goals of MD were to help the AmeriCorps volunteer artist-teacher members develop an awareness of societal problems, teaching and class management skills, and to become responsible citizens. Methods: GTD goals were measured using a quantitative survey instrument developed for the program. Pre (November) and post (May) data were compared using paired one-tailed t-tests to see if there were significant changes. MD outcomes were summarized from content analysis of member journals. Results: Data showed progress in all measured items, particularly, integrating arts to life, group problem-solving skills, attitude on diversity, and attitude on being-kind-to-each-other. Factor analysis results demonstrated strong connections among arts skills, expression through the arts, art appreciation skills, and integrating arts to life. There was an association among class learning skills, attitude on diversity, and attitude on being kind-to-each-other. Independent problem-solving skills were associated with expressive skills through the arts, integrating arts to life, attitude on diversity, and class learning skills. In the post data, independent problem-solving skills were further related to anti-drug, alcohol, and smoking attitude, and art skills. Members expressed that AmeriCorps ArtsUSF experience provided a life-changing impact on them. Seeing the effects of their input on other, they realized that one way of achieving the American dream was by helping others. Conclusion: The program gave a sense of pride and ownership to the underserved communities, and the experience gave the artist-members the confidence and self-esteem necessary to pursue their own life' goals. Novelty: Federally funded, community-wide supported program with novel program and curriculum. Improvement: The initial phase could be better organized and more affective narratives could be added in the survey instrument."]
[-4.5667195320129395, -5.511138439178467, "Early childhood is an important period for development. Parents play an important role in structuring children's physical and psychosocial environments. Much remains unknown about the best methods for engaging parents in health promotion programs. It is critical that programs meet the needs of the families while encouraging the use of positive parenting strategies. The article describes how one pediatrician used the American Academy of Pediatrics' Community Access to Child Health grant program to develop and implement The Arts of Parenting program with input from predominantly low-income families. A community mapping and needs assessment was conducted as well as stakeholder interviews and parent focus groups to determine the needs of the families with preschoolers. Family programs that are centered in play and the arts provide families with a supportive environment in which to engage their children and learn about their child's socioemotional development, and build a network with neighborhood peers."]
[-11.219318389892578, -7.908262252807617, "In this paper, we offer a conceptual mapping of healing centered organizing and argue three key ideas. First, we argue that healing centered organizing is a response to decades of toxic and harmful policies that disproportionately impact low-income youth of color. Second, we offer principles of healing centered organizing and illustrate key practices across organizations in California. Research suggests that civic engagement activities like youth and community organizing contribute not only to improved academic outcomes, but also to greater social capital and higher levels of well-being for young people who are involved (Prilleltensky 2008; Prilleltensky & Nelson 2000; Prilleltensky & Prilleltensky 2006; Rogers & Terriquez 2013). Third, we offer recommendations to social justice practitioners and philanthropic stakeholders about key supports required to expand and strengthen healing centered organizing efforts."]
[2.534499406814575, 5.824902534484863, "This literature review was developed to synthesize the research surrounding communitybased art therapy with youth who reside in inner city communities of color. Youth of color in inner city communities face a number of different challenges such as low socioeconomic status, social inequality, discrimination, and lack of political representation. There is currently little research on the impact of art therapy and expressive arts interventions with this population, however; these interventions have shown to be effective in a number of different areas. Literature revealed that community-based art therapy with inner city youth of color has shown to increase self-esteem, decrease symptoms of anxiety and depression, and improve communication and community relationships. The aim of this research is to use the findings from the literature to improve awareness about community-based art therapy with this population with the intention that more research and interventions will be conducted in the future."]
[-2.1099624633789062, 9.902729988098145, "Background: Visually impaired children encounter some challenges for their oral health. We aimed to compare the effectiveness of oral health education using Audio Tactile Performance (ATP) technique alone, ATP combined with oral health education for mothers, and ATP along with art package on the oral health status of visually impaired children.\n\nMaterials and methods: This cluster, randomized trial, included visually impaired children from preschool to 10th grade (32 classes, n = 200), in Tehran, Iran, in 2018-2019. A questionnaire was filled out through face to face interviews at baseline regarding age, gender, status of visual impairment, and place of residence. The Simplified Oral Hygiene Index (OHI-S) and Bleeding on Probing (BOP) were examined afterward. Classes were randomly assigned to three groups through simple randomization: 1. Art group (ATP, game-based, and music-based education (11 classes, n = 66); 2. Mothers group (children received ATP and their mothers received education by telephone (10 classes, n = 73); and 3. Control group (children received ATP (11 classes, n = 61). Children received reinforcement after 1 and 2 weeks. Follow-up oral examinations were performed after 1 and 2 months by a blind calibrated examiner. Descriptive statistics were performed using Chi-Square, and ANOVA tests by SPSS (version 22). In analytic statistics, two-level mixed-effects models for BOP and OHI-S were fitted using the Statistical Analysis Software (SAS) version 9.4. Both models fitted with the grouping variable and time (baseline, 1, and 2 months after interventions) as the fixed effects.\n\nResults: The mean age (SD) of the children was 12.29 (3.45) years (range: 6-17). Male children (67%) more than female children (33%) participated in the study. Also, 35.5% were blind, and 12% resided at the dormitory. The art and mothers groups had no statistically significant difference compared with the control group, in terms of OHI-S (P = 0.92, and 0.39, respectively) and BOP (OR = 0.64, and 0.66, respectively). The time effect was statistically significant in both BOP and OHI-S models (P < 0.0001).\n\nConclusions: ATP technique is an effective method to improve the oral health status of visually impaired school children. Oral health promotion programs can be done using this method to tackle oral hygiene problems in visually impaired children."]
[-11.259119033813477, -0.6623395085334778, "Native American communities work to preserve and enhance traditional culture in urban and rural environments through an emphasis on strengthening sovereignty and self-determination in order to protect and promote culture and arts programming, giving opportunities for community members and students. Interventions for youth often utilize evidence-based knowledge systems that aim at knowledge and skill building to empower pathways to adulthood. Indigenous community participatory strategies bring stakeholders together in synergy, creating empowerment interventions for youth using culture framed by disparate knowledge systems engaging youth. Canoe Culture utilizes story, song, dance, food sharing, carving canoe paddles and dugout canoes, establishing strength from the ancestors. Exemplified by the canoe culture, each unique Tribal culture is a suitable foundation for adaptable intervention curriculum, providing an intersection of culture and youth well-being. This dissertation explores Tribal adaptations of curriculum such as those derived from the program: Healing of the Canoe (HOC). Qualitative data from structured interviews illuminates experiences from Tribal adoption and implementation adapting the curriculum to individual unique cultures and communities. I investigate the ontological divide of disparate knowledge systems utilizing an evidence-based Implementation Science and Indigenous Science in order to create effective synergies with adaptable culture-infused interventions for Native youth empowerment (Cajete, 2000). Specifically I seek to extract meaning from how Native American culture, curriculum and community play a role in the adoption of adaptable interventions for youth empowerment. I investigate how curriculum's adaptable uniqueness and community cooperation drives wellness through culture, while producing resilience, identity and protective factors for developing youth. This study will take meaning from phenomenological interviews to gain perspective of Tribal leadership's experiences while adapting unique interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved)"]
[8.602168083190918, 0.4221576154232025, "The authors examined the effects of arts education on cognition, behavior, and brain of children. Twenty-nine nonclinical children participated in a 15-week arts education program that was composed of either creative movement or musical arts. Children completed the Wisconsin Card Sorting Test, clinical scales, and brain magnetic resonance imaging before and after the intervention. Following program completion, performances on the Wisconsin Card Sorting Test, the Children's Depression Inventory scores, and conduct disorder scores were significantly improved. Furthermore, cortical thickness in the left postcentral gyrus and superior parietal lobule were increased, and the mean diffusivity values in the right posterior corona radiate and superior longitudinal fasciculus were decreased. Positive correlations between changes in cognitive measurements and changes in cortical thickness were observed. This preliminary study suggests a positive effect of arts education on executive functions in association with brain changes. However, these findings must be interpreted with caution due to the noncomparative study design.\n"]
[3.4886937141418457, 8.656147003173828, "Art therapy has been widely offered to reduce symptoms of psychological disturbance. Pooled evidence about its effectiveness in epidemic contexts, particularly during the COVID-19 pandemic, has not been yet established. This study reviewed the effectiveness, feasibility, and acceptability of art therapy on children and adolescents during the COVID-19 pandemic and past epidemics. We searched PubMed/Medline, PsycINFO, CENTRAL (Cochrane Library), and CINAHL for articles on art therapy during COVID-19. Included studies reported improvements in measures of mental health, sleep quality, and psychological well-being in children with or without disabilities in the epidemic context. Results also showed that art therapy was highly feasible and accepted by children and adolescents as well as their families during epidemics in reviewed studies. Art therapy can be effective at improving various aspects of mental health, sleep quality, and psychological well-being. More empirical evidence is needed with larger sample sizes and longer duration of interventions."]
[5.170437812805176, 9.26821231842041, "Background Dramatherapy, a creative form of psychotherapy, may be a useful treatment for child and adolescent mental health. As there is a growing evidence base, this systematic review sought to identify, describe and evaluate dramatherapy with children and adolescents who were experiencing emotional distress (anxiety, depression and trauma) in order to inform future research in this area. Methods Seven databases (PsychInfo, PubMed, Scopus, Web of Science, CINAHL, EMBASE and Cochrane) were searched for peer\u2010reviewed articles exploring dramatherapy as a treatment for child and adolescent emotional distress. Hand searches of relevant journals were also conducted. Two reviewers coded articles for eligibility and independently appraised papers using the Joanna Briggs Institute Critical Appraisal Tools. Details relating to intervention and participant characteristics were extracted and, where data were available, effect sizes on measures relating to emotional distress were calculated. Results Fifteen papers were included. Studies showed that dramatherapy was often delivered in schools (46%) and clinical settings (20%) and was more frequently delivered to adolescents (53%) (>11 years) than children (26%) (8-11 years). Dramatherapy was used as a treatment for diagnostically heterogeneous groups (40%), for emotional and behavioural difficulties (33%) and following a shared, traumatic, experience (20%). Seven papers reported relevant quantitative data however, just three of these studies were controlled and none were blinded. Pre\u2010to\u2010post intervention effect sizes ranged from d = 0.17 to d > 2 yet samples were small and participant response to treatment was not always consistent. The largest effects were seen in dramatherapy employed following trauma and in clinical settings. Medium to large effects were also seen in early intervention school\u2010based dramatherapy. Conclusion Despite promising results with regards to the treatment of child and adolescent emotional distress, the evidence base for dramatherapy is small and methodologically flawed. Larger, methodologically robust trials should test the efficacy of dramatherapy in future research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)"]
[-1.2611709833145142, 1.7360173463821411, "Objective: To evaluate the contribution of arts education to health promotion of adolescents in situations of urban social vulnerability.\n\nMethod: Participatory evaluative research, with a qualitative approach, using as a reference the theoretical constructs of Paulo Freire's Conscientization and the Empowerment Evaluation as a method of collecting with adolescents and teachers of an arts education program in the field of the Family Health Strategy.\n\nResults: Participants constructed a collective mission that represented the concept of adolescent health promotion. Arts education activities were prioritized and ranked with a mission focus, and over a three-month period, the program implemented health goals through art. In the reevaluation, the group presented a broad look at the implementation of activities and self-determination for change.\n\nFinal considerations: Arts education is a potential space for nurses to act in the conscientization and empowerment of adolescent health in Primary Health Care."]
[-5.2826642990112305, -7.767091751098633, "This research examines how youth in arts and leadership programs develop skills for organizing actions over time to achieve goals. Ethnically diverse youth (ages 13-21) in 11 high-quality urban and rural programs were interviewed as they carried out projects. Qualitative analyses of 712 interviews with 108 youth yielded preliminary grounded theory about youth' development of strategic thinking, defined as use of dynamic systems reasoning to anticipate real-word scenarios and plan work. Strategic thinking appeared to develop through youth' creative engagement with tactical challenges in the work and feedback from the work' outcomes. Program advisors supported this development by giving youth control and by providing nondirective assistance when needed."]
[-1.4010945558547974, 4.7188920974731445, "Social work is grounded with an emphasis on promoting the well-being being of individuals and families with an explicit recognition of how the environment plays a significant role in the unfolding of well-being. Unfortunately, the profession' commitment to maintaining the infrastructure for social work research, education, and practice that helps students and professionals focus on the environmental forces that create, contribute to, and address problems of the living sometimes feels superficial. These trends have made it difficult to realize the effectiveness and promise of integrating creative arts into social work practice. The present article discusses how social work efforts with creative arts will have limited influence if their context, underlying assumptions, and framing are misaligned with the experiential realities of clients; if gatekeeping is too rigid or biased to effectively grow the artsbased infrastructure; and if the underlying assumptions that define well-being outcomes are proportionately narrow, deficit oriented, and short-term focused."]
[-13.977282524108887, 4.239879131317139, "Corporate strategies that target children are controversial given the link between food marketing and childhood obesity. This case study explored diverse stakeholders' accountability expectations and actions for industry policies and practices that used popular cartoon brand mascots and media characters to promote food products to American children. We reviewed five electronic databases and Internet sources between January 2000 and January 2015. Evidence (n = 90) was selected based upon the Institute of Medicine's LEAD principles (i.e. locate, evaluate, assemble evidence to inform decisions) and organized into two tables: peer-reviewed articles, books and grey-literature reports (n = 34); and media stories, news releases and public testimony (n = 56). A four-step accountability framework was used to evaluate accountability structures. The results showed that moderate progress was achieved by stakeholders to take and share the account, limited progress to hold industry and government to account, and limited progress to strengthen accountability structures. Between 2006 and 2015, the U.S. Children's Food and Beverage Advertising Initiative lacked clear policies for companies to use brand mascots and media characters on food packages, in merchandising, and as toy giveaways and premiums. Government, industry and civil society can substantially strengthen their accountability for these food marketing practices to ensure healthy food environments for children.\n"]
[8.224573135375977, 13.00455379486084, "Objective: In the interest of finding \"teaching moments in film\" for psychiatric education and education on child development, the author describes an approach to analyzing Disney--and potentially other children's films--based on specifically observing family structure at the beginning and ending of the story, developmental stage and gender of the protagonist, the developmental crisis, and the external change agent and/or stressor.\n\nMethods: The author considered a convenience sample of ten popular Disney films.\n\nResults: A wide variety of family structures and developmental stages and challenges were observed in the reviewed films.\n\nConclusions: A matrix approach such as the one illustrated may help psychiatric educators to select effective teaching moments from Disney and other children's films."]
[2.299201726913452, 1.9268900156021118, "Arts programming has been touted as a way for youth to learn new skills that will increase youth resilience in stressful environments; improve social and emotional skills and abilities, as well as possibly increase cognitive functions. While there have been a number of studies conducted to examine these relationships, most had a research design that had a number of confounding factors. This study was one of the few that had a comparison group that provided for a stronger research design. The participants attended a program that served as a diversion program for arrested youth and a prevention program for family, friends, and neighbors, of the arrested youth. Previous analyses indicated a pre post difference in mental health and social skills and an impact analysis indicated a very low recidivism rate for the participants relative to other programs. The findings of this study, in which trends, but few significant results were seen, indicated that art programming' impact on social skills was modest when participating in this relatively short 8 week program. A few significant results were observed that indicated the program had more impact on females. Other perspectives should be examined in order to develop a model of the impact of art programming on a youth' long-term behavior."]
[4.209238529205322, -6.090949535369873, "Using data collected from random samples of individuals in rural communities across Texas, we tested the following eight hypotheses: (1) satisfaction with arts/cultural activities is independently and positively associated with community attachment and community satisfaction; (2) there is a positive association between perceived community capacity for the arts and satisfaction with local arts/cultural activities; (3) there is a positive association between satisfaction with local arts/cultural activities and community attachment; (4) there is a positive association between satisfaction with local arts/cultural activities and community satisfaction; (5) there is a positive association between community attachment and arts participation; (6) there is a positive association between community satisfaction and arts participation; (7) there is a positive association between satisfaction with arts/cultural activities and arts participation; and. (8) there is a positive association between arts participation and community-oriented action. Multivariate linear and logistic regression analyses revealed support for seven of the eight hypotheses. The only hypothesis these data failed to support was the one which stated that there is a positive association between community satisfaction and arts participation. The findings also indicate that the variables of age, gender, and size of place are significantly related to one or more of the dependent variables. Possible implications of these results for community developers, public leaders, and other practitioners are addressed. Recommendations for incorporating the arts into community development strategies are also advanced."]
[9.647150993347168, -5.6615400314331055, "California policy-makers clearly have ambitious goals for arts education. However, beyond developing rigorous standards and calling for instruction in the arts as part of the required course of study, California historically has done little to develop, implement, and sustain comprehensive arts programs that provide all students with access to and opportunities in the arts. Moreover, until now, the state has lacked comprehensive, reliable information to indicate whether it is meeting its goals for arts instruction. This study has sought to fill that information gap by taking stock of arts education policies and practices: understanding where schools' arts programs are relative to state goals, assessing the strengths and weaknesses of the systemic support for these programs, and identifying ways in which state and local policy-makers might improve conditions for arts education. The study also provides a baseline for examining the effects on student access to arts instruction of the new state funds that have been made available."]
[-7.278931140899658, 4.580528736114502, " \u201cA CULTURE OF HEALTH,\u201d WROTE ERIN HAGAN, DEPUTY DIRECTOR OF THE ROBERT WOOD JOHNSON FOUNDATION' EVIDENCE FOR ACTION INITIATIVE, \u201cIS ONE IN WHICH GOOD HEALTH AND WELL-BEING FLOURISH ACROSS GEOGRAPHIC, DEMOGRAPHIC, AND SOCIAL SECTORS. The path to achieving a Culture of Health encourages cross-sector collaboration, and recognizes the impact of social and economic determinants on health outcomes.\u201d\n\u201cHealth\u201d can mean many things: exercise is healthy, a particular person enjoys good health, a certain clinic provides health care to patients, and so on. It' a personal as well as a social goal.\nBut when the word \u201cculture\u201d is used to describe such a goal, many things are implied. Culture is always collective, the matrix of signs, symbols, customs, expressions, and artifacts that contains and sustains social relationships, enabling us to communicate, connect, and collaborate. Culture transforms a crowd into a community, people, or society. In the USDAC' glossary, we define it this way:\nCulture in its broadest, anthropological sense includes all that is fabricated, endowed, designed, articulated, conceived or directed by human beings, as opposed to what is given in nature. Culture includes both material elements (buildings, artifacts, etc.) and immaterial ones (ideology, value systems, languages).\nThe Robert Wood Johnson Foundation articulated ten underlying principles encoded in its work toward a culture of health.\nThey make clear how much common knowledge, common purpose, and collaboration are necessary to the culture shift that achieving a cultural of health requires. People need to value not only their own immediate interests, not only the interests of the communities in which they take part, but to appreciate and pursue the interests of every person and community: \u201cNo one is excluded.\u201d\nThe change requires understanding and action. There are both personal and collective stories that shape our understanding of health. At one end of the story spectrum, it' a dog-eat-dog world: good health is a virtue and a privilege. It takes hard work and discipline to make healthy choices about things like diet, exercise, and preventive care; and the people whose diligent pursuit of profit yields abundant resources are most entitled to purchase expensive remedies when illness emerges.\nAt the other end, health is a human right. It is the result of social policy as much as individual opportunity and choice; to achieve it, society must promote access to clean air, water, healthy working conditions, and wholesome food; and provide the best care for all, regardless of socioeconomic status.\nWHEN THE TASK IS TO CHANGE THE STORY, THE SKILLS OF STORY-WORKERS\u2014WHICH IS TO SAY ARTISTS\u2014ARE PARAMOUNT. Not just any artist, though. The necessary capacities are most developed by skilled artists whose work is rooted in community and who co-create with groups facing common conditions or embracing common aspirations:\n\u2022 Deep listening and creative strategies to unearth the parables, metaphors, and narratives that shape people' relationship to health;\n\u2022 Approachesthatgivefullvaluetoourabilitytorespondto threats to health and well-being not only through medical protocols, but through engaging creativity, emotion, and imagination; and\n\u2022 Artistic skill to return those stories to their creators and to the larger society in ways that engage empathy and spark the desire and social imagination to change what' not working."]
[3.0753612518310547, 12.54331111907959, "This article examines some of the factors that contribute to the success of art as a therapeutic tool with children with autism and considers some of the possible reasons why art therapy is not more in evidence in our schools. The article continues by outlining the skills that experienced teachers of children with autism can bring to the therapeutic setting. The article concludes with suggestions for future research in this field."]
[12.485926628112793, -2.7537362575531006, "This book features effective artistic practices to improve literacy and language skills for emergent bilinguals in PreK-12 schools. Including insights from key voices from the field, this book highlights how artistic practices can increase proficiency in emergent language learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students' sociocultural knowledge and improve language competence and confidence. Offering rich and diverse examples of using the arts as a way of talking, this volume invites teacher educators, teachers, artists, and researchers to reconsider how to fully engage students in their own learning and best use the resources within their own multilingual educational settings and communities."]
[2.0653021335601807, 1.4665844440460205, "This report describes an art-based intervention program with at-risk youth that was inspired by the Project Self- Discovery model (Milkman, Wanberg, & Robinson, 1996). Twelve middle-school students from a small city in a mid- Atlantic state participated in the program. The program goals included making art in order to empower the participants through self-expression and community building. Complete data were obtained for six of the participants. The probabilities (not chance) that the program produced positive trends in change ranged from 70% to 80%. Two dimensions\u2014 attitudes and psychological adjustment\u2014reached the highest probabilities (p = .078). The small sample size and the brief nature of the intervention (10 hours total) limited both the ability to generalize and the statistical power of the analysis."]
[-2.3555076122283936, 12.605964660644531, "Objectives: This article seeks to demonstrate the impact of distributing boxes of art resources and guided activities for vulnerable parents and infants to do together at home.\n\nStudy design: Designed in conjunction with the local arts centre and the psychology team at the University of Dundee, the art boxes were a response to planned face-to-face art interventions with families being cancelled due to COVID-19 restrictions. The aim of the art boxes is to encourage parents to make art together with their infants, fostering connection through playful, creative shared experiences. This research is currently being expanded to reach out to new families through referrals from health visitors, family nurses, and charity partners.\n\nMethods: Data is being collected on how the art boxes are experienced by families using a mixed-methods approach. Families complete feedback cards (online, or using the stamped addressed card included in the box) rating their experience on quantitative scales and providing open comments. Visual data are gathered through parents sharing images with us on social media. An initial sample of 10 participants has been interviewed using semistructured interviews, allowing more in-depth qualitative understanding of their experiences. These preliminary findings are discussed here.\n\nResults: The thematic analysis of initial interviews provided a rich picture of the disconnection families experienced during lockdown, why art boxes may be beneficial to parental well-being, and the mechanisms by which the boxes may help to develop connections for the parent and infant together.\n\nConclusions: Preliminary findings show parents reporting feeling more confident and undertaking new activities which they plan to continue. This was of particular importance during lockdown where parents report opportunities for different experiences being more limited. Parent's describe positive playful interactions and reported improvements to their own well-being from doing creative activities together with their child. Analysis of these initial interviews gives a framework of barriers and supports to connection which highlights how art boxes can facilitate connectedness between dyads with the potential to strengthen attachments."]
[-2.2615950107574463, 7.257309913635254, "Young people represent a powerful force for social change, and they have an important role to play in climate change responses. However, empowering young people to be \u201csystems changers\u201d is not straightforward. It is particularly challenging within educational systems that prioritize instrumental learning over critical thinking and creative actions. History has shown that by creating novel spaces for reflexivity and experimentation, the arts have played a role in shifting mindsets and opening up new political horizons. In this paper, we explore the role of art as a driver for societal transformation in a changing climate and consider how an experiment with change can facilitate reflection on relationships between individual change and systems change. Following a review of the literature on transformations, transformative learning and the role of art, we describe an experiment with change carried out with students at an Art High School in Lisbon, Portugal, which involved choosing one sustainable behavior and adopting it for 30 days. A transformative program encouraged regular reflection and group discussions. During the experiment, students started developing an art project about his or her experience with change. The results show that a transformative learning approach that engages students with art can support critical thinking and climate change awareness, new perspectives and a sense of empowerment. Experiential, arts-based approaches also have the potential to create direct and indirect effects beyond the involved participants. We conclude that climate-related art projects can serve as more than a form of science communication. They represent a process of opening up imaginative spaces where audiences can move more freely and reconsider the role of humans as responsible beings with agency and a stake in sustainability transformations."]
[0.7591485977172852, 4.420741081237793, "Background: Set in the Pacific nation of Samoa, this study contributes knowledge about art, mental health and trauma recovery for people within a non-Western context. A total of 22 youth and young adults from two residential services participated in a six month weekly art programme set within a health promotion context.\n\nMethods: Focus group discussions with staff and consumers explored the participant experience of art making. Focus group data were analysed using Interpretive Phenomenological Analysis (IPA).\n\nResults: The study revealed art making in the recovery context supported enhanced levels of self-awareness, a sense of identity, belonging and of being contributors to society.\n\nConclusions: Making art in the group supported participants' sense of voice, empowerment, agency and the capacity to make a social contribution within their respective communities during a period of dislocation from the village and extended family."]
[2.0834906101226807, 3.2851011753082275, "Homelessness among youth is a serious societal problem in the United States. Treatment efforts have approached the problem from a damage model that focuses on pathology and deficits instead of strengthening coping skills and resiliency. This study utilized both quantitative (N=212) and qualitative (n=3) measures to examine the function of creativity and art making with respect to resiliency in homeless youth who were attending a drop-in art center. Quantitative methods identified a strong correlation between an individual's engagement in creative activity and his or her life achievement. Individual stories derived from interviews and drawings illustrate how participants valued the role of art in making healthy lifestyle choices. Creativity may be a critical component of resiliency in the lives of homeless youth."]
[2.7525672912597656, 6.525440216064453, "This article describes the theory and practice of Art Therapy Connection (ATC), an inner city, yearlong school art therapy program in Chicago, IL, for students identified as being at risk of failing grades 3-12. The ATC program helps to address the mental health needs of students living in impoverished communities and the constant threats they experience on a daily basis. It utilizes an Adlerian art therapy approach, with an emphasis on developing group identity, group cohesion, and cooperation. In turn, a feeling of belonging and trust can be established through social interest so that students feel encouraged to stay in school and succeed. This article explains the program's goals and objectives, typical art directives, and informal outcomes."]
[2.7107460498809814, 7.777152061462402, "Art Therapy Practices for Resilient Youth highlights the paradigm shift to treating children and adolescents as \"at-promise\" rather than \"at-risk.\" By utilizing a strength-based model that moves in opposition to pathology, this volume presents a client-allied modality wherein youth are given the opportunity to express emotions that can be difficult to convey using words. Working internationally with diverse groups of young people grappling with various forms of trauma, 30 contributing therapists share their processes, informed by current understandings of neurobiology, attachment theory, and developmental psychology. In addition to guiding principles and real-world examples, also included are practical directives, strategies, and applications. Together, this compilation highlights the promise of healing through the creative arts in the face of oppression."]
[4.567221641540527, 7.157442092895508, "This article describes a 12-week intervention program for Syrian refugee youth who have lived in the U.S. for approximately one year. The purpose of this study was to identify and develop art therapy interventions that would reduce stress and severity of trauma-related psychopathology while providing coping skills for youth aged 17 and under. Psychological questionnaire data were collected to obtain subjective and objective changes in trauma-related symptoms over the course of the art therapy program. The findings incited a large statistically significant effect of art therapy on posttraumatic stress and separation anxiety (p\u202f=\u202f.05; d >.8) compared to no treatment controls, and moderate effects of art therapy on anxiety, panic disorder, and GAD (d >.5) compared to no treatment controls. The reduction in stress was reflected behaviorally in participants' positive affect, increased interest in art activities and increased coping (as evidenced through interaction with media, problem solving, participant initiated coping strategies and social support). The paper includes a review of relevant literature, description of select interventions, and recommendations for future work in art therapy with refugees."]
[-6.773892879486084, 8.62930965423584, "The TaMHS (Targeted Mental Health in Schools) project was part of a national Department of Health initiative developed out of the desire\nto encourage innovation and whole school approaches supporting the emotional health and wellbeing of young people.\nIn Nottinghamshire eighteen schools were selected to take part. Each school used an audit tool to identify factors which raised or lowered emotional health and wellbeing in their school. Many of the schools identified physical environment as a de-motivating factor. Two of the three secondary schools had been part of BSF (Building Schools for the Future,\na national programme seeking to rebuild or remodel all secondary schools in England, creating schools 'fit for the 21st century'). BSF had been abandoned by the new government in May 2010 despite a large scale investment in planning and preparation by staff and pupils. These schools in particular wished to harness some of the ideas already created by pupils about how they could improve their environment.\nWith this in mind, the TaMHS project managers worked with colleagues in Nottinghamshire County Council' Arts Service to commission City Arts, a local participatory arts organisation with many years of experience in the field of arts and health, to deliver projects in three secondary schools and one primary school.\nThe TaMHS projects were required to implement an emotional health and wellbeing strategy across three waves of intervention, prescribed by national government:\nWave one -\nwhole school training and approaches\nWave two -\ntargeted interventions with vulnerable individuals\nWave three -\ntherapeutic interventions.\nThe Nottinghamshire arts projects were commissioned specifically with the aims\nof simultaneously enhancing the physical environment of the schools and promoting social inclusion, thus promoting the health and wellbeing both of the individual children selected to take part in the projects and\nthe wellbeing of all members of the school community.\nWithin the overall evaluation of the Nottinghamshire TaMHS programme the arts projects evaluated extremely well. Their success led to an investigation of the appropriateness of using similar projects within CaMHS and raised further issues about how such work is evaluated so as to demonstrate its efficacy\nas a non-stigmatising and inclusive method\nof promoting emotional health and wellbeing. Similar interventions have subsequently been used within Nottinghamshire County CAMHS District emotional health and wellbeing teams."]
[2.478541851043701, -12.083549499511719, "City leaders have an opportunity to critically engage with community-rooted artists and cultural organizations to orient arts and culture efforts toward communities' most pressing issues. Through cultural planning analysis of three peer cities \u2014 Houston, Denver and San Antonio \u2014 this report shows how art can be used in order to promote positive neighborhood change, including equity of access to resources and programs, inclusive planning processes and implementation of new strategies to promote inclusivity and maximize economic impact. Investing in arts and culture across neighborhoods, race and income is a matter of cultural equity. Leaders in the arts ecosystem increasingly recognize the fact that access to quality cultural offerings and the ability to design and implement them should not be limited by identity, socioeconomic status or neighborhood."]
[4.055100917816162, -11.18557357788086, "The Asia Society and its team of collaborators undertook this project to investigate evolving trends in art making and arts presenting within communities that historically have not been well understood or acknowledged within the non-profit arts sector. Commissioning circumscribed field research on a small, but diverse set of artistic forms and practices, Asia Society sought to uncover, and to initiate a broader dialogue on, the creative and cultural realities of artists in communities that are often considered on the margins of the cultural mainstream in the United States.\nThese eight case studies and two articles dealing with cross-cutting issues bring to light such key\u2014and complex\u2014concepts as tradition, community, innovation, identity, and cultural transmission, and how they are understood and used within specific communities. They also examined how artistic activities are supported and sustained, who inside and outside of specific communities facilitates this, and how networks are built that inform the ongoing development of these artistic practices in the United States.\nMethodology\nTo begin, the Asia Society chose ethnography as the research methodology. We assembled an advisory committee of practitioners and academics from the arts, philanthropy, cultural studies, anthropology, history, and political science. They assisted the project team by helping to identify the art forms and communities to be investigated, providing input on a framework to guide the case study research, and identifying potential researchers with preexisting knowledge of targeted communities, given the relatively short timeframe for completing the research. The committee also served as reviewers of and commentators on the research itself: they gave the principal researchers feedback on their drafts, identified project through-lines and themes, and gave the project team comments on the final versions of the case studies.\nThe principal researchers, for the most part, were academy-trained ethnographers, though one was a non-profit arts administrator and another was an arts administrator turned academic. Not all had arts backgrounds\u2014some came from the social sciences with deep knowledge of the characteristics or history of a particular people or community.\nThe advisory committee was convened twice during the course of the project: once, at its inception to identify key questions and subject matter, and comment on the framework draft; and later, in conjunction with all the principal researchers once the first drafts of the case studies were complete and had been reviewed by all. Both meetings proved quite fruitful\u2014particularly the second meeting with all the researchers and advisors at the table. The level of discourse at that meeting was exceptionally high; questions were posed and critiques were given and received by all in a truly collaborative spirit. We received feedback from the researchers in particular on how productive it was to hear about their colleagues' preliminary findings and challenges, and that these observations served to inform the final versions of the case studies.\nThe Framework\nAs mentioned above, the Asia Society project leaders, with the assistance of the advisory committee, developed a general framework for the case studies to help the researchers navigate through some of the complexities of their subject matter and focus their investigations. The main topic areas of the framework were:\n\u2022 Context and Characteristics of the Examined Community\n\u2022 Description of Artistic Form(s) Under Consideration\n\u2022 Activities Surrounding the Artistic Form/Group/Artist - such as performances, training,\nsocial functions, rituals, etc.\n\u2022 Support Systems Inside and Outside of the Examined Community\n\u2022 Intersection with Other Sectors/Communities\nEach of these topics included a number of possible parameters for the researchers to consider. The case studies, taken as an aggregate, begin to sketch out the enormous complexity and diversity of circumstances in which the arts are created and sustained. We believe that the framework was not only a helpful tool for this project, but could also be of use as a format for future studies of this kind as we build knowledge about these subject areas.\n\nframework was not only a helpful tool for this project, but could also be of use as a format for future studies of this kind as we build knowledge about these subject areas."]
[3.0116214752197266, 12.855198860168457, "The primary consequence of a diagnosis of \u201cinfantile autism\u201d has been to focus, almost exclusively, upon a segment of the child rather than the whole person. The functions typically selected for attention reflect a \u201cpathology perspective\u201d which fails to capture the complexity of a human being. However, as \u201cnormality\u201d cannot be effectively assessed without considering liability, \u201cautism\u201d cannot be fully understood without exploring potential. When the appropriate atmosphere is established, considerable artistic talent can be elicited in \u201cautistic\u201d adolescents and young adults. The art of three \u201cautistic\u201d young men has been selected to demonstrate-parallel to the growth of all artists-the development of a variety of personal styles each of which interprets life in a unique way. The unfolding process provides evidence of conscious intention and of increasing technical skill with the medium of paint and canvas. At the present time, these individuals exhibit a sensitive awareness of the world and an effort to communicate to others in both their paintings and their discussions with the staff. In addition, the communicative effectiveness of their compositions is apparent in the degree of interest aroused in other artists and in the wider community which has culminated in a series of public exhibits."]
[-12.259953498840332, 10.280144691467285, "In his 1910 report to the Carnegie Foundation, education expert Abraham Flexner wrote, \u201cScience and humanism form a circle, in which the lifeblood of humanity flows and intermingles.\u201d The goal of medical education and clinical practice is to develop physicians as scientists and humanists who can inhabit both roles in pursuit of patient well-being. In its broadest definition, the medical humanities are described as an interdisciplinary field \u201cthat draws on the creative and intellectual strengths of diverse disciplines, including literature, art, creative writing, drama, film, music, philosophy, ethical decision-making, sociology and history, in pursuit of medical educational goals.\u201d1 Beginning in 2008, this CHEST dedicated a section to poems written by physicians and patients and more recently created a new section dealing with many important aspects of the medical humanities.2 These editorial initiatives and the creative writing pieces they welcome compose part of a growing body of examples that show the potential efficacy of the medical humanities in medicine in general and critical care in particular. This piece examines what the humanities can contribute to the critical care community, describes our team' integration of the medical humanities within our critical care program, and reflects on the immeasurable impact of the medical humanities on trainees and clinicians alike."]
[-1.2082146406173706, 5.693657875061035, "Intervention to enhance wellbeing through participation in the creative arts has a transformative potential, but the spatialities to this are poorly theorised. The paper examines arts-based interventions in two primary schools in which small groups of children are taken out of their everyday classrooms to participate in weekly sessions. The paper argues that such intervention is usefully seen as a practice of liminality, a distinct time and space that needs careful management to realise a transformative potential. Such management involves negotiating multiple sources of tension to balance different modes of power, forms of art practices and permeability of the liminal time-space."]
[3.9028477668762207, -8.667654037475586, "In the last decade, arts and culture have been placed at the center of attention when discussing economic growth. In particular, studies on the \u201ccreative class\u201d have been using arts and culture as an important factor impacting local economies. In addition, studies on local economic development have frequently viewed universities as a major factor in economic growth. In the middle of this discussion is new economic growth via creativity, via new recipes and new combinations of local capital, and via innovation centers. Combining these disparate literatures brings to center stage both clusters of arts and culture and concentrations of research and human capital development. Hence, the focus of this paper is to analyze the dual impacts of universities and arts districts on innovation and economic growth through employment in digital media. The results indicate that cultural districts have a consistently positive effect on local digital media economic activity\u2014employment and innovation. The same cannot be said for research universities."]
[6.709196090698242, -1.6248359680175781, "The value and positive impact of arts study on children and adolescents is often self-evident to artists, musicians, and arts educators. Yet, the arts community is frequently called upon to justify the expenses of arts education by providing evidence that engaging in arts eduction and arts experiences make a meaningful, positive difference in the lives of students. The purpose of the present study was examine the value and positive impact of the arts by analyzing the cognitive, behavioral, and social outcomes of adolescents who study the arts in comparison with their non-arts peers using data from the National Longitudinal Study of Adolescent Health (\u201cAdd Health\u201d). Importantly, this study was constructed recognizing that there are certain, measurable pre-existing differences between those adolescents who do and do not choose to study the arts in schools, and these differences were statistically controlled in the analyses."]
[4.340197563171387, 0.5054031610488892, "Social and emotional learning is a topic of increasing focus in the education sector. Though definitions and terminology vary, at its core\nthis trend reflects an increased interest among educators, administrators, parents, and other stakeholders in students' development of individual and interpersonal skills beyond the realm of academic achievement.\nAcross existing research literature and among arts educators there is widespread belief that artistic disciplines including music, dance, theatre, visual\narts, literary arts, and media arts have a positive\neffect on children' and adolescents' social-emotional development. This project investigates the relationship between arts education and social-emotional learning and develops a theory of action describing the nature of that relationship.\nThis project consists of two components: a review of literature on this topic and an interview-based fieldwork component with educators, administrators, students, and parents in Chicago Public Schools. Our literature review highlights the strength of the research into arts education and social-emotional learning with regard to focused, qualitative case studies and the gaps with regard to experimental or randomized control trials. Combining this arts-specific research with multidisciplinary literature\non child and adolescent development and insights from our fieldwork interviews, we propose a theory of action that describes how arts learning experiences have the potential to promote young people' development of social-emotional competencies.\nOur theory of action starts from the premise that each large-scale art education process (e.g., taking piano lessons, putting on a theatrical production, or doing a lesson on graffiti) consists of many smaller-scale actions (e.g., practicing a piece for a recital, rehearsing a scene, or choosing statements to express through graffiti).\nWe argue that each of these small-scale actions, or art practices, also includes social-emotional components. To offer just one example for each, the piano practice could include using breathing and mindfulness to deal with performance anxiety, the theatre rehearsal could include working with other students to accomplish a goal with minimal adult supervision, and thinking about expression in graffiti could prompt students to reflect on the feelings about events going on in their lives. Just as the art practices themselves are the building blocks of long-term art competencies (e.g., skill at playing the piano, performing a play, or creating graffiti), the social-emotional components are the building blocks of long-term social-emotional competencies (e.g., improved emotional self-regulation, responsibility and awareness of peers' emotional states, and confidence in expressing complex ideas stemming from personal thoughts and feelings). Our theory emphasizes that\nthe artistic and social-emotional aspects are always happening simultaneously and that, just as a student can learn good or bad piano habits, she can learn good or bad social-emotional habits. Just as the art practices must be cultivated into long-term art competencies through guidance and instruction, the social-emotional components of these activities must be cultivated into long-term social-emotional competencies.\nThis report has three sections. The first describes our theory of action in greater detail, emphasizing the developmental effects of arts education. The second section surveys evidence in three areas of social- emotional development: self-management and discipline, interpersonal and relationship skills, and self-expression and identity. It also provides illustrative examples of the theory of action drawn from literature and our fieldwork interviews. The third and final section describes\npractical implications of this work and suggests areas for further research.1\nOur conclusions are relevant to both the practitioner and policymaking levels. First, exposure to a range of arts opportunities is crucial in helping students to identify and engage with learning contexts that will fit their\nown social-emotional needs. Second, arts education has social-emotional effects regardless of instructor intent\u2014 and these effects can be either positive or negative.\nIt is crucial for educators to be intentional in the social-\nemotional contexts they create through their lessons. Third, while we argue that arts education is particularly well-suited to social-emotional development for a variety of reasons, it is by no means unique in this regard. There are lessons that educators in non-arts subjects can draw from the mechanisms whereby arts learning has a positive social-emotional impact on children and adolescents.\nOverall, this report emphasizes that arts education settings are sites of great potential. Learning literary or media arts, visual arts, theatre, dance, or music has great intrinsic benefits for young people, as they are exposed to creative humanistic experiences and the potential for rigorous skill development. However, with deliberate planning and awareness, a skilled instructor can shape these lessons into spaces for deep and lasting development of those young people' social and emotional skills and well-being."]
[7.523153305053711, -3.96876859664917, "The existing research on the value and positive impact of adolescent involvement in the arts, while often examining generic academic benefits of K-12 arts study (e.g., Catterall, 1997; 2009; Deasy, 2002; Gouzouasis, Guhn, & Kishor, 2007; Helmrich, 2010; Miksza, 2007a; 2010; Morrison, 1994; Schellenberg, 2005; Southgate & Roscigno, 2009), has yet to specifically explore arts education as a pathway to college. The social and economic value of attending and completing college has been well documented in the research literature (Hout, 2012; Kane & Rouse, 1995; Marcotte, Bailey, Borkoski, & Kienzl, 2005); as such, it seems reasonable to investigate whether evidence exists suggesting arts education experiences might increase the probability that students will participate and succeed in the college admissions process and in the attainment of postsecondary credentials. The purpose of this study was to examine the value and positive impact of arts education on the college attainment of students in the United States."]
[7.008147716522217, -6.7019572257995605, "This report, commissioned from the NORC at the University of Chicago, investigates the relationship between arts education and arts participation, based on data from the Survey of Public Participation in the Arts for 1982, 1992, 2002, and 2008. The report also examines long-term declines in Americans' reported rates of arts learning\u2014in creative writing, music, and the visual arts, among other disciplines. Authors Nick Rabkin and E.C. Hedberg find that the declines are not distributed evenly across all racial and ethnic groups."]
[10.530412673950195, -6.357736587524414, "Student access to arts education and the quality of such instruction in the nation' public schools continue to be of concern to policymakers, educators, and families. Specifically, research has focused on questions such as: To what extent do students receive instruction in the arts? Under what conditions is this instruction provided? What is the profile of arts education instructors? (Ruppert and Nelson 2006). This study is the third of its kind to be conducted by the National Center for Education Statistics (NCES) in the Institute of Education Sciences (IES), U.S. Department of Education, to provide national data that inform these issues. The first study was conducted in the 1994-95 school year to provide baseline data on public schools' approaches to arts education. The second study was conducted during the 1999- 2000 school year to provide broader coverage of arts education issues by collecting the first national data on educational backgrounds, professional development activities, teaching loads, and instructional practices of elementary school teachers\u2014 self-contained classroom teachers, music specialists, and visual arts specialists"]
[7.427445888519287, -11.136155128479004, "Due to budget constraints, schools in the United States have increasingly turned to community arts organizations for support. School-community arts partnership stakeholders collaborate because of shared missions to provide students with valuable arts learning experiences. Investigations of these initiatives indicate that these partnerships improve arts learning opportunities and increase public support and resources for arts education. However, not much is known about the experiences and perspectives of the arts organizations that participate in these partnerships. Coordinating collective efforts with a multitude of institutions and interests poses challenges. In this study, we examine survey data collected from arts organization administrators who participated in a large-scale school-community arts partnership initiative. We find that these organizations are generally positive about their impacts on students' educational outcomes, but there is substantial variation in these views. We also find that organizations differ in their levels of support for these collective efforts. Sources of this variation appear to be attributable to organizations' preexisting resources and extent to which they are established. While this difference in levels of support is potentially inevitable, we find evidence that the operations handled by the \u201cbackbone\u201d organization, i.e. the initiative' facilitators and overseers, can significantly influence organizations' levels of support for these efforts. Organizations are more likely to support these collaborative efforts when they believe the backbone organization ensures transparency with initiative operations, provides regular, effective communication, and effectively resolves competing priorities."]
[7.018414497375488, 0.27869975566864014, "Self-esteem is regarded as vital to children's social and cognitive development and emotional well-being. To date, a few studies have suggested that arts activities can improve self-esteem in young people. However, such studies mainly focused on small, nonrepresentative samples. In this study, data from 6209 children included in the United Kingdom Millennium Cohort Study were analyzed using propensity score matching to investigate the association between children's arts engagement ((1) listening to or playing music; (2) drawing, painting, or making things; and (3) reading for enjoyment) and self-esteem at age 11. All three activities were associated with higher levels of self-esteem when matching for all identified demographic, socioeconomic, and familial confounders. Additionally, the relationship was more prominent when children engaged in these activities with their parents on a regular basis. However, there was no clear evidence that ability in either music or arts activities moderated the relationship with self-esteem, although English language ability may moderate the association between reading and self-esteem. These results suggest that initiatives to promote arts engagement in children may provide a practical and efficient way to improve children's self-esteem. This is the key given self-esteem in childhood tends to decline as children enter adolescence, yet is linked to lifelong development and well-being."]
[2.67403507232666, -0.2576478123664856, "This article examines arts participation as a context for youth to develop purpose. Two analyses were conducted of interviews with arts-involved youth to explore the relationship between their arts participation and purpose, which was defined as an \u201cintention to accomplish something that is both meaningful to the self and contributes to the world beyond the self\u201d (Damon, Menon, & Bronk, 2003, p. 121). First, a grounded theory analysis examined interviews with 53 arts-involved youth to understand what motivated their arts participation. Relating to others emerged as an important motivation for young artists. Second, a longitudinal analysis examined interviews with 29 arts-involved youth who were interviewed twice over 2 years. Artistic purpose was unstable. Adolescents lost meaning in their artistic activity as they transitioned from school to work, suggesting that purpose development is complicated by the challenge of pursuing an artistic career."]
[4.593815803527832, -4.2702717781066895, "The purpose of this project was to examine the effect of arts participation on young people' civic attitudes and intended behavior, using data from two international studies of youth civic engagement (the 1999 Civic Education Study [CIVED:99] and the 2009 International Civics and Citizenship Education Study [ICCS:09], both by the International Association for the Evaluation of Educational Achievement). An item in CIVED:99 assessing whether participants had ever participated in art, music, or drama groups loaded onto a scale with other items assessing youth organizational participation (e.g., human rights organizations, student councils), while an item in ICCS:09 assessing respondents' participation in music or drama organizations outside of lessons in the school context loaded onto a scale with items assessing youth civic participation at school. In both studies, arts participation was more frequent among female respondents and among those from more resourced home backgrounds, even controlling for overall levels of participation. Arts participation was a unique, significant predictor of attitudes toward historically-disenfranchised groups in CIVED:99, and was a unique predictor of trust and expected future participation in informal, local civic activities in ICCS:09. Several of the associations varied by country and by individual background."]
[10.334127426147461, -8.139707565307617, "This study examines the impact that the Orange County School of the Arts (OCSA) has had on the relocation decisions of families whose child attends the school. The school draws students from a relatively wide geographic area, and it exerts a strong attractive power on enrolled families. Families who live near the school (in Santa Ana, California) are substantially less likely to relocate than families who live farther away. Hundreds of families (669) have moved closer to Santa Ana after enrolling a child in the school, and a substantial fraction (97 families) moved from a non-Santa Ana address into the city. While students matriculate into the school in grades 7 through 12, the attraction seems to be particularly strong for families enrolling a child at the beginning of the 9th grade. The reasons for the high level of attraction for 9th graders are unclear. This finding calls for further research since it may have implications for how schoolchoice programs in general, and arts-based programs in particular, should be structured when one of the policy goals is to catalyze redevelopment of the urban environment."]
[-1.9463834762573242, 2.643843173980713, "What is the role of the arts in healthcare related to young people\u2fffs mental health and wellbeing? How do we understand the interconnections of art, therapy and health and describe the projected benefits for young people\u2fffs mental health and wellbeing? Responding to these questions, this paper describes a youth arts project and research. Three stakeholder viewpoints, the artists, health workers and young people, are examined to draw out explanations and understandings of art, therapy, and health related to young people\u2fffs mental health in an Australian context. A synthesis of arts and health methodologies were used, including thematic analysis of interviews with participants. This paper investigates the ways in which participant descriptions entwined and blurred ideas and possibilities of practice across the art, therapy and health nexus. These viewpoints add up to much more than each one can offer in singularity. They reveal expanded perspectives with which to consider scope of practice, discipline boundaries, and research gaps pertaining to the role of the arts in youth-specific mental health services."]
[-1.398656964302063, 2.31076717376709, "Issue addressed: This article reports the qualitative evaluation of \"Artspace,\" an innovative clinical program combining creative arts with physical and mental health care for young women. The program, provided since 2004, comprises weekly visual arts sessions alongside a youth health clinic offering drop-in appointments with a nurse, GP and counsellor.\n\nMethods: A qualitative evaluation of Artspace was conducted between 2016 and 2017.\n\nResults: The evaluation showed that Artspace was particularly beneficial for those clients who had considerable exposure to social adversity and trauma, and were experiencing related serious health impacts. Artspace facilitated their recovery by enabling equitable access facilitation, social inclusion, creating a \"holding\" environment, and through the directly therapeutic benefits of artist-led arts processes.\n\nConclusions: Our study highlights the positive impact of artist-led programs such as Artspace. It also attests to the importance of long-term sustainability of services, to allow the time needed for young people to experience genuine and sustained recovery, and to reduce the otherwise likely disadvantages associated with mental and physical health problems, as they move into their adult lives. SO WHAT?: Youth health researchers have been recommending arts programs at health services as a means of engaging young people in health care for over 15 years, however, it remains an underutilised approach in primary care settings. Our evaluation affirms the effectiveness of art programs for this, and also demonstrates that art programs can be a key contributor to recovery from the serious health impacts of adversity and trauma."]
[-8.15169620513916, -8.789051055908203, "Educators, policy makers, and funders increasingly argue that structured after-school activities can provide youth with valuable supports for development. Studies assessing the impact of particular programs and strategies, however, are rare. This study presents a method of assessment that enables evaluation of varied youth programs in accordance with a youth development agenda. The data include a sample of 125 6th-10th grade African American students as well as samples of students who participated in 3 other after-school programs. The analysis of survey data indicates that only some after-school programs provide more opportunities and supports for youth development that students received during the school day, but that almost all provide significantly more attractive affective contexts that students experience during the school day. This difference is particularly great for African American male youth. The study also compares community- and school-based after-school programs and identifies possible directions for future research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)"]
[5.887932777404785, 11.775110244750977, "The lack of neighbourhood aesthetics (e.g. public art and well-maintained properties) may reduce walkability in the neighbourhood and increase the risk of childhood obesity. In this study, a literature search was conducted in the Cochrane Library, PubMed and Web of Science for articles published before January 1, 2019 to analyse the associations between neighbourhood aesthetics and weight-related behaviours and outcomes among children and adolescents aged <18. One cohort study and 24 cross-sectional studies, conducted in 10 countries with a median sample size of 1124 were identified. Neighbourhood aesthetics was more commonly assessed by self-reported or parent-reported perceptions than objective measurements. Eighteen of the 25 included studies analysed physical activity (PA) as the outcome of interests, eight studies analysed active transport to school (ATS), and eight studies analysed weight status, including body mass index and overweight/obesity status. About two-thirds of studies reported non-significant associations when using PA and weight status as outcomes, and half of studies showed that neighbourhood aesthetics is associated with increased use of ATS. The rest of the studies reported mixed findings with slightly more studies showing neighbourhood aesthetics may promote PA or reduce weight. Better designed studies are necessary to achieve a robust understanding of this epidemiological relationship in the future."]
[-6.68898344039917, -5.682933807373047, "This article underscores the importance to childrens' development of utilizing urban neighborhoods-even problematic ones\u2014as arenas for critical learning and intervention. It describes one participatory public art project undertaken with young people in a low income neighborhood in Holyoke, Massachusetts. The project provided teens with an opportunity to critically assess and positively revision their neighborhood through exploratory walks, surveys, discussions, and design activities that culminated in the production of colorful banners. In a larger context, the article goes on to explore methods to help young people claim a more central place in the life of their cities and begin to effect environmental change. It examines obstacles to such endeavors and considers how those in the planning and design professions might help support such efforts."]
[-7.276725769042969, -2.020686626434326, "Background: Starting in 2013, the Mental Health Youth Action Board, made up of 15 teens ages 15-18, was created to advise a large children's hospital on improvements in mental health care and produce social action projects to impact community perceptions of mental health.Methods: This participatory qualitative case study explored the experiences of 14 young people who participated in the Mental Health Youth Action Board between 2013 and 2016.Results: There were two higher order themes: process and outcomes. Process-related themes included how this was a unique leadership experience, the importance of the arts-based approach, and value of the intentionally constructed storytelling process. These processes led to youth growing as advocates for mental health.Conclusions: Arts-based approaches to social action that allow youth to share personal experiences of stigmatized topics can promote healing and support their growth as leaders."]
[1.2365256547927856, 10.940617561340332, "Student health and wellbeing is recognized as being paramount to their learning, so much so that curriculum frameworks are embedded in health and wellbeing training for students and teachers (Belonging, Being, Becoming, 2009 & The Victorian Curriculum 2013). Art Friends are interested in the visual arts and its impact on children' health and wellbeing. How do children feel when they make art? Is making visual arts outside the school setting beneficial to children? What happens to the brain during art making? Is there neurological evidence that making art is good for children?\n\nIn a study of 20 Spanish children, aged 6 to 12 years old, participants were invited to a series of art workshops designed to teach emotion and creativity skills through art making and art appreciation activities. In five of the six sessions, children observed multiple representations of one of the following emotions - happy, sad, angry, afraid or calm. This was followed by an exploration of a new set of art materials to express the target emotion. Afterwards, they shared their artworks and participated in a discussion.\n\nThe workshops took place in a safe environment. The researchers found evidence of improved emotion and creativity skills in children. For example, the children discussed how they were less likely to settle on their first idea when making art, which is an important creativity skill as it reflects divergent thinking. Moreover, participants reported feeling more motivated for this type of learning and one commented on how they could voice their opinion, indicating that their risk-taking ability had improved. The ability to take risks by sharing one' thoughts 'develops a perception of self-determination, which would positively affect children' intrinsic motivation and thus their well-being' (Ebert, Hoffmann, Ivcevic, Phan & Brackett 2015).\n\nIn 2017, there was a review at Paris Descartes University of case studies from England, Korea, Spain China, Taiwan and France, where expressive arts training was used to improve children' wellbeing in schools. Each country employed different art forms and methodologies. While each study showed a positive relationship between arts engagement and the enhancement of children' wellbeing, the response from children was positive but as varied as the choice of engagement. For example, the Creative Partnership workshops in England were highly successful and were deemed responsible for improvement in students' self-confidence, self-esteem, autonomy, sense of capability and sense of belonging - determinants of wellbeing. In Taiwan the creative drama workshops improve children' emotional regulation strategies and positive emotions. The analysis showed how creative initiatives in all the studies led to the enhancement and development of children' wellbeing. Interestingly, the French investigation also observed that:\n\nAll creative initiatives offered a play pedagogy that successfully engaged children because it gives them a sense of freedom and a feeling of happiness.\nIn successful programs, children were active rather than passive learners.\nMost of the programs claimed positive emotion as an outcome for children (Celume, Sovet, Lubart & Zenasni 2017).\nPlayfulness, enjoyment, a sense of freedom, feeling happy and being actively engaged are qualities that children responded to and favoured in their choice of learning methods. Interestingly, these qualities are also the characteristics of play.\n\nA 2019 study at University College London on, a survey of children' leisure time engagement in the arts found that taking part in creative activities can boost a young person' self-esteem, irrespective of ability level. The report looked at many types of arts engagements and measured if parental involvement impacted on the outcome. The researchers found that children who participated in arts activities most days were more likely to have higher levels of self-esteem. However, in the areas of reading and music activities, this arts/self-esteem relationship is only present when parents engage in these activities with their children on a regular basis, whereas for painting, drawing and making of things, the relationship with self-esteem is present irrespective of parental engagement. The authors say the research findings support two theories on why art activities support self-esteem:\n\nSelf-Identity: Arts activities (particularly when a person is creating something new) probably 'validates the uniqueness of an individual, which gives rise to a sense of accomplishment and to feelings of self-worth in their own ability and helps to enhance self-empowerment, self-esteem, and self-worth.'\n\nSocial Identity: For example, the arts have been shown to support a sense of identity, particularly in a group setting. Being part of a group activity where a person contributes to \u201cpositive distinguishes\u201d will enhance positive social identity for group members and elevates the individual' self-esteem. (Mak & Fancourt 2019)\n\nIn an Australian study looking at the impact of arts activities on the mental wellbeing and resilience of children and young people, the researcher examined arts engagement in the community, schools and home, and the types of art engagement i.e., music, drumming, dance, singing, drama, theatre, design, painting, mask making storytelling, film/media and circus. The evidence showed that structured arts activities build resilience and contribute to positive mental wellbeing of children and young people (i.e., increase confidence, self-esteem, self- expression, self-understanding, sense of achievement, identity, improved coping mechanisms to deal with stress, and life satisfaction (Zarobe & Bungay 2017).\n\nIn another Australian study looking at improving health service access of young Aboriginal parents in a Sydney urban setting, the arts-community health program provided an environment of social connectedness and empowerment. The Ngala Nanga Mai ('We Dream') program strengthened parenting skills and increased maternal and child wellbeing (i.e., in the mental, social and physical domains) (Jersky, Callaghan, Zwi, Osborne, Fitzpatrick, Haswell-Elkins & Freeman 20130) & (Jersky, Titmus, Haswell, Freeman, Osborne, Callaghan L, et al. 2016).\n\nAn examination of the Canadian 'We Light the fire' Project: building resilience and connections through creative arts programme for Indigenous youth', found that the program drew positive responses such as, art skills development, resilience and it acted as a catalyst to stimulate discussion about community issues. The workshop was a means of promoting health messages and seen as art-as-a-vehicle-for-change. The workshop provided opportunities for Indigenous youth to build their capacities, voice their thoughts and beliefs, grow in confidence, sense of identity and strengthen ties with peers and communities. All these qualities are determinants of self-esteem and hence, mental wellbeing (Fanian, Young, Mantla, Daniels & Chatwood 2015)\n\nThe evidence base of the impact of art on children and youth' health and wellbeing was from the children and youth' subjective observations, as well as the observations of parents, teachers, artists and researchers. There were positive responses from children and youth when they were asked about their participation in art: they feel more motivated to learn; they liked learning through the arts, they feel happy; they like being actively engaged; they like the freedom of choice; it validates their self-identity; it supports their social identity; it builds resilience and positive mental wellbeing; it helped them grow in confidence; it strengthened ties with peers; it provides social connectedness and empowerment; improved self-esteem, autonomy, sense of capability and sense of belonging; improved emotional regulation and position emotion. What is interesting is that the responses are all about the children' feelings i.e., mental and social wellbeing. Self-esteem, confidence, autonomy are determinants of wellbeing. Hence, the responses observed provides evidence to support the notion that art has a very positive response predominantly on children and youth' mental and social health and wellbeing.\n"]
[-9.708739280700684, 7.433352947235107, "Eh!woza is a public engagement initiative that explores the biomedical and social aspects of tuberculosis (TB) in South Africa. The project is a collaboration between scientists based in an infectious disease research institute, a local conceptual/visual artist, a youth-based educational non-governmental organization (NGO) and young learners from a high-burden TB community. The learners participate in a series of interactive science and media production workshops: initially presented with biomedical knowledge about TB and, in later sessions, are trained in creating documentary films and engage with ideas around visual representation. The participants are encouraged to make use of this newly acquired knowledge to tell stories from their chosen communities in Khayelitsha, a township in Cape Town. Through its engagement with the complex manner in which TB is experienced, framed and understood by biomedical scientists, young people, and those who have been affected by the disease, Eh!woza presents alternative ways of exploring the complexities of human illness. The integration and interrogation of biomedical understandings, lay narratives and the young participants' framing of the disease poses questions about 'knowing', and the meanings people attribute to ways of 'knowing' and the actions they impel. The project also presents contrasting reflections on cure-from a biomedical perspective, and care-from the perspective of TB-affected young people and community members. In this article, we describe the Eh!woza project, present thoughts from the participating students on the science and media workshops, and detail the narratives of ill-health and disease from people within their neighbourhoods. We conclude with a critical analysis of the complexities of knowledge communication, notions of cure versus care, and a consideration of the potential contribution of this project to the growth of medical humanities in Africa."]
[7.104162216186523, -12.8395414352417, "Nonprofit organizations devoted to arts and culture can be found in nearly every community in the United States. The most well-known of these organizations are long-lived and financially stable, but turnover has been substantial within the nonprofit sector overall. While some institutions are perceived as permanent fixtures in each landscape, there is considerable churn, as well. This study focuses on key factors associated with the mortality and long-term survival of nonprofit arts and culture organizations (ACOs). The dominant factors associated with long-term survival relate to revenue and assets. This study represents the initial piece of a larger research effort, The Initiative for Sustainable Arts in America. Drawing on National Center for Charitable Statistics data sets, based on IRS Form 990 data, this study includes comparative, statistical portraits of 20-year trends (1990-2010) in the numbers and types of nonprofit arts organizations present in 6 U.S. metropolitan areas: Atlanta, Boston, Chicago, Detroit/Ann Arbor, Miami, and the San Francisco Bay Area. Across these regions, several patterns emerge from the data: while the majority of ACOs active in 1990 were also active in 2010, each area also saw a substantial number of new ACOs originating within this time period. In fact, in 2010, for every ACO that existed in 1990 and survived until 2010, approximately 2.6 new organizations had been created since that time, on average across the six regions. The study also uncovers interesting differences within the group of ACOs located in these six regions. For example, Atlanta and Boston both saw a much higher percentage of organizations moving into their regions compared to the other four regions, especially Chicago and Detroit. Overall, the organizational survival rates are roughly comparable across the regions for all three time intervals (1990 to 2000, 2000 to 2010, and 1990 to 2010). Factors related to revenue and assets emerge as important correlates of organizational survival; both total revenue and net assets are strongly associated with continued operations. The right capitalization structure is also important for organizational survival: having some - but not too much - revenue from contributions is associated with a higher probability of continuing operations during the years studied. In this research, organizations that raised 30 percent to 40 percent of their total revenue through contributions were most likely to survive, whereas those that raised 90 percent or more of their revenue from contributions were most likely to close. This analysis also considers the impact of non-financial factors on organizational survival, namely artistic discipline, geographic location, and total density of ACOs in any given ecosystem. Humanities organizations tend to have higher survival rates, while literary arts, dance, and multidisciplinary organizations tend to have lower survival rates in some years, but not all. Surprisingly, the analysis revealed that ACOs located in the suburbs might be more likely to survive than organizations located in urban areas. All told, this investigation uncovered critical new insights related to the survival of arts and culture organizations in major metropolitan areas. These results lay the foundation for a more comprehensive assessment in the future about how more fine-grained factors enable nonprofit ACOs not only to survive, but also to thrive in today' dynamic operating environment."]
[0.37686237692832947, -9.246760368347168, "The worldwide upsurge in social polarizations generates intercommunity tensions that challenge the social fabric of urban neighborhoods and undermine the relationships between their members. Because community arts can foster the creation of connections between people that would not have been in contact otherwise, they are often perceived as being powerful tools to foster community resilience. Through a multiple case study approach, this article describes how three community arts projects, carried out in two socioeconomically deprived neighborhoods of Montreal (Canada), influenced the social relationships between participants from diverse ethnocultural backgrounds and generations. Using participant observation and arts-based data collection methods (photography, video, and arts productions), the authors examine how the three projects illustrate (a) the interactive processes at play, (b) the transmission and hybridization of stories and images of adversity and resiliency, and (c) the access to a collective voice.\n"]
[6.932572841644287, 3.3996689319610596, "Self-regulation skills programs focusing on emotional regulation and executive functioning and arts programs have separately demonstrated reductions in internalizing and externalizing disorders and academic difficulties and have shown improvement in self-regulation skills. This study sought to evaluate participants in Prodigy (a program synthesizing arts and self-regulation skills) regarding changes in mental health symptoms and academic performance. A quasi-experimental pretest-posttest was conducted with 108 at-risk adolescents and their parents. Significant reductions in internalizing and externalizing mental health symptoms and increases in academic self-efficacy with positive trends in improved academic achievement were noted. Future research regarding the potential of these two modalities is discussed."]
[9.962258338928223, -4.718757152557373, "California has long been famous for its creativity, the engine driving everything from the entertainment industry to the tech sector. But decades of budget cuts and a laser focus on core subjects have pushed the state' public schools to cut arts education to the bone over the years.\n\nNow, two years of trauma during a pandemic that' stolen more than a million lives and the fresh horrors of a spate of mass shootings, experts say, underscore the pressing need for more paths to social-emotional learning in schools. That' a key reason former Los Angeles Unified Superintendent Austin Beutner, supported by many educators and artists, is championing a mandate to restore arts and music education to the public schools, as a way to help children grapple with their feelings about growing up in a time of tragedy.\n\n\u201cTalk to any social worker, the first thing they do with a child in trauma is ask them to draw a picture,\u201d said Beutner, who stepped down after three years at LAUSD. \u201cThe arts are a key part of the therapeutic process.\u201d\n\nOnce a classical value within a comprehensive education, the arts have long been scrubbed in favor of math and science. But the pandemic has shined a bright light on the need to help children cope with trauma and find ways to heal, experts say.\n\n\u201cThis could be the moment, a crisis can become an opportunity,\u201d said Beutner, who shepherded the nation' second-largest school district through the worst of the pandemic. \u201cThe state has a windfall. Why not use some of it to restore some of what we've lost?\u201d\n\nThat' why Beutner is pushing hard to bring the arts back, putting an initiative on the November ballot that would require the state to spend between $800 million and $1 billion extra each year out of its overflowing general fund for arts and music education. That' almost four times more than the total budget of the National Endowment for the Arts. His campaign has been successful thus far, gaining a million signatures in less than 90 days, more than necessary to be on the ballot.\n\nArts education also got a boost when Gov. Gavin Newsom earmarked $1 billion toward afterschool enrichment programs as part of his Expanded Learning Opportunities Program for the coming school year, pending budget negotiations with the Legislature. \u201cWe believe in STEAM, not STEM,\u201d said Newsom. \u201cThat' the 'A' that' missing, arts and music.\u201d\n\nCan the arts help kids recover from deep pandemic trauma? Can creativity and self-expression boost social-emotional learning at a time when mental health is at risk? Beutner, for one, sees arts education as a path out of the alienation of the last few years.\n\n\u201cIf we can get the arts back into the classroom it can make a huge difference,\u201d said Beutner, who had a personal epiphany when he discovered the cello in the fifth grade. \u201cIt' a way out of pandemic isolation, a way to connect with other people and gain a sense of belonging.\u201d\n\nAs the youth mental health crisis deepens into a national emergency, with the Texas school shooting dominating the headlines, child suicide on the rise, and the pandemic still upending much of society, there is a renewed focus on finding ways to boost student well-being amid the chaos.\n\nTwo years of trauma have scarred us all. The pandemic has certainly been the most traumatic collective event of our lifetime, experts say, giving rise to a mental health crisis in which children may be among the most vulnerable. The excruciating uncertainties of life today have left many children feeling raw and anxious. Very young children may not even remember a time before the pandemic.\n\n\u201cNow more than ever, it is imperative that we find creative ways to help children with healing,\u201d said Nora Zamora, executive director of social and emotional learning for the Alameda County Office of Education. \u201cTrauma and healing-centered approaches that address the needs of students, as well as youth-serving staff, are not only innovative, they're critical to creating the conditions needed to address pandemic trauma.\u201d\n\n\u201cYou have to meet kids where they are,\u201d said Beutner, who sees the arts as a powerful instructional tool. \u201cIt' an existential challenge. The arts help engage children. Whatever you are teaching, you have to make it interesting first. If you lean into the arts or music or animation, you can weave it through the numeracy and the literacy.\u201d\n\nIf you want to educate the whole child, you have to tap into their social-emotional core and let them express themselves, experts say. Giving young people a chance to let it all out can help lower stress and raise self-esteem, paving the way for learning.\n\nThe arts can be a safe haven for children to face big emotions, to channel fears and frustrations into acts of creativity. Under this initiative, school leaders would choose what to spend the money on, deciding which artistic pursuit, from dance and drawing to animation, best suits the needs of their students.\n\n\u201cSo many of our kids have been struggling with mental health issues during this pandemic,\u201d said singer Katy Perry, one of the celebrities helping campaign for the initiative. \u201cArts and music education plays a critical role in supporting the mental health of young people. Now more than ever, it' important we give all kids access to this critical resource.\u201d\n\nA sense of connection to the past can help ground young people in times of turbulence, experts say, helping them feel more resilient even as the social contract feels increasingly strained. The long, hard grind of chronic uncertainty has been linked to a rise in anxiety and depression, research suggests, and post-traumatic stress disorder.\n\n\u201cThe arts can connect students to a world - past, present and future - full of history, innovation, expression, representation, beauty, power and inspiration,\u201d said Chad Jones, executive director at the San Francisco Arts Education Project. \u201cAll of these things have always been important for educating the whole person, but through the pandemic, it seems that much more important to find ways to truly engage with students and make them feel connected to something outside themselves.\u201d\n\nMusician/producer Quincy Jones, also among the broad coalition of artists who back the proposal, has said that music saved his life. That' not hyperbole, experts suggest. Art can be an oasis for children who are struggling with myriad emotional upsets.\n\n\u201cThere are countless examples of troubled souls finding a way through their tragedy or trauma by turning their energies into something creative,\u201d said Rush Rehm, professor of classics at Stanford. \u201cWorking and thinking creatively provides more than an outlet. It allows one to play, to drop out of the normal or escape from the traumatic.\u201d\n\nAnother proponent, actress Issa Rae, star of HBO' \u201cInsecure,\u201d views arts education as a way to champion equity in an increasingly unequal society. Schools serving low-income students, especially students of color, are far less likely to have robust arts programs, experts say, than more affluent schools. Only 1 in 5 public schools have a dedicated arts teacher, according to Beutner.\n\nRae sees this initiative as a way to reach children who lack the exposure to arts and culture that families of means often take for granted. Enrichment shouldn't be limited to only those who can afford it, some say, particularly at a time when the gap between the haves and the have-nots has never been wider. Finding their voice can be a game-changer for children who feel unheard.\n\n\u201cThis ballot measure will help define the promise of the next generation of storytellers by ensuring all California students get the high-quality arts and music education they deserve,\u201d Rae said. \u201cIt will especially benefit students from communities of color, who often experience a lack of access and equity in access to arts and music education.\u201d\n\nThe effort to restore arts and music education to a more prominent place in the school curriculum is long overdue, some say, and there' no better time to do so than a period of unprecedented surpluses coupled with children in dire need of social-emotional enrichment.\n\n\u201cThere has never been a more important and relevant time for the arts,\u201d said Julie Baker, executive director of the California Arts Advocates, \u201cto go to work to heal and provide empathy, hope and joy for a nation divided and recovering from the dual traumas of systemic racism and a global pandemic.\u201d"]
[2.173198938369751, -10.851340293884277, "The Pao Arts Center is a two-year old cultural institution in Boston' Chinatown. It was founded on the assumption that the Chinatown community has offered social and health benefits to Asian- American and Asian immigrant residents in the Boston area due to its community cohesion. Chinatown faces rapid and powerful gentrification that disrupts community cohesion and could, in turn, cause harmful social outcomes. However, the arts can strengthen people' connection to their community, thus mitigating the damage done by gentrification. In this study, a highly interdisciplinary team of social and health scientists, humanities scholars, and community residents observed and analyzed art performances and collected data from artists and audiences, community members, and key informants to generate a methodologically innovative case study. The resulting narrative largely confirms the assumptions on which the Pao Arts Center was founded and lends support to the thesis that The Center builds community cohesion, although the study also identifies nuances and complexities. The impact of this new Center on the whole community remains to be seen."]
[-8.013769149780273, 5.143605709075928, "Cultural activities might serve as a buffer to the negative effects of the COVID-19 pandemic on mental health. Frequencies of participants' cultural activities in terms of participation in digital cultural offerings or self-initiated cultural activities during the pandemic are examined, and whether prior cultural engagement and valuing of culture have an impact on this participation. It is explored whether both forms of cultural activities are directly connected with psychological well-being, namely, optimism concerning COVID-19, and whether this relationship is mediated by autonomy, relatedness and aesthetic experience. Regression and mediation analysis were calculated (N=398). Both cultural activities were related to increased aesthetic experience and perceived autonomy, but only participation in digital cultural offerings was connected to increased perceived relatedness. Relatedness, in turn, was connected to increased optimism. The results reflect the protective function of cultural activities on psychological well-being, demonstrating the importance of cultural life in times of adversity."]
[8.6648530960083, -0.297125905752182, "This within-subjects experimental study investigated the influence of the arts on cortisol for economically disadvantaged children. Participants were 310 children, ages 3-5 years, who attended a Head Start preschool and were randomly assigned to participate in different schedules of arts and homeroom classes on different days of the week. Cortisol was sampled at morning baseline and after arts and homeroom classes on two different days at start, middle, and end of the year. For music, dance, and visual arts, grouped and separately, results of piecewise hierarchical linear modeling with time-varying predictors suggested cortisol was lower after an arts versus homeroom class at middle and end of the year but not start of the year. Implications concern the impact of arts on cortisol for children facing poverty risks."]
[-1.209933876991272, 15.176128387451172, "Research on children' drawing has focused primarily on the challenges they face in depicting reality on a two-dimensional surface. As they get older, their depictions become increasingly realistic. However, the development of drawing also reflects children' increasing ability to surmount another challenge, notably the constraints imposed by what they know about reality. In the course of development, children become increasingly capable of drawing creatures and objects that they have not observed and that do not exist. More specifically, they are able to imagine hybrids and other impossible entities and to depict what they imagine. By implication, the development of drawing involves two distinct trajectories: increased realism alongside a growing ability to escape the confines of known reality. Effectively, children gradually become capable of portraying the unreal as if it were real."]
[-10.847993850708008, -0.8147201538085938, "Indigenous communities from around the world, and particularly marginalized youth from within these communities, have not always been adequately included and valued as potential collaborators in various research processes. Instead, research has relegated Indigenous youth to subjects where adults, operating primarily from Western knowledge positions and assumptions, remain the experts. Given the role of research in informing programs and policies, the ways research meaningfully engages and includes Indigenous youth are of key concern. This article presents experiences gained throughout the duration of a study that sought to identify the knowledge, resources, and capabilities required to support the health, resilience, and well-being of Indigenous youth within an urban Canadian context. In particular, this article focuses on methods and approaches of integrating Indigenous knowledge systems throughout the research process and how this can in turn foster meaningful and transformative engagements with Indigenous youth. We argue for the importance and value of traditional cultural practices and knowledge systems and what we call ceremonies of relationships, existent within Indigenous communities around the world, and how their integration in research processes can support constructive and meaningful engagements with Indigenous youth research collaborators."]
[-5.702219486236572, -3.6748414039611816, "This paper challenges the orientations and assumptions underpinning policies for disadvantaged young people (DYP) in Australia. We argue that policy interventions for young people generally exhibit a binary divide, some policies fostering leadership and creative endeavours targeted on 'high-functioning' young people, especially within educational and arts milieus, while other policies, focusing on DYP, take a remedial orientation. The basis for this binary divide is, we argue, flawed social constructions of young people, constructions that pathologise or privilege behaviours, attitudes and lifestyles. The consequences for DYP are that remedial policies, designed to get and keep young people 'on track', are often ignoring deeper developmental needs. Using recent research findings from arts programmes for young people, the paper argues for a broader policy orientation, including developmental needs, to strengthen remedial policies and programmes and open the potential for pathways to resilience."]
[7.133411884307861, -13.333184242248535, "Nonprofits face increasing pressure to compete in the market, while they must maintain their civic commitment. Focusing on the arts and cultural sector, this study conducts the first large-scale, comprehensive empirical measurement of nonprofits' engagement in various roles. The article uses a previously validated 18-item role index to categorize nonprofits as primarily engaged in either civic or market functions, so that a subsequent regression analysis can identify the common characteristics of civically active nonprofit arts service organizations. The data come from (a) qualitative interviews with leaders of arts nonprofits, (b) a random national sample of more than 900 arts nonprofits, and (c) Internal Revenue Service (IRS) tax returns of the sample nonprofits. The findings suggest that civically active arts nonprofits have diverse networks, recognize civic engagement as the industry norm, and are consciously aware of their nonprofit status. The results suggest how nonprofits can balance their equally important market- and civic-oriented functions."]
[6.683938980102539, -12.959176063537598, "Drawing from organizational ecology, stakeholders, and resource dependency theories, this article identifies characteristics of communities that house community-oriented, civically-engaged, and socially-conscious nonprofit arts organizations. Using nationally-representative survey data of arts nonprofits combined with community census and IRS financial data, the study finds that, with few arts nonprofits in the local area, arts nonprofits are likely to act like community nonprofits. As the population of arts nonprofits grows, organizations position themselves as professional arts organizations, but when the industry gets further crowded, arts nonprofits appear to add a community focus or go back to community roots, reshaping their identities as community nonprofits."]
[8.515109062194824, -2.339986562728882, "In recent years, there has been great interest among educators in the links between arts-based learning and human development. Research initiatives of the past decade have linked arts participation to cognitive growth and academic skills, including the strengthening of long-term memory and reading ability (Gazzaniga et al., 2008), creative thinking skills, and writing fluency (Deasy et al., 2002). Arts participation has additionally been linked to positive social outcomes, including overall engagement in school (Deasy et al., 2002), increased graduation rates (Israel, 2009), and increased community engagement and pro-social activities (Catterall, 2009). In an effort to strengthen research efforts linking arts to overall health and well-being across the lifespan, the National Endowment for the Arts established an interagency task force on the arts and human development in the fall of 2011 (Hanna et al., 2011), ensuring that such research continues to inform and strengthen arts educational practice nationwide.\nAlthough the body of research is growing that links arts participation to ever-widening developmental gains, there appear to be fewer resources available that explain the ways in which the latest research in cognitive, social, and emotional development in children and young adults may inform the instructional practices of arts educators. The following series of literature reviews aims to address the need for this particular type of information, linking current developmental research with recommended best practices for educators of dance, music, theatre, and visual arts students from grades PreK-14.\nMore specifically, this report is additionally intended as a resource document in the revision of the National Standards for Arts Education, ensuring that these forthcoming goals and benchmarks for learning in the arts will be developmentally appropriate and aligned with current knowledge in the field."]
[3.0674479007720947, 15.376666069030762, "Over the past two decades, museums and galleries have significantly expanded the scope and diversity of programs and exhibitions offered to children, families and schools. Parents and teachers are increasingly interested in curated public play spaces for children in the early years (from birth to eight years old), and they actively search for accessibility, affordability and quality when planning young children's excursions. \nIn 2013, the Ipswich Art Gallery (in Queensland, Australia) developed and presented Light Play, an interactive exhibition designed especially for children up to the age of eight. Light Play promoted the use of light as a creative material for making ephemeral art through collaborative play, experimentation and discovery-based learning. As part of the exhibition, a formal research project was run as an integral component of Light Play. Our research documented the qualities that lead to successful creative play experiences for young children in art museums by examining three key aspects of the exhibition: the participants, the environment, and the program. This paper discusses the findings of that research, in relation to making financial and human resource investments in interactive and immersive exhibitions and play spaces for children in the early years."]
[6.312758445739746, 6.921156406402588, "Increasing research is promoting the need for innovative, holistic, and sustainable ways to foster resiliency and recovery in war-affected children. The Shropshire Music Foundation seeks to promote a culture of peace and unity, as well as development and recovery for children living in postconflict Kosovo. The current study evaluated the effectiveness of this program, by independent investigators, in promoting resiliency and diminishing distress in program participants. The study evaluated groups of students with no program participation, new program participants, 12 months of participation, and program graduates (N \udbff\udc00 74). Overall, children who participated in the program at least 1 year evidenced fewer affective and cognitive disturbances than children recently enrolled. Furthermore, the relationship between posttraumatic stress disorder (PTSD) symptomology and conduct problems was mediated by attention problems. "]
[0.5210551619529724, 13.368221282958984, "Art education includes activating two sources for developmental change. One resource that can be called upon to promote developmental change is external to the child, encouraged by teaching and by exposure to artworks. The other resource acts as a pacemaker internal to the child' own cognitive development, facilitated by some conception of the minds of artists and viewers. Studies show how children become interested in the intentions which give rise to artworks and to subsequent exhibition to the viewing public. A natural grasp of intention is readily activated in experimentation by psychologists and might profitably be mobilized by educators in helping children develop their ideas about possible relations between artworks, artists, and viewers."]
[3.0898993015289307, -0.4460442364215851, "This paper presents an analysis of music specific data generated in a national collective case study of Australian children' perceptions of the meaning and value of the arts in their lives and their descriptions of the nature and extent of their participation. Specifically, the paper reports on children' (aged 6-17 years) perceptions of this phenomenon in relation to their participation in four music youth arts sites.i Data were generated through individual artefact-elicited interviews with 25 participants across these sites. A thematic analysis of these data was undertaken and five key factors emerged concerning children' perceptions of participation in music youth arts settings. Children attribute participation in these settings to: a love of performance; a shared unity of purpose; a desire for challenge and 'professionalism'; the quality of relationships developed and sustained in these settings; and, the opportunities for individual growth and well-being that arise in these settings. Consideration is given to the implications that these five factors hold for music education in school settings."]
[-14.396510124206543, 2.0344362258911133, "Burns in developing countries account for significant morbidity and many occur within the pediatric population. This study investigates whether a comic book can increase burn awareness in primary school age children, both domestically and abroad. Based on demographic data regarding pediatric burns in developing nations, a comic book was developed to educate primary school age children on key risk factors regarding burn safety, including teaching children to not touch active stoves, not to light fireworks without supervision, and to \"stop, drop, and roll\" after burn injury. Students, aged 5 to 7 years, in both West Virginia, United States (N = 74), and West Bengal, India (N = 39), answered a three-question survey regarding these issues both before and after reading the comic book. Groups were compared using Fisher's exact test and significance was defined as P < .05. Initially, students answered 67.8 and 66.9% of the questionnaire correctly overall in West Virginia and West Bengal, respectively. These scores improved to 81.6 and 99.1% (P < .01 for each group), respectively, after reading the comic as a class. Specifically, there were significant increases in both groups for the questions regarding avoiding hot stoves (P < .01) and fireworks (P < .01). The lesson required 30 minutes total per class. The teachers reported that students enjoyed reading the comic and were engaged during the sessions. This study demonstrates that a comic book has value in teaching children about burn awareness. Comic books may be a cost-effective method as an outreach tool for children."]
[-9.95152473449707, -8.433249473571777, "Over 10 years, the researchers studied community-based organizations (CBO) for young people, eventually examining the work of approximately 120 youth-based organizations in 34 different cities. A look at these organizations and the young people they serve shows that CBOs offer a means of reaching at-risk youth, and that they can have a significant impact on the skills, attitudes, and experiences of young people. Surveys of CBO participants show that they express a sense of personal value, hopefulness, and agency far greater than peers in their communities, and even greater than the attitudes of youth growing up in more representative U.S. circumstances. Follow-up studies with more than 60 participants in youth CBOs show that the majority of these young people are firmly set on positive pathways as workers, parents, and community members. Research reveals that effective CBOs are intentional learning environments. CBOs cannot be effective, however, without support from community members and other community organizations. Long-term and short-term strategies to promote involvement in CBOs are outlined. (SLD)"]
[-8.58138370513916, -7.99504280090332, "After-school programs, scout groups, community service activities, religious youth groups, and other community-based activities have long been thought to play a key role in the lives of adolescents. But what do we know about the role of such programs for today's adolescents? How can we ensure that programs are designed to successfully meet young people's developmental needs and help them become healthy, happy, and productive adults?\nCommunity Programs to Promote Youth Development explores these questions, focusing on essential elements of adolescent well-being and healthy development. It offers recommendations for policy, practice, and research to ensure that programs are well designed to meet young people's developmental needs.\nThe book also discusses the features of programs that can contribute to a successful transition from adolescence to adulthood. It examines what we know about the current landscape of youth development programs for America's youth, as well as how these programs are meeting their diverse needs.\nRecognizing the importance of adolescence as a period of transition to adulthood, Community Programs to Promote Youth Development offers authoritative guidance to policy makers, practitioners, researchers, and other key stakeholders on the role of youth development programs to promote the healthy development and well-being of the nation's youth."]
[3.515968084335327, -10.039521217346191, "Abstract In this introduction to the special issue, we describe some of the rewards and challenges of community-based arts initiatives for our discipline. We explore the inherent tensions between art and science that are reflected in community-based arts activities. We pose larger questions about researching community-based arts activities and defining the arts as a means of promoting social change. The diversity of populations, settings, and issues represented by the papers in the special issue are described and a common set of values, methods of inquiry and action are discussed."]
[3.482503890991211, -2.3954994678497314, "This article reports on a multi-method evaluation of a national arts program conducted over 3 years in five sites across Canada. Statistical analysis involve growth curve modeling of five waves of data and interviews with participating youth and parents. The results indicate that high-quality arts programs have a significant effect on children' in-program behavior and emotional problems. The findings from the qualitative interviews suggest that active recruitment, removing barriers to participation, and high parental involvement enhanced youth engagement. Perceived youth gains included increased confidence, enhanced art skills, improved prosocial skills, and improved conflict resolution skills."]
[-11.17581558227539, -4.862802505493164, "Community-based participatory research in public health focuses on social, structural, and physical environmental inequities through active involvement of community members, organizational representatives, and researchers in all aspects of the research process. Partners contribute their expertise to enhance understanding of a given phenomenon and integrate the knowledge gained with action to benefit the community involved. This article presents key principles of community-based participatory research (CBPR), discusses the rationale for its use, and provides a number of policy recommendations at the organizational, community and national levels aimed at advancing the application of CBPR. While the issues addressed here draw primarily upon experiences in the United States, the emphasis throughout this article on the establishment of policies to enhance equity that would serve both to increase the engagement of communities as partners in health research, and to reduce health disparities, has relevant applications in a global context."]
[8.910670280456543, -4.220564842224121, "Considering education as an ecosystem \u2014 rather than a single, independent system or agency \u2014 recognizes the interconnections between environments within and outside of schools that impact student well-being. When included as a key part of the wellness ecosystem, the arts can provide opportunities for students to express themselves and their emotions, build relationships with peers and mentors, and process and heal from trauma. This resource from the Arts Education Partnership provides an overview of policies and actions at the local, state and federal levels that impact the health of this ecosystem and collaboration across agencies. It is designed to be a conversation starter, and the 10 Questions for Reflection and Action can help you further explore this vision for your community."]
[-8.803927421569824, 1.1261568069458008, "In this article the authors explore the relationship between concepts of identity and the purpose, process, and products of youth media arts organizations. Since the explicit mission of these organizations is to work with adolescents to explore and represent identities, the authors develop our understanding of how organizations conceptualize identity development and how these concepts shape the digital film-making process and products. In a comparative case study of In Progress (St Paul, Minnesota) and Reel Works Teen Filmmaking (New York City), organizational leaders were interviewed, and a semiotic analysis conducted of the organizations' websites and other public, printed materials. The authors analyzed the films as products of these organizations' production processes to understand how these organizations define identity and what these definitions mean for how they do their work with youth. They found two distinct conceptualizations of identity: identity as community building, and identity as individualization. Unpacking these different conceptions helps us to understand how youth media arts organizations shape the identity development process and what is made possible for participating youth. This work can also lead us to more sophisticated models of adolescent identity development, particularly for non-mainstream communities who have often been saddled with dominant cultural models that do not quite fit."]
[-13.129804611206055, -4.71046781539917, "Social determinants of health are defined by the Centers for Disease Control and Prevention (CDC) as the conditions in the places where people live, learn, work, and play that affect a wide range of health and quality-of-life-risks and outcomes [i]. In other words, they are situational factors that influence the quality of and the access to healthcare and education, economic stability, the built environment, and the social aspects of a community. Through policies, practices, and other interventions there are many efforts across local, state, territorial, tribal, and national levels to improve social determinants of health by addressing social inequalities (uneven distribution of health or health resources) and social inequities (unfair and avoidable differences in society and the environment that can shape health) [ii]. These interventions aim to dismantle barriers and redistribute power and resources in a more equal and equitable way.\nOne such way of doing this is to encourage and promote programs that foster attributes such as social cohesion and inclusion, empathy, conflict resolution, communication, bonding, and critical thinking. These skills can be integral to shining a light on power imbalances and deescalating growing inequities. One type of programming in which these attributes, and many others that play a role in similar prosocial behaviors, are often developed, is programming involving the arts.\nArt has a long history of being used as a vehicle to spark change, social impact, and civic engagement. From art installations that shine light on the unhoused community and the refugee crisis, photography projects reflecting the impact and faces of diseases like addiction or depression, community murals encouraging residents to vote, or grassroots programs bringing neighbors together to foster cohesiveness, art is woven in to many threads of our society, yet frequently with the same goal - to elevate voices and lived experiences, and to bridge connection across communities.\nThe Arts & The Role They Play\nWhat comes to mind when you think of the arts? Maybe it'\u2026\nMusic, dance, theatre or other forms of performance-based art\nVisual art such as paintings, sculpture, photography, and more\nPoetry, novels, and other forms of literature\nCultural festivals, concerts, community events, or museums\nDigital art such as graphic design, animations, or film making\nNo matter what came to mind - no answer is wrong. While the arts tend to be understood within these five categories, the concept of the arts is fluid. This means that the many styles, forms, and interpretations of art are the product of imagination and creativity across many cultures. The truth is, the arts tell a story of our world and the people in it - threading our lived experiences together by honoring and celebrating each one.\nWe know that at the core of health and well-being is our ability to recognize and respond to emotions, build relationships, and make healthy decisions for both ourselves and for how we engage and support others. It' a process called social-emotional learning - and it' a part of everything we do.\nThe arts help us to tell stories and raise awareness, understand perspectives other than our own, and brings us closer to others. From activating the senses to the stimulation of imagination and cognition, the release of emotions and social interaction, and more - the arts combine these health-promoting components in a way that activate psychological (how we think and feel), physiological (how our bodies work), social (how we connect with others), and behavioral (how we act and react) responses that lead to improved outcomes. When we connect the dots - bridging health and vehicles such as the arts - we can discover the many ways art can change our world and inspire a brighter tomorrow.\nConnecting the Dots\nIn order to improve social determinants of health and address social inequities, we must first begin by understanding and recognizing health as social justice. By honoring diverse lived experience, challenging biases, and creating a shared understanding representative of many perspectives, we begin to strengthen relationships and become catalysts for change\u2026 the arts can help us do just that.\nResearch shows that the arts not only activate psychological and social responses such as improved emotional regulation and communication [iii], decreased stress, and increased pro-social behaviors (behaviors intended to benefit others) [iv], they also foster social cohesion and challenge social inequities.\nThe arts build social and community capital within societies and have been found to:  \nFoster cooperation, self-concept, and a sense of social inclusion in children, adults, families, and communities across different cultures [v]\nBridge different groups - for example, activities such as dance, art classes, and theatre, have been found to foster greater social inclusion in children and adults [vi]\nSupport conflict resolution through social-emotional and cognitive skills development and supporting empathy, transformative learning, and trust [vii]\nPreserve cultural traditions, foster resilience, and promote positive identity development in Indigenous communities [viii]\nThe arts promote capacity building and skills development and have been found to:\nReduce anxiety, depression, and emotional alienation while increasing self-esteem, cultural empathy, and confidence in vulnerable student populations [ix]\nImprove self-control and reduce risk behaviors for children exposed to violence [x]\nSupport responsible decision-making, enhance well-being, and reduce exposure to violence among adolescents living in urban areas [xi]\nThe arts support the creation of safe and supportive environments and have been found to:\nSupport restoration programs that improve the built environment and decrease levels of violence [xii]\nSupport the creation of spaces that serve an extended area of learning for youth - outside of the classroom and home [xiii]\nThe evidence is clear - the arts play a role in ensuring our communities thrive and our children have the resources, support, and opportunity to reach their fullest potential. From our classrooms to our homes - we can leverage art as a vehicle for social-emotional learning, strengthen nurturing relationships, and foster safe and supportive environments where children (and adults) can dream and grow."]
[4.388419151306152, 7.345919132232666, "Abstract Art therapy reduces trauma-related psychopathology in refugee youth. Given the added stress of COVID-19 on traumatized refugee populations, we adapted art therapy for refugee youth and their families in the virtual space. We describe program development, implementation and experientials, and clinical recommendations illustrated through two cases. Observations and feedback support art therapy as a tool to address socioemotional functioning in families who resettle as refugees and foster positive emotions, sense of self and community, confer stress coping skills, and enhance resilience. In light of the persistence of the pandemic, the unprecedented number of global refugees, and their unique needs for mental health services, virtual art therapy can expand accessibility and reach of beneficial methods to address trauma in refugee groups. (PsycInfo Database Record (c) 2023 APA, all rights reserved)"]
[2.4521398544311523, -11.735962867736816, "Over the past decade, under the rubric of creative placemaking, policymakers, planners and practitioners have turned to arts and culture to enliven city life and stimulate urban economies. Good multidisciplinary research has kept pace, but challenges remain. What are the missions of urban arts and culture? How can offerings and engagement become more equitable and diverse? In fashioning good policy and making funding and planning decisions, what do city leaders and advocates need to know about the location preferences of artists, arts organizations and arts participants? I review what we know and don't know to date on these questions, and close with reflections on the potential of arts and cultural research to link to broader urban theories, capitalize on interdisciplinary research and mixed methods, and integrate international research and experience in the field."]
[2.611863851547241, -11.564289093017578, "Urban and regional planners, elected officials, and other decisionmakers are increasingly focused on what makes places livable. Access to the arts inevitably appears high on that list, but knowledge about how culture and the arts can act as a tool of economic development is sadly lacking. This important sector must be considered not only as a source of amenities or pleasant diversions, but also as a wholly integrated part of local economies. Employing original data produced through both quantitative and qualitative research, Creative Communities provides a greater understanding of how art works as an engine for transforming communities."]
[-1.5457202196121216, -7.0247883796691895, "Educational programs in the United States have traditionally offered a convergent-style curriculum based on learning facts, following instructions, and solving problems with one right answer, which frequently fails to identify divergent thinkers or meet needs of multi-ethnic or disadvantaged students. This dissertation, introducing a divergent-style creative approach to learning, expanded a previous study of students in a high-school creative writing program to include a junior college creative writing program applied in a geology course with (n=10) volunteer freshmen and sophomore students taking a required science course. The mixedmethods study explored effects on individuals' creative thinking capacities and personal qualities based on Deci and Ryan' (2002) nutriment model of competence, autonomy, and social relatedness with creative-writing interventions. The study also provided a case study of a geology classroom (n=22). Project-based creative writing, which also drew on personal interests of students, occurred for two classes, each 1.5 hours each day over 4 days. Included in the study tasks were general and curriculum-related creative activities. Pre- and post-interventions, used verbal and figural fluency assessments from the Torrance Test of Creative Thinking (TTCT). Ongoing qualitative assessment addressed aspects of creative activity, sense of autonomy, competence,\nsocial-relatedness, and features of well-being, using questionnaires, interviews, and journaling\nresults. Data were complete on 10 student-participants with supplementary findings on 12 others.\nOverall, statistical and thematic analyses from multiple data sources showed positive and\ncross-validated effects on creative activity and personal characteristics. Quantitative and\nqualitative findings indicated that (a) in preliminary analyses, the central n=10 participants were\ntypical of their larger classroom cohort of n=22; (b) baseline creative competence and treatment\neffects occurred; (c) even a short creative workshop enhanced creative thinking; (d) positive\neffects also were revealed regarding the experience of autonomy, competence, and socialrelatedness, and (e) well-being was enhanced, including psychological safety and feeling valued;\n(f) the larger classroom environment became more motivating and empowering, with creative\nwork and interaction enhancing immediate science learning, and student expression of\neducational and job aspirations, not previously expressed.\n Junior college populations currently show many drop-outs, yet these student-participants\nanticipated ongoing education with enthusiasm. The search for a meaningful life and vocations\noften conflicts with a convergent-style curriculum while divergent, hands-on approaches to\nlearning have been shown to motivate while honoring individual backgrounds and interests\nenhancing, interconnection, competence, autonomy, innovation, and courage to move ahead in\nlife. More creative writing research across other subjects and educational levels is strongly\nrecommended. "]
[-5.114550590515137, -10.617086410522461, "In reviewing literature for best advocacy practices in a variety of areas\u2014directly, adjacently, and distantly related to Creative Youth Development (CYD)\u2014I've identified factors that can help train the judgement and inform the tacit knowledge required that Teles and Schmitt describe above.\nWhile advocacy is a complex system of strategies and tactics, networks and direct advocates, and grassroots and grasstops, there are practices that apply across topic areas. I surface them below, and then map them to a path forward for CYD advocacy efforts."]
[-6.952962875366211, -8.594162940979004, "Youth development programs are grounded in the assumption that all youth pass through a development process to adulthood and may be at risk for problems. They are characterized by an asset-based approach to meeting needs and building competencies to ensure successful transition to adulthood and take a holistic approach involving community-wide support and participation.1 With myriad purposes and goals, these programs exist outside of the confines of the school day in a range of settings, from small school- and community-based programs to those tied to large national organizations such as Boys & Girls Clubs, Girl/Boy Scouts, YMCA/YWCA, 4- H, and more. Drawing from afterschool and out-of-school time (OST), we can glean a great deal about the sustainability of youth-serving programs that may have implications for Creative Youth Development (CYD)."]
[-4.458983421325684, -9.523359298706055, "As the field of Creative Youth Development (CYD) evolves, one key aspect of this evolution is strengthening the training provided to teaching artists. While the individual needs of teaching artists and the structure of training may vary amongst organizations depending on the organization' mission, location, and/or the communities in which they work; however, there are key components of effective professional development upon which the field can agree, and there are areas in which teaching artist training and support must be examined and shifted. It is my intent to provide an overview of some research contextualizing historical and current trends with regard to preparing teaching artists for CYD work, and then to put forth recommendations for how to deepen the work organizations do with teaching artists in hopes of implementing changes that will positively impact the organizations, teaching artists, and the field at large."]
[-6.076842308044434, -9.767081260681152, "The theory and practice of program evaluations in Creative Youth Development (CYD) is as new as the field itself. However, leaning on a long history of lived experience and an ever-growing body of knowledge in the youth development sector, CYD program evaluation is not without its foundations. But because of its unique aims and organizational make-up, CYD programs have had to forge new paths in measuring outcomes and overall program success, breaking with traditional models while preserving best practices from its evaluation roots. Although the way forward is unclear, it is precisely out of this need to create new methods for knowing itself and capturing its impact that CYD programs are poised to develop innovative approaches to evaluation, and consequently have the potential to substantially contribute to advancing the field of youth development program evaluation at large.\nIn what follows, I give a very brief overview of the history of evaluation in the youth development field. This will help provide context for an analysis of current CYD evaluation trends, both in terms of what and how programs are evaluating. Finally, I offer recommendations and calls to action that draw attention to the continuing needs of the field."]
[-5.568180084228516, -9.342652320861816, "Creative Youth Development (CYD) programs, with their grassroots and community-based origins, are a heterogeneous field of practice that has, in recent years, codified characteristics of high quality CYD through a series of frameworks. Primary examples include the frameworks featured in the Boston Youth Arts Handbook and Workbook, Massachusetts Cultural Council' Seen & Heard CYD blog, The Mosaic Model for Youth Development Through the Arts, and Something to Say: Success Principles for Afterschool Arts Programs From Urban Youth and Other Experts. These frameworks support shared understanding of the work and can be tools to help programs strengthen practice and advance along a spectrum of quality, thereby increasing engagement and supporting more positive outcomes for youth.\nAt the same time, CYD practitioners are committed to reflection and ongoing refinement, to programs being actively shaped by young people, and being connected to and a reflection of their communities. Therefore, CYD program practices are continuously in development.\nDrawing on the youth development literature, literature specific to creative youth development, and exchanges with CYD practitioners, in this landscape analysis I discuss five current trends in CYD program development. These five trends include: Holistic Approaches Growing as Needs Grow, Collaboration Across Sectors, New Generation of Program Staff with New Approaches, Scaling by Depth, and Establishing Creative Career Pathways. This is preceded by an overview of the historical foundation of CYD program development and summary of underpinning research. Following discussion of the trends, I make recommendations for further exploration."]
[-6.270397186279297, -11.08261775970459, "Social justice is a concept tied to action; it' a theory useless without action. Prominent educational scholar Marilyn Cochran-Smith (2004) defines a social justice-oriented approach as a framework that \u201cactively address[es] the dynamics of oppression, privilege, and isms, recognizing that society is the product of historically rooted, institutionally sanctioned stratification along socially constructed group lines that include race, class, gender, sexual orientation, and ability\u201d (p. 57). In broad terms, social justice in the field of Creative Youth Development (CYD) means working with youth from multiple identities to expand and nurture their analytic sensibilities, creativity, self-reflection, and critical thinking skills to engage youth in the work of fighting for visibility, inclusion, and intersectional justice; in addition to promoting and supporting youth culture as a mechanism to drive youths' understanding of and ability to challenge racial violence, and structural and systemic oppression. According to Montgomery (2016), radical educator and activist Paulo Freire' most famous book Pedagogy of the Oppressed inspired early visions of CYD. As Freire' writing stresses reflection and action for justice, this connection fundamentally links the work of social justice and CYD."]
[-5.433751106262207, -8.903549194335938, "In 2014, a national survey of Creative Youth Development (CYD) programs was synthesized in a report titled Setting the Agenda (Stevenson, 2014). The survey found that CYD organizations overwhelmingly target the outcome of skill/mastery (100 percent) over leadership (86.8 percent), agency (67.4 percent), and civic participation (66.4 percent). To acknowledge this deficit, CYD field practitioners created the following as one of five policy recommendations, as part of the Policy and Advocacy Agenda for Creative Youth Development:\n\u2022 Develop and deepen opportunities for young people to create a more just and equitable society.\no Collaborate with youth to integrate their voices and leadership into the core structures and practices of creative youth development programs and the broader sector.\no Champion creative youth development programs as spaces in which young people develop positive self-identities, recognize liberating and oppressive forces, and activate these programs' potential for impact.\nThis recommendation is the most significant when working with youth. As demographic shifts impact communities across the United States, urgent questions surrounding leadership and who holds power must be addressed. Understanding how power flows between youth and adult arts practitioners, researchers, educators, and administrators can redefine how knowledge is produced and programming is designed.\nIn this article, I use the movement of power to analyze trends of praxis relating to the sub-topic of CYD, Working with Youth. First, I reviewed youth development literature from various sectors to explore a theoretical connection between shifts in power and positive youth development. This produced four suggested trends needing power shifts when working with youth: 1) Expanding Rights, 2) Redefining Assets, 3) Identity and Representation, and 4) Governance and Leadership. I will trace these trends with a special attention to power-imbalance, along three lines: adultism, racial inequity, leadership hierarchies.\nFor this article, \u201cyoung people\u201d and \u201cyouth\u201d are ages under 18, with an acknowledgement that some CYD programs extend up to the age of 21 and 24.\nLastly, although not explored in this article, it must be acknowledged that if changes in leadership structures are to exist, then the word \u201cleadership\u201d must be re-examined."]
[-0.3343704044818878, 16.420507431030273, "Art, education, health and nutrition: encouraging healthy eating at an early age is central to the World Food Programme's (WFP) goals. To this end, using art as a learning and communications tool, the program sponsors WFP in Action, a drawing contest open to youngsters 5-18 years old. Cuba has participated in the contest nationally since the 1990s, and since 2002 has sent a selection of drawings annually to the international competition at WFP headquarters in Rome."]
[5.214811325073242, -11.280529975891113, "This document is a report on the achievements, work, and needs of African American, Asian American, Latino American, Native American and multiethnic arts organizations throughout the United States. The data analyzed in this report were developed through a 1990 survey report that provided statistical data and information about the programs, goals, aspirations, and problems of a wide variety of culturally diverse arts organizations. Within the broader field of more than 1,700 organizations that characterized themselves as serving culturally diverse communities were some 543 that identified themselves as having more than 50 percent of their staffs, boards, artists, or audiences composed of members of the community they serve. This document is an illustrated analysis of the data focusing on these 543 arts organizations, supplemented by information gathered through extensive field interviews. The purpose of this report was to inform the field itself, as well as policymakers and funders about the nature, activities, and problems of these organizations. The document discusses the historical background in which growing awareness of the nation's cultural diversity has been influenced by four factors: (1) continuing cultural cross-fertilization; (2) efforts to validate indigenous U.S. art; (3) private and public sector initiatives to make a range of quality arts available to communities that have had little access to major cultural institutions; and (4) efforts to validate the artistic contributions of diverse U.S. ethnic communities. Discussion includes general characteristics and artistic discipline, ethnic communities, regional variations, critical issues, and profiles of 13 centers. A directory of the responding organizations is arranged by state. (DK)"]
[4.0626139640808105, -13.38719654083252, "The Greater Pittsburgh Arts Council (GPAC) regularly measures the health of Greater Pittsburgh' arts and culture sector. Every five years, the Arts Council reviews the sector to demonstrate its impacts on the area' citizens and economy, and identify needs and gaps that the sector might more effectively address. By comparing key data between the city, the nine-county Southwestern Pennsylvania region, and notable cities nationwide, Culture Counts 2020 is able to make cross-sector comparisons on spending, attendance, and job creation between the arts and culture sector and sports, \u201ceds and meds,\u201d and the full nonprofit sector. This report also addresses progress made by the arts and culture community toward indicators of public value, cultural vitality, equity, and the recruitment of visitors and talent. This report reveals that our area' arts and culture sector is healthy in many ways, but that challenges remain. Both positive trends and shortcomings present opportunities for sustained collective action to extend the public value of the arts and culture throughout our region' communities."]
[6.071186542510986, -8.165127754211426, "While public art museums seem to project an image of cultural inclusiveness, it is evident that much of the art within museums embodies the attitudes and preferences of the dominant social group (Bourdieu and Darbel 1991). The art museum functions as an instrument of cultural reproduction wherein the primary cultural narrative is crafted by the dominant social group to support a social structure grounded in principles of exclusion (Bourdieu and Darbel 1991; Bourdieu 1993; Lamont and Lareau 1988). Within the United States, research has shown that this dominant social group is largely white, educated and occupies a higher level of socio-economic status (National Endowment for the Arts 2008). Bourdieu' landmark study of cultural reproduction and cultural capital in the arts first presented the exclusive nature of cultural reproduction and ushered in a new area of research (Bourdieu and Darbel 1991; Swartz 1997).\nBourdieu' theory of cultural reproduction is grounded in the concept that the transmission of cultural capital positively affects educational outcomes and is therefore linked to positions of varying status and power within a social hierarchy (Bourdieu 1984, 1974,1979, 1977a, 1977b). Throughout his career, Bourdieu defined cultural capital in many ways; however, most scholars now agree that the concept can be defined as \u201cinstitutionalized, widely shared, high status cultural signals (attitudes, preferences, forms of knowledge, behaviors, goods and credentials) used for social and cultural\nexclusion\u201d (Lamont and Lareau1988:156). Numerous researchers have shown the power 1\nthat cultural capital and cultural reproduction have on various outcomes such as: educational success, marital selection, political affiliation and social communication within virtual communities (DiMaggio and Mohr 1985; Lareau 1987; Martin and Szelenyi 1987; Kalmijn 1994; Rafaeli, Ravid and Soroka 2004; Tramonte and Willms 2010). However, there appears to be little emphasis on the link between cultural reproduction, cultural capital and the social construction of racialized privilege.\nThis paper expands upon the study of cultural reproduction and cultural capital within the field of art by utilizing the concept of 'whiteness' as a privileged social construct (Johnson and Shapiro 2003; Bonilla-Silva 2003; Frankenberg 1993; Du Bois 1996). Racialized privilege is examined within cultural reproduction and cultural capital by exploring the process by which concepts of race are reproduced through the art as well as through the social interactions connected to the art museum. I draw upon critical white studies, a part of critical race theory, which underlines the manner in which whiteness presents itself as a position of dominance within the social hierarchy of society (Delgado and Stefancic 2001, 1997). Art museums provide an avenue to explore cultural reproduction and cultural capital through the examination of the meaning and social interaction surrounding art objects (Foster 1996). While art has the potential to enrich, inspire and enlighten society (Becker 1982) it remains unclear how cultural reproduction and cultural capital found within the field of art support the social structure through the presentation of race.\nMuseums' reputation as both elitist institutions as well as inclusive cultural centers provides a unique opportunity to examine cultural reproduction, cultural capital\n2\n\n3\nand race by investigating the link between culture and social structure (Whitaker 2009; Thea 2009; Zolberg 1984). To explore this link, I visited public art museums in a Midwestern state and interviewed numerous curators and directors. I noted how museum curators acknowledge the importance of racial and ethnic diversity within the field of art while at the same time deferring to the institution' definitions, values and symbolism centered on the European-American ideal (Berger 2005). This disparity between the call for diversity within art and art museums and the dominance of a white Western standard provided an opening for discussion into the methodology, influences and constraints involved in museum curating, exhibition and other interactions with the public and how these practices influence cultural capital and support the racial hierarchy embedded within cultural reproduction.\nFrom these interviews, significant themes surface as to how whiteness is actively constructed within the field of art. First, I consider the manner in which cultural capital and cultural reproduction through the visual arts promotes a narrative of whiteness by the norms and values of the curatorial staff, donors and board of directors (Desai 2000). Additionally, I investigate the social construct of whiteness and the means by which the field of art continues to advance the hegemony of racial stratification utilizing Bourdieu' concept of symbolic violence (Bourdieu 1991). I follow this by indicating how whiteness is perpetuated through the social interaction between art museum and community. Finally, I conclude by acknowledging the limitations of my findings as well as suggest directions for potential research to move beyond the dominant white racial hegemony presented as legitimate culture within the field of art."]
[-3.463468313217163, 4.768034934997559, "Background: The arts and health evidence base needs to be grounded by common terminology and concepts from which original research and comparative studies can be developed. The aim of this study was to elucidate terminology central to understanding the arts and health causal pathway by defining arts engagement via art forms, activities and level (magnitude) of engagement. Method: The study design was cross-sectional. International experts (n = 280) completed an online survey about the concept of arts engagement (response fraction 44%) to generate a list of art forms and activities. Responses were analysed using NVivo. Participating experts then completed a second survey to rate activities by level of engagement (response fraction 57%). Ratings were analysed via descriptive statistics and factor analysis. Results: Arts engagement can be defined by five art forms - (1) performing arts; (2) visual arts, design and craft; (3) community/cultural festivals, fairs and events; (4) literature; and (5) online, digital and electronic arts - and measured via 91 activities. 'Active' arts activities had higher levels of engagement than 'passive' activities. Conclusion: Study findings provide guidance about which art forms and activities should be included in population surveys and provide a measurement of exposure for use in studies investigating the relationship between arts engagement and health."]
[5.777641296386719, -6.471461772918701, "We conducted a three-phase study of arts participation using SPPA (Survey of Public Participation in the Arts) data going back to 1982. Using statistical methods to correct for possible survey sampling bias (including clustering, stratification, and weighting), in phase 1 we confirm previous findings that arts participation as traditionally measured is declining, almost universally. We examined both individual art forms as well as aggregate measures. In phase 2 of the paper, we exploit the unique situation of free art museums in Washington, D.C., to quasi-experimental tests and found only mixed evidence to support the expected result that higher income leads to more arts participation. The more surprising and interesting finding, with stronger evidence to support it, is that arts participation actually leads to higher levels of family income. In supplementary tests (phase 3), we found that treatment effects analysis using nearest-neighbor matching (on gender, natural log of income, education, ethnicity, urban location, and survey year) showed consistent and generally statistically significant evidence of an effect of the NEA budget cuts on arts education during the 1995/6 budget years. For every aggregated variable (combining 8, 7 or 6 of the individual categories) we saw findings consistent with the fact that students who were exposed to the reduction in arts funding (that is, survey respondents born after 1982, the \u201ctreated\u201d group) had lower levels of arts involvement relative to their otherwise similar control matches. Finally, we examined whether arts participation is related in any way to state-level changes in opinions over time, as measured by presidential election results. We found that changes in arts participation over the 2002-2012 timeframe (the years for which SPPA data include survey respondents' location) were robust to consideration of presidential election voting margins, although respondents from more Democratic-leaning states were more likely to attend art museums and live jazz, and to a lesser extent, plays and craft fairs."]
[-8.933326721191406, 9.967500686645508, "Background: Although it is well established that family-centered education is critical to managing childhood asthma, the information needs of parents of children with asthma are not being met through current educational approaches. Patient-driven educational materials that leverage the power of the storytelling and the arts show promise in communicating health information and assisting in illness self-management. However, such arts-based knowledge translation approaches are in their infancy, and little is known about how to develop such tools for parents. This paper reports on the development of \"My Asthma Diary\" - an innovative knowledge translation tool based on rigorous research evidence and tailored to parents' asthma-related information needs.\n\nMethods: We used a multi-stage process to develop four eBook prototypes of \"My Asthma Diary.\" We conducted formative research on parents' information needs and identified high quality research evidence on childhood asthma, and used these data to inform the development of the asthma eBooks. We established interdisciplinary consulting teams with health researchers, practitioners, and artists to help iteratively create the knowledge translation tools.\n\nResults: We describe the iterative, transdisciplinary process of developing asthma eBooks which incorporates: (I) parents' preferences and information needs on childhood asthma, (II) quality evidence on childhood asthma and its management, and (III) the engaging and informative powers of storytelling and visual art as methods to communicate complex health information to parents. We identified four dominant methodological and procedural challenges encountered during this process: (I) working within an inter-disciplinary team, (II) quantity and ordering of information, (III) creating a composite narrative, and (IV) balancing actual and ideal management scenarios.\n\nConclusions: We describe a replicable and rigorous multi-staged approach to developing a patient-driven, creative knowledge translation tool, which can be adapted for use with different populations and contexts. We identified specific procedural and methodological challenges that others conducting comparable work should consider, particularly as creative, patient-driven knowledge translation strategies continue to emerge across health disciplines."]
[-8.862103462219238, -3.249596118927002, "Background : The literature on trans youth has been dominated by etiological studies interested in trans experience as a medical phenomenon. An emerging body of literature has begun to document that trans youth are a diverse, vulnerable, yet resilient population, and to investigate the role of various sites of support such as the family, peer groups, institutions, and community spaces in contributing to or impeding trans youth's well-being.\nMethod: This article presents the results of Stage One of interviews (n = 24) conducted for a Community-Based Participatory Action Research (CBPAR) qualitative research project based in Quebec. It studies the factors that enhance trans youth's well-being as well as the factors of oppression that negatively affect it. This paper offers a brief overview of the anti-oppressive methodology used for this project, emphasizing how CBPAR was combined with Grounded Theory (GT) methods to encourage the direct involvement of communities and the translation of knowledge into action.\nResults: We present preliminary categories emerging through the ongoing axial coding process. These categories address trans youth's experiences in and perceptions of various \u201csites\u201d: 1) healthcare services both for gender-related and general care, 2) other institutional spaces, 3) the family and other social circles, and 4) community spaces.\nConclusion: While much of this study's results support existing evidence on trans youth's experiences, they also provide a more nuanced portrayal of the complex ways in which recognition, as well as non-, mis-, or mal-recognition, influence trans youth's well-being at different sites. We also argue that recognition itself must be considered through the lens of intersectionality."]
[-9.906585693359375, 1.98976731300354, "In this paper we examine digital storytelling as a mode of arts-inspired inquiry: in particular we consider digital storytelling as a powerful arts-inspired approach that can help researchers, practitioners, and communities understand and support indigenous and marginalized youth. Our two-fold focus is on: (1) a digital storytelling initiative that engaged hundreds of Alaska Native youth in the production of digital stories; and, (2) on findings from a subsequent pilot study which assessed the value of analyzing the young people' digital stories produced through this initiative, as windows into the worlds, identities, struggles and concerns of these particular youth. Overall, we aim to use the findings from this pilot study, and impressions from the young people' digital media productions, to demonstrate the potential of digital storytelling as a transformative arts-inspired inquiry which engages young people in processes of identity making, aesthetics, and voice."]
[-9.250800132751465, 1.9580961465835571, "This article explores the use of digital storytelling as a group narrative method for positive identity development in the case of African American youth residing in economically disadvantaged, urban areas. Factors such as ethnicity, socioeconomic status, and/or violence exposure may heighten normal youth challenges and affect identity development. Narrative tools that help minority adolescents produce agentic, coherent, affective, and adaptive self-concepts contribute to a proactive identity system and, therefore, an enhanced capacity for them to intervene in their own lives. The purpose of the afterschool digital storytelling group was for youth to gain opportunities in media production and in personal story construction. As a result, youth gained a valuable narrative medium for constructing their stories, and thus their identities, into ones of possibility, promise, and potential. Implications for helping professionals include how to use digital storytelling with youth to gain insight and understanding into a personally difficult life event."]
[3.21264910697937, -2.6246469020843506, "This study reports on the multi-method longitudinal examination of a structured arts program (combination of theatre, visual and media arts) for youth, aged 9 to 15 years, from a low-income community in Hillsborough County in Tampa, Florida. Evaluated were the extent to which the community-based organization could recruit and retain youth in the program and whether they demonstrated improvement with respect to artistic ability and psychosocial indicators. The results suggest successful recruitment and sustained attendance rates. The study employed a multilevel growth curve analyses of observational and behavioral outcomes which showed significant gains in artistic and social skills, and a significant reduction in emotional problems. The contention that community arts programs promote positive youth development is supported by this study."]
[1.132982850074768, -10.598114013671875, "Mushrooming opposition to coal mining and transportation in the United States (US) connects with both environmental justice and climate justice movements. Artistic expressions are part of the strategic toolkit of these movements. Art' capacity to foster cultural, cognitive and psychological changes is amply recognized by academics as well as by public in general. Nevertheless, the theoretical question of how art is linked to activist strategies and to socio-spatial transformations in environmental conflicts remains unexplored. This paper contributes to filling this gap by examining the emblematic struggle to stop the construction of a coal-export terminal in Oakland, CA. Our data includes 32 in-depth interviews of activists, artists and legal experts linked to the conflict surrounding this coal-export terminal. Non-participant observation and secondary data collection helped to contextualize the interviews. The results offer a timeline of the movement, a map of artistic expressions, and network analyses around the effects of environmental artistic activism. We demonstrate that creative activism has critical relevance for facilitating engagement, education and outreach of the anti- coal movement. Arts and its spatial impact benefited the movement by expanding its scale and making it more inclusive regarding demographics, including particularly women and youth of color. The use of the arts raised environmental and political awareness and enhanced public participation in decision making. The paper connects the literatures of environmental justice, environmental humanities and human geography. We contribute to the yet underdeveloped dialogue discussing the capacity of art to influence socio-ecological structures and socio-spatial dynamics in cases of environmental justice conflict."]
[7.405239105224609, -1.4852250814437866, "This article reconsiders the association between childhood arts participation and cognitive and developmental outcomes. Using data from a large, nationally representative sample with extensive covariates, we employ pro pensity score weighting to adjust comparisons of children who do and do not participate in arts education (music and performing arts lessons) to address potential confounding from selection into arts education. We exam ine a broad range of outcomes in adolescence and early adulthood (e.g., GPA, self-esteem, college attendance). Our results show that selection into arts education is at least as strong as any direct effect on outcomes, provid ing no support for the causal associations between arts participation and cognitive outcomes. We do find that arts education increases arts engage ment during young adultho"]
[11.049635887145996, -1.0872403383255005, "The blend of Drama, Art, and Education has been there since the time Plato started his Academy. He believed that informing a student just about the concept is not enough, a good teacher has to induce the ability of critical thinking and the importance of value education in a student. Drama and Theatre both are pivotal outlets for self-expression and by using drama as a teaching tool, students are involved in every way, be it intellectually, physically, socially or emotionally. The use of drama and art in education leads to holistic learning, accelerates personality development and imparts students with crucial life skills, problem-solving skills, leadership, cooperation and collaboration. Through this blog, we will see the importance of Drama and Art in education, their benefits, role and objectives in the learning process. "]
[-0.8446773290634155, 7.004155158996582, "Eco-Capabilities is an AHRC funded project situated at the intersection of three issues: a concern with children' wellbeing; their disconnect with the environment; and a lack of engagement with arts in school curricula. It builds on Amartya Sen' work on human capabilities as a proxy for wellbeing, developing the term eco-capabilities to describe how children define what they feel they need to live a fully good human life through environmental sustainability, social justice and future economic wellbeing. A total of 101 children aged 7-10 from schools in highly deprived areas participated in eight full days of arts in nature practice. The study drew on arts based research methods, participatory observations, interviews and focus groups with artists, teachers and children. Findings suggest that arts in nature practice contributed towards eight (eco-)capabilities: autonomy; bodily integrity and safety; individuality; mental and emotional wellbeing; relationality: human/nonhuman relations; senses and imagination; and spirituality. This was facilitated through four pedagogical elements: extended and repeated arts in nature sessions; embodiment and engaging children affectively through the senses; 'slowliness', which envelops children with time and space to (re)connect; and thoughtful practice, which facilitates emotional expression. We suggest that, through these elements, arts in nature practice supports children' wellbeing, and guides them towards a more entangled relationship with nature and a clearer understanding of themselves as part of it, thereby motivating them to take better care of it."]
[-10.414682388305664, -0.5594020485877991, "This article discusses social innovation in education informed by arts-based and Indigenous ways of knowing. I use the term Indigenous to refer to First Peoples' and their wisdom traditions from places around the world and the term Aboriginal to refer to the diverse First Nations, M\u00e9tis, and Inuit peoples of Canada. The article looks at the ethical imperative for doing socially innovative work, and examines practices with potential for embedding social innovation in educational scholarship, including experiential and relational educational approaches, such as community-service learning and restorative justice; participatory action research as an allied research approach; and community arts framed as cultural democracy. It describes a research project with street-involved youth as a case study for research that moves toward social innovation through the Government of Canada Policy Research Initiative' five steps involved in a co-creative social innovation project."]
[10.24992847442627, -3.483332633972168, "This paper explores the political and social forces that have led to the well-documented narrowing of the curriculum, squeezing out arts programming in schools. While not intended to be an exhaustive literature review, this work highlights important findings that correlate arts learning with biological changes as well as cognitive and academic advantages. Further, it explores how the arts may be the key to promoting twenty-first century skills of creative thinking and problem-solving. From this review, we hope that educators and policymakers will reconsider how arts education and arts-integrated learning can influence educational practices and policies."]
[3.3503172397613525, -2.6900925636291504, "This study reports on the longitudinal examination of a structured arts program for Canadian youth, aged 9 to 15 years, from low-income communities. Evaluated were the extent to which community-based organizations successfully recruited and retained youth in the program and whether they demonstrated improvement with respect to artistic ability (combination of theatre, visual, and media arts) and psychosocial indicators. The results suggest successful recruitment and good retention rates. Multilevel growth curve analyses of observational and behavioral outcomes are presented. Observer ratings showed significant gains in artistic and social skills. Comparisons with matched controls using estimated linear propensity scores revealed a significant reduction in emotional problems for the intervention group. The overall conclusion is that youth from low-income communities benefit from structured arts programs."]
[-0.2748367190361023, 10.406116485595703, "Background: Community stroke awareness initiatives have traditionally been used to expand knowledge of stroke signs and risk factors to high-risk adult populations. Here, we use a novel unfettered, visual art-based approach for an elementary school initiative to raise stroke awareness.\n\nMethods: Seventh graders in a middle school art class received stroke awareness training during the course of the 2015 to 2016 school year through their teacher in the visual arts class. In turn, they used this training to develop their own artistic interpretations of key stroke awareness concepts via project-based learning and then present their projects to raise awareness about stroke. We evaluated our predata and postdata to determine whether the visual art school-based stroke intervention was effective in both educating students about stroke and enabling them to effectively disseminate this information to parents and other adults in their community.\n\nResults: The pretest evaluation indicates a fair or good knowledge about stroke, and no student indicated an \"outstanding\" or \"excellent\" knowledge. The posttest evaluation indicated a higher degree of stroke awareness because students were rated as having an \"outstanding,\" \"excellent,\" or \"very good\" performance especially in the ability to translate knowledge of stroke awareness lessons learned in their art class into a well-articulated stroke-related project and presentation. Pearson \u03c7 test reveals significant difference (P < .001) between the pretest and posttest evaluations.\n\nConclusions: Our results indicate that our school-based stroke intervention was effective in both educating students about stroke and enabling them to effectively disseminate this information to parents and other adults in their community. The use of a visual art teacher to lead the educational component in the intervention indicates that expertise in neurology or stroke is not necessary to facilitate understanding of stroke and highlights the importance of creativeness in stroke education for children."]
[-4.4312238693237305, 2.3093066215515137, "Background: Educational interventions engage youth using visual, literary and performing arts to combat stigma associated with mental health problems. However, it remains unknown whether arts interventions are effective in reducing mental-health-related stigma among youth and if so, then which specific art forms, duration and stigma-related components in content are successful.\n\nMethods: We searched 13 databases, including PubMed, Medline, Global Health, EMBASE, ADOLEC, Social Policy and Practice, Database of Promoting Health Effectiveness Reviews (DoPHER), Trials Register of Promoting Health Interventions (TRoPHI), EPPI-Centre database of health promotion research (Bibliomap), Web of Science, PsycINFO, Cochrane and Scopus for studies involving arts interventions aimed at reducing any or all components of mental-health-related stigma among youth (10-24-year-olds). Risk of bias was assessed using the Effective Public Health Practice Project (EPHPP) Quality Assessment Tool for Quantitative Studies. Data were extracted into tables and analysed using RevMan 5.3.5.\n\nResults: Fifty-seven studies met our inclusion criteria (n = 41,621). Interventions using multiple art forms are effective in improving behaviour towards people with mental health problems to a small effect (effect size = 0.28, 95%CI 0.08-0.48; p = 0.007) No studies reported negative outcomes or unintended harms. Among studies using specific art forms, we observed high heterogeneity among intervention studies using theatre, multiple art forms, film and role play. Data in this review are inconclusive about the use of single versus multiple sessions and whether including all stigma components of knowledge, attitude and behaviour as intervention content are more effective relative to studies focused on these stigma components, individually. Common challenges faced by school-based arts interventions included lack of buy-in from school administrators and low engagement. No studies were reported from low- and middle-income countries.\n\nConclusion: Arts interventions are effective in reducing mental-health-related stigma to a small effect. Interventions that employ multiple art forms together compared to studies employing film, theatre or role play are likely more effective in reducing mental-health-related stigma."]
[12.062353134155273, 7.873776912689209, "Individuals receiving inpatient psychiatric care (n = 32) were randomized to receive either brief music therapy or group therapy that constitutes the current standard of care (SOC), and completed measures of depression, mood, quality of life (QOL), and hope pre- and post-intervention. Group dynamics were evaluated by the therapists. Results indicate that significantly more patients in the music therapy group showed an increase in QOL than those in the SOC group. Regarding group dynamics, the music groups scored significantly higher on conflict and significantly lower on avoidance. Results of this study suggest that group music therapy in inpatient psychiatric settings may be as effective as SOC groups, more effective at impacting QOL, and more effective for particular diagnostic populations. Further research is needed to fully understand the impact of music therapy in this setting."]
[-4.408863544464111, 9.841771125793457, "Purpose: The aim of this study was to evaluate the effects of the Self-Book\u00a9 art therapy intervention on emotional distress and psychological well-being in female cancer patients. Background: According to the National Cancer Institute, emotional distress ranks as the highest of unmet needs for female cancer patients in the United States. These unmet needs impelled the National Comprehensive Cancer Network to launch governmental efforts to provide better emotional support in all oncology clinics and hospitals by the year 2015. Method: A repeated measures randomized controlled trial design was employed. Sixty participants were randomly assigned to either the six-session Self-Book\u00a9 art therapy group or the standard care control group. Data on emotional distress and psychological well-being were collected using standardized instruments at four time points: baseline, week 3, week 6 and 1-to-2 months post-intervention. Results: Forty participants completed the study and were included in the final analysis. Findings suggest that Self-Book\u00a9 art therapy may help decrease emotional distress and enhance spiritual well-being in female cancer patients during active oncology treatment."]
[5.021434783935547, 3.03393816947937, "This study sought to explore whether creativity in undertaking activities such as free writing, telling a story, crafts, painting, drawing, or drama at age 7 is associated with a lower risk of social and behavioral maladjustment in children at the onset of adolescence. Data from 7558 7-year-olds who were socially and behaviorally \u201cstable\u201d at baseline were analyzed from the nationally representative National Child Development Study. Multinomial regression analyses showed associations between teacher-rated creativity at age 7 and a lower relative risk of social and behavioral instability and maladjustment at age 11. Specifically, the associations were found between moderate and marked creativity and a lower risk of symptoms of internalizing behaviors (including depression and withdrawal), externalizing behaviors (such as restlessness) as well as a lower risk of various nervous symptoms of social and behavioral instability and maladjustment. Associations were independent of social, demographic, educational, parental, academic, and personality covariates, and robust to a range of sensitivity analyses. These results suggest that facilitating engagement with creative activities could be explored further as a way of reducing levels of instability and maladjustment at the onset of adolescence."]
[12.696232795715332, 5.792678356170654, "This research investigated the effects of grade consequences and music on test anxiety and performance. Eighty undergraduate participants (75% women, 25% men; mean age of 19.63 years; 51% Caucasian, 38% Hispanic, 4% African American) were instructed that their performance on a mathematics test either would or would not affect their course credit. Afterward, they listened to either calm or obnoxious music for 5 min prior to the test. Anxiety was assessed with a self-report inventory, systolic blood pressure, diastolic blood pressure, and heart rate. Compared with those who listened to obnoxious music, those who listened to calm music had lower systolic blood pressure (p \udbff\udc00 .01, \udbff\udc082 \udbff\udc00 .08), lower heart rate (p \udbff\udc00 .04, \udbff\udc082 \udbff\udc00 .06), and higher test scores (p \udbff\udc00 .01, \udbff\udc082 \udbff\udc00 .11); however, the latter 2 effects were only significant for those whose course credit was threatened (p \udbff\udc00 .05, \udbff\udc082 \udbff\udc00 .05). Self-reported anxiety (p \udbff\udc00 .50, \udbff\udc082 \udbff\udc00 .01) and diastolic blood pressure (p \udbff\udc00 .79, \udbff\udc082 \udbff\udc02 .01) were not significantly affected. These findings suggest a benefit of relaxing music for students experiencing test anxiety. "]
[12.821793556213379, 6.346728324890137, "Research on the effects of music on human mood, behavior, cognition, and biology has burgeoned during the last 20 years, yielding thousands of studies in many different scholarly areas. This literature is extremely diverse in its use of music experiences (e.g., listening, playing/performing, learning, or creating), genres of music, target populations, ages of participants, research conditions, and intended outcomes. People in the helping professions, educators, policymakers, and the public need to know about the state of this research to make informed decisions about the benefits of music. But with such diverse approaches and outcomes in the literature, it is difficult to succinctly summarize all the research to state accurately how music affects Americans across their lifespans."]
[-3.4420547485351562, 0.5253362655639648, "In this article, we take a strength-based approach to understand how applied theatre as a vehicle provides opportunities for embodied voices to have a positive influence on the well-being, and attitudes to health, of young people who have been 'pushed' to the margins. We begin by explaining the concepts of well-being, embodiment and embodied voices, and applied theatre. Following this we explore an example of a theatre project developed in Canada with Indigenous youth to illustrate how the well-being of those who might be termed 'marginalised' in this context, is enhanced through a process of embodied reflexivity using applied theatre approaches. Finally, we discuss challenges with this approach to working with 'marginalised' youth, and also present some recommendations for professionals using applied theatre for co-creation with 'marginalised' youth for their well-being.We share how our research led us to conclude that a commitment to the arts as a fundamental and core process for developing wellness and wellbeing is necessary. This would mean professionals associated with any programmes or projects generated to explore embodied work with young people need see the arts as a philosophical underpinning, rather than as just an additional activity that can be inserted into any programme."]
[0.9736928343772888, 9.247316360473633, "We invite youth workers to learn more about how to use art in supporting emotional well-being of young people. The course provides knowledge on emotional well-being, practical art workshops and reflection sessions about the role of youth workers."]
[2.3038957118988037, 10.945751190185547, "Art-based programming has been proposed to be one of the most promising approaches for teaching creativity because it provides meaningful learning through a pleasurable activity. We describe a course for children that sought to increase both creativity skills (problem finding and idea generation) and emotion skills (abilities to perceive one' emotions accurately, use one' emotions to guide creative thinking, and understand emotions). Sixty-four children were recruited from primary schools in Santander, Spain (mean age=9.73\u2009years, 59% females) to test a six-session course at Centro Bot\u00edn, an art center based in Santander, Spain. Significant effects were found for the creativity skills of problem finding and idea generation, as well as for self-reported creative behavior, though several effects were not sustained at 2-month follow-up. We discuss potential solutions for sustained creativity training and transfer of skills outside of the course setting."]
[1.8237967491149902, -1.7384830713272095, "Arts interventions allow young people to address social problems and oppressive forces that impact their lives. Much research has explained the theory behind arts interventions; less has explored the organizational characteristics that may facilitate empowering processes for intervention consumers. The aim of this research is to contextualize dimensions of organizational empowerment in the context of a countywide arts intervention program. Retrospective, cross-sectional, in-depth interviews were conducted with 10 primary consumers of a countywide arts intervention for high school students. Directed content analysis of the interview data revealed ten emergent themes that transcended the data inductively. Findings support and extend our current understanding of organizational empowerment, as it relates to a countywide arts intervention program. Implications for policy, practice, and future research are discussed."]
[-2.1706085205078125, 4.066784381866455, "There is increasing interest today in how the arts contribute to individual and community wellbeing. This scoping review identified and examined ways in which the arts have been used to address wellbeing in communities in the United States. The review examined 44 publications, with combined study populations representing a total of 5,080 research participants, including marginalized populations. It identified the types of artistic practices and interventions being conducted, research methods, and outcomes measured. It highlights positive associations found across a broad spectrum of psychological, physical, and social outcomes, including improvements in self-esteem and identity formation, cognition, physical balance, and physical conditioning. It also reports negative outcomes of arts interventions that may be underreported. The study identifies the need for core outcomes sets and reporting guidelines for advancing evidence synthesis in this area."]
[-7.579638481140137, 0.5063461661338806, "Learning for underserved youth is integral to social progress. Yet, too often, young people experience disconnects between their educational experiences and both individual and community needs. Arts can help these youth recover a unity through collective action in the community. Drawing from the experiences of a 4-year interdisciplinary research project, Youth Community Informatics (YCI), we discuss ways of engaging underserved youth through the interplay between art education and digital media. We use the theory of community inquiry, which is informed by pragmatist philosophy, especially that of John Dewey and Jane Addams. We propose a pedagogical perspective on art education that embraces this conception of community inquiry and illustrate it with practical examples from the YCI project. This view of learning supports the connectedness of individuals and community for underserved youth."]
[4.221153259277344, 14.232977867126465, "This article discusses a study focused on investigating the effects of an art museum cultural experience on learning and behaviors of visitors with special needs. The participants, selected by specific inclusion and exclusion criteria, were 10 families with children diagnosed with Autism Spectrum Disorder. The author examined how the museum environment, with its opportunities for free-choice, object-based, and inquiry-based learning, helped facilitate their educational and social needs. To record changes in the subjects' content knowledge and behavior, the author employed a mixed-methods design, including the standardized Social Responsiveness Scale, parent surveys, behavioral observations, task evaluations, and parent interviews. The findings demonstrate that participation in a tailored educational museum program positively influences cognitive and social behaviors of children living with autism, thereby contributing to their overall well-being. The paper also discusses implications for other museums nationwide working to establish quality access programs with long-term benefits for special needs communities."]
[-6.233792781829834, 4.427009582519531, "This article originates in current research into community-based arts in health. Arts in health is now a diverse field of practice, and community-based arts in health interventions have extended the work beyond healthcare settings into public health. Examples of this work can now be found internationally in different health systems and cultural contexts. The paper argues that researchers need to understand the processes through which community-based arts in health projects evolve, and how they work holistically in their attempt to produce therapeutic and social benefits for both individuals and communities, and to connect with a cultural base in healthcare services themselves. A development model that might be adapted to assist in analysing this is the World Health Organisation Quality of Life Index (WHOQOL). Issues raised in the paper around community engagement, healthy choice and self-esteem are then illustrated in case examples of community-based arts in health practice in South Africa and England; namely the DramAide and Siyazama projects in KwaZulu-Natal, and Looking Well Healthy Living Centre in North Yorkshire. In South Africa there are arts and media projects attempting to raise awareness about HIV/AIDS through mass messaging, but they also recognize that they lack models of longer-term community engagement. Looking Well by contrast addresses health issues identified by the community itself in ways that are personal, empathic and domesticated. But there are also similarities among these projects in their aims to generate a range of social, educational and economic benefits within a community-health framework, and they are successfully regenerating traditional cultural forms to create public participation in health promotion. Process evaluation may provide a framework in which community-based arts in health projects, especially if they are networked together to share practice and thinking, can assess their ability to address health inequalities and focus better on health outcomes."]
[7.530122756958008, -4.744011402130127, "The purpose of this study was to examine postsecondary admissions outcomes for music and arts students as compared to their non-arts peers using nationally representative data (N = 14,900) from the Education Longitudinal Study of 2002. Controlling for certain observable differences between students who do and do not elect arts courses, music students were more likely to apply to college and to attend college than their non-arts peers. Arts students were similar to non-arts students in terms of college selectivity and pursued science, technology, mathematics, and engineering majors at similar rates to non-arts students. This analysis suggests taking arts coursework in high school does not hinder successful college admissions outcomes as may be feared by well-intentioned guidance counselors or parents. Implications for college admission and local policies are considered."]
[9.613024711608887, 3.9793598651885986, "Exposure to psychologically and emotionally distressing events can lead to a negative perception of self and others, impacting a number of critical life domains (e.g., social/interpersonal, physical/mental health, school/vocational functioning, and cultural and personal identity). Arguably, the transition to adulthood in the United States can be very traumatic, particularly for African American transition age-youth (TAY) who are disproportionately affected by racial discrimination and marginalization that impacts numerous aspects of their emerging adult lives. Despite stultifying external forces, music and the arts can be seen throughout socially progressive movements of U.S. history in attending to the suffering of persons of color. Rather than examining trauma from a deficit-based approach, strength-based foci may highlight crucial processes that contribute to positive worldview shifts. Adolescents' appreciation of music can bridge the unfilled gaps in treatment and better connect the therapist to the client. Research has demonstrated that adolescents sometimes have a difficult time connecting to therapists. In 1998, Dr. Edgar H. Tyson was the first to coin the phrase 'Hip-Hop therapy' and integrated Hip-Hop culture into mental health treatment through an artistic means that reached urban youth.The APA Multicultural Guidelines state that the intersection of various identities is essential in the transformation of marginalized individuals. The literature supports the need for an increase in attention to culture, increased cultural humility and collaboration between the clients and the clinicians. Hip-Hop has developed as a method the aids in the development of youth narratives. This research aims to explore the utilization of Hip-Hop as a means for African American TAY to tell their stories and improve their overall mental well-being using Hip-Hop as an African Centered empowerment approach. (PsycInfo Database Record (c) 2022 APA, all rights reserved)"]
[4.448922634124756, 7.689182281494141, "Background: Art therapy uses the creative process to encourage personal growth and alleviate symptoms of mental illness. The Art Therapy Institute provides programs for refugee adolescents from Burma to decrease their trauma-related symptoms. This article describes and discusses the methods and findings from an evaluation of this program. The challenges of assessing art therapy with this population and assessment tool gaps are explored and suggestions for future evaluations discussed.\nMethod: Four validated clinical assessment tools were administered to 30 participants at baseline and follow-up to measure symptoms of anxiety, depression, and behavioral problems. Focus group discussions with clinicians were used to assess the evaluation.\nlts: Nearly all participants had experienced one or more traumatic events. At baseline, results showed a higher prevalence of depression than national rates among adolescents. Follow-up results showed improvements in anxiety and self-concept. Qualitative findings suggest that specific benefits of art therapy were not adequately captured with the tools used.\nDiscussion: This evaluation showed some effects of art therapy; however, symptom-focused assessment tools are not adequate to capture clients' growth resulting from the traumatic experience and this unique intervention. Future evaluations will benefit by using an art-based assessment and measuring posttraumatic growth."]
[4.75946569442749, 6.022632598876953, "American Indian and Alaska Native (AI/AN) youth face a history of adversity and trauma that are linked to academic and health concerns. Culturally grounded art-based interventions hold promise to address challenges faced by AI youth. AI culture and wisdom can evoke a sense of capability in youth that strengthens their resilience. This study sought to evaluate a culturally oriented art therapy curriculum on its impact on resilience, stress, and mood for AI youth (n = 36). A paired-samples t-test was conducted to compare the perceived stress scores of the participants before and after a 12-week art intervention. There was a significant decrease in participant perceived stress between the pre (M = 16.7, SD = 4.7) and post conditions (M = 20.4, SD = 4.6); t (24) =, -3.5 p = 0.002). A paired-samples t-test was conducted to compare the mood of each participant before and after each instance of art activity to see if there was a self-reported change in mood. There was a significant improvement in participant mood in 10 out of 11 of the intervention weeks. Although no statistically significant change was found in participant resilience, participants in this study did report high levels of resilience. This study provides promising evidence that a culturally salient after-school art curriculum program can reduce stress and improve mood for urban AI youth."]
[-2.2315123081207275, 0.6626043915748596, "Background: The creative arts - music, film, visual arts, dance, theatre, spoken word, literature, among others - are gradually being recognised as effective health promotion tools to empower, engage and improve the health and well-being in Indigenous youth communities. Arts-based programming has also had positive impacts in promoting health, mental wellness and resiliency amongst youth. However, often times the impacts and successes of such programming are not formally reported on, as reflected by the paucity of evaluations and reports in the literature.\n\nObjective: The objective of this study was to evaluate a creative arts workshop for T\u0142\u012fch\u01eb youth where youth explored critical community issues and found solutions together using the arts. We sought to identify the workshop's areas of success and challenge. Ultimately, our goal is to develop a community-led, youth-driven model to strengthen resiliency through youth engagement in the arts in circumpolar regions.\n\nDesign: Using a mixed-methods approach, we conducted observational field notes, focus groups, questionnaires, and reflective practice to evaluate the workshop. Four youth and five facilitators participated in this process overall.\n\nResults: Youth reported gaining confidence and new skills, both artistic and personal. Many youth found the workshop to be engaging, enjoyable and culturally relevant. Youth expressed an interest in continuing their involvement with the arts and spreading their messages through art to other youth and others in their communities.\n\nConclusions: Engagement and participation in the arts have the potential to build resiliency, form relationships, and stimulate discussions for community change amongst youth living in the North."]
[14.462857246398926, 0.44064053893089294, "The National Dance Education Organization (NDEO) undertook a review of recent studies of how dance impacts learning, with particular attention to several areas determined to be underresearched in the 2004 Research Priorities for Dance Education: A Report to the Nation (Bonbright and Faber). These areas included: Creative Process, Neuroscience/Brain Research, Student Achievement, Affective Domain, Student Performance, Equity, Cultural and World Dance, and Children-at-Risk. A group of researchers combed a variety of databases, including recent theses, dissertations, and articles within the Dance Education Literature and Research descriptive index (DELRdi), the Fast Response Survey System (FRSS), and a newly discovered collection of reports from the U.S Department of Education' Arts-in-Education programs in professional development and model programs. The researchers prepared evaluations and summaries of each study, article, or report that provided insight into the evidence of how dance education impacts teaching and learning in the first decade-plus of the 21st century"]
[-11.080482482910156, 2.5619311332702637, "How can creating videos contribute to expanding health literacy? This article describes a participatory action research project with a group of Canadian Indigenous youth and their teachers. As the youth explored their interests about health and wellness through the artistic creation of videos, they developed a critical consciousness about community, culture, confidence, and control. They became mobilized and obtained information about health and wellness that allowed for the development and expansion of their notion of health literacy that included cultural conceptions of health and wellness."]
[-4.690966606140137, 11.570412635803223, "Brief episodes of drawing work to improve mood, and this effect is most pronounced when people draw to distract themselves from an aversive memory rather than express their negative feelings. Here we investigated the effects of drawing repeatedly over one month to test whether drawing to express might lead to greater benefits than drawing to distract after one month. We induced a sad mood in participants (n = 60) and then randomly assigned them to use drawing to express, to distract, or to a control condition where they did not draw at all. We assessed mood, overall life satisfaction, heart rate and Respiratory Sinus Arrhythmia (RSA) at the initial testing session and one-month later. Drawing to distract improved mood more than drawing to express after a single drawing session. Both conditions improved mood equally after one month and were similar to the control condition. Physiological measures improved after both a single session of drawing and after one month, and did so for both drawing conditions equally. The benefits of drawing are immediate and limited to single session of drawing and it seems the benefits of drawing are diluted over time."]
[-6.9709978103637695, 2.500312089920044, "Stories play a significant role in how we feel about and interact with the world. Narrative therapy and expressive arts therapy are major influences on the creation of expressive remix therapy, a new form of engagement with clients. This article is an exposition of this particular mental health modality. The use of digital media art in therapy in group settings will be discussed, and examples of how to use digital media art and technology in group therapy sessions are provided. The intention of this article is to promote a renewed appreciation for stories as the backdrop for all narrative work; it also seeks to inspire people to look at the practice of mental health differently, particularly the tools used to positively impact clients.\n"]
[-2.911557912826538, 14.661153793334961, "The Fertility Education Initiative was established in 2016 to provide education on fertility, modern families and reproductive science for young adults, teachers, health professionals, parents and adults. We report on our study to determine the feasibility and acceptability of using the arts to delivery fertility education in schools. The evaluation was mixed methods: (i) two focus groups with young people aged 14-16 and 16-18 were conducted to investigate attitudes to fertility awareness; and (ii) seventeen 16-22 year olds were divided into two groups and each undertook a day of art workshops that consisted of two visual and two theatrical workshops and then completed questionnaires at the end of each workshop and at the end of the day. The artists were interviewed using a semi-structured interview. Young adults confirmed they were interested in learning about fertility, but current understanding varied. The majority thought that fertility education should be delivered in schools at ages 16-18. During the art workshops they learnt some facts but asked for more science and discussion. They felt using art was powerful and they wanted to hear the artists personal stories. Tools using a number of platforms need to be developed that can be taken into schools nationally and evaluated for their engagement."]
[-12.856101036071777, -6.343935489654541, "The Federal Plan for Equitable Long-Term Recovery and Resilience (Federal Plan for ELTRR) lays out an approach for federal agencies to cooperatively strengthen the vital conditions necessary for improving individual and community resilience and well-being nationwide. While the Federal Plan for ELTRR is presented on health.gov, it is inclusive of health and non-health sectors and was developed by a large Interagency Workgroup made up of representatives from across the federal government. The Plan is intended to be an inclusive, government-wide approach that leverages the breadth of federal resources \u2014 within existing authority for steady-state use \u2014 in a synchronized manner to equitably achieve enhanced resilience.\n   "]
[4.281326770782471, -13.960713386535645, "D5' Final State of the Work highlights voices of leaders in the field who share their stories of change and progress.  Some are longtime advocates; some are newer enthusiasts. Each of them shares a perspective on what has worked and what challenges remain as they lead their institutions through changes to meet the demands of a new America.\nThis final report catalogs the stories that tell of human impact and human struggle to create a more equitable philanthropy. Some of these stories are:\n\nRethinking Grantmaking: Using Data to Inform Investments The Meyer Memorial Trust uses data to achieve more equitable grantmaking\nEngaging Diversity in a Once-Homogeneous City The Community Foundation of Greater Dubuque takes action to encourage inclusivity and celebrate diversity\nIncreasing Accessibility in the Arts The Greater Pittsburgh Arts Council fosters greater access to arts and culture"]
[6.082594394683838, 1.4564441442489624, "Background: This study examined the degree to which individuals' sense  of  self-determination  and  internal  locus  of  control  might  be  suitable  constructs  to  study  in  relation  to  fine  arts  participation  in  adults with complex developmental disabilities.Method: Thirty-four participants in fine arts programs and eight non-participants, all with disabilities involving neuromuscular impairment and varying degrees of cognitive impairment, completed measures of locus of control and of sense of self-determination.Results:  No  significant  differences  on  quantitative  measures  were  found among high users, low users or non-users of arts programming. Qualitative  results  suggest  that  fine  arts  participants,  relative  to  non-participants,  are  more  likely  to  de-emphasize  \u201cluck\u201d  in  favor  of  effort  and  ambition  in  attributions  about  their  circumstances  and  accomplishments.Conclusion: While quantitative findings did not suggest a relationship between  either  self-determination  or  locus  of  control  and  arts  participation,  the  qualitative  findings  suggest  that  the  constructs  might be useful ones to study in relation to arts participation"]
[9.109333038330078, -5.7287278175354, "Many K-12 students lack access to arts courses and expe- riences. Students in high-poverty schools, schools with large minority\npopulations, and rural schools tend to have the least access to high-quality education in music, fine arts, theatre, and dance.1 Some schools offer no arts courses at all, and many state policymakers likely do not know where the gaps are.\nThe gaps are important. Participation in school-based arts has been linked to stu- dents' better academic outcomes, graduation rates, community engagement, engagement in school, and postsecondary success.2 Arts education is also a means by which students acquire critical thinking skills.3\nThe Every Student Succeeds Act (ESSA) named instruction in the arts as an essential component of a well-rounded education and offered several avenues by which states could enhance students' ability to participate in arts education. But a key step for state policymakers is learning what the data say about where arts are taught and where they are not. State boards of education can help by encouraging their states to collect and report statewide data on students' access to arts education, as California and New Jersey have done.\nTo address the gaps that those data reveal, state boards can go further, opting to add arts participation and access measures in state accountability systems, as Kentucky and Illinois have. States may choose to\nrequire courses in visual and performing\narts as part of their high school graduation requirements, as Kentucky and New Jersey have.4 State boards can also support collab- orations with local art organizations and urge districts and schools with the largest con- centrations of low-income students to embed the arts in school improvement strategies."]
[-6.563253879547119, -5.545193672180176, "The authors utilize Photovoice methodology to engage in an examination of the possibilities of counternarrative through the photographs, oral accounts and drawings of three inner-city youths. In the process, this article seeks to expand upon and challenge prior uses of Photovoice methodologies and Critical Youth Engagement. The authors posit the existence of an Adult-Child Imaginary which speaks to the distinction between researchers' aims for community engagement in a given project and children' desires for relationality. In the process the article suggests ways of thinking about how research listens and responds to voices of youth in creating transformative community projects."]
[11.387223243713379, -4.975241661071777, "This historical narrative tracks the evolution and devolution of visual arts education from Dewey's progressive era pedagogy and the theory of the arts as experience through the modern accountability movement. Archival material, state curricular documents, and conversations with policymakers show an increasing focus on core subject areas of reading, writing, and mathematics at the expense of arts education. Texas House Bill 3, the third generation of accountability legislation in the Lone Star State, provides a case study of the status of arts education after more than fifteen years of high-stakes testing and accountability. Policy considerations are offered for arts education and its future standing within the public educational curriculum."]
[-8.951757431030273, -10.268012046813965, "Youth face a number of obstacles during adolescence that can make achieving a healthy trajectory into adulthood challenging. An abundance of literature indicates that the ability to effectively self-regulate is an important factor that helps youth navigate some of these challenges and is predictive of positive development (Dahl, 2004; Masten, 2004). Self-regulation is characterized by the ability to plan, guide, and monitor one' thoughts, feelings, behavior, and motivation to achieve self-set goals (Zimmerman, 2000). Although evidence shows that a number of youth contexts (family, school, athletics, etc.) can promote young people' self-regulation skills, there is very little evidence on how recreation programs may act a context to foster self-regulation. Yet, recreation programs are well positioned to serve as an important context that can promote self-regulation skill development in youth. This article examines the literature on self-regulation, youth development, and recreation programming, and offers recreation professionals suggestions on how to support self-regulation in youth. We argue that practitioners should leverage fun and enjoyment, activities that have developmental attributes, and a positive social context to promote self-regulation. More specifically, the underlying developmental qualities within recreation activities that support self-regulatory skills are those that are goal oriented, challenging, and build skills. These types of activities provide the opportunity to engage in the cognitive processing, motivation, and self-directed behaviors that reflect effective self-regulation (Larson, 2000; Watts & Caldwell, 2008). Moreover, the social context within recreation programs provides meaningful opportunities for participants to build healthy adult-youth and peer relationships (Bocarro & Witt, 2003), which this relational mechanism is argued to be the basis for developing self-regulation. The social fabric inherent to these programs is well situated for adults to scaffold opportunities that teach youth how to plan, guide, and monitor their efforts towards achieving self-set goals. Collectively, it appears that both the activities and relational mechanisms integral to recreation programs are well situated to support self-regulation in youth, yet their intentional application to a recreation setting has received little attention. However, if recreation professionals intentionally and proactively work to promote self-regulation, their programs may directly address this critical aspect of positive youth development. "]
[6.829677104949951, -14.721720695495605, "As grantmakers strive to help nonprofits succeed in today' difficult environment, one practice stands out as part of the solution: general operating support. In this publication, based in part on a GEO listserv discussion, GEO explores the nature of general operating support, how to make the case for it within your organization, and how to make it work."]
[2.300905227661133, -12.958732604980469, "Problem, research strategy, and findings: There is a conflict between recent creative placemaking policies intended to promote positive neighborhood development through the arts and the fact that the arts have long been cited as contributing to gentrification and the displacement of lower-income residents. Unfortunately, we do not have data to demonstrate widespread evidence of either outcome. We address the dearth of comprehensive research and inform neighborhood planning efforts by statistically testing how two different groups of arts activities\u2014the fine arts and commercial arts industries\u2014are associated with conditions indicative of revitalization and gentrification in 100 large U.S. metropolitan areas. We find that different arts activities are associated with different types and levels of neighborhood change. Commercial arts industries show the strongest association with gentrification in rapidly changing areas, while the fine arts are associated with stable, slow-growth neighborhoods.\nTakeaway for practice: This research can help planners to more effectively incorporate the arts into neighborhood planning efforts and to anticipate the potential for different outcomes in their arts development strategies, including gentrification-related displacement."]
[-4.242155075073242, 7.715461254119873, "Considerable anecdotal evidence indicates that amusement rides and trips to the zoo contribute to the happiness of children. Little published research is available, however, on whether participation in such recreational activities also contributes to the health of children. The importance of amusement activities for ill or hospitalized children has long been recognized by health care providers. Children with cancer identify amusement as an important aspect of care.1 In Japan, the use of virtual amusement has shown positive results for hospitalized children.2"]
[6.112116813659668, 8.036569595336914, "Research indicates ways in which alternative school students are exposed to alarming rates of complex trauma in the United States. When students endure various traumatic events, they can potentially face barriers to a quality of life, including poor academic performance, mental health concerns, and a decline in their overall physical health. The Storiez Intervention is a trauma informed tool for therapists to utilize as they support youth in creating and processing personal narratives and expressive artwork rooted in a strengths-based practice (Corrado, 2016). However, research evaluating the effectiveness of the Storiez Intervention is limited, especially as it relates to implementing the Storiez Intervention in alternative school settings and its impact on academic performance and mental well-being of students who participate in the intervention. This study was designed to support alternative school students in honoring and celebrating their personal stories, while providing safe spaces to process important life events lingering in the conscious and subconscious psyche. The Storiez Intervention was facilitated by a mental health therapist at a northern Delaware alternative school, during the 2020-2021 academic school year. A total of twelve middle school students underwent the intervention for six consecutive weeks, during their academic school day. Results of the study indicated a clinically significant decrease in student's Depression Anxiety and Stress Scores (DASS-21) scores during the post intervention phase. Participants' academic grades remained unchanged after implementation of the Storiez Intervention. Written narratives and artwork depicted a blend of pleasant and unpleasant experiences, indicating moments of triumph and adversity can benefit from the Storiez Intervention in a group therapy setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)"]
[-3.035282850265503, 5.216556549072266, "Objectives: Guided by the hypothesis that the arts can play a role in changing attitudes, beliefs, and health behaviors, the objectives of the study were to (1) overview artistic practices, interventions, and research being conducted at the intersection of the arts and health communication and (2) identify desired and observed outcomes and variables measured in these studies.\nData source: The search strategy was developed iteratively with 2 health science librarians and conducted using 8 databases (Applied Social Sciences Index and Abstracts, Art and Architecture Source, CINAHL, Communication and Mass Media Complete, ERIC, PsycINFO, PubMed, and Web of Science) and hand searching. Articles included were published between 2014 and 2018.\nStudy inclusion and exclusion criteria: Inclusion criteria include US nonclinical setting and use of the arts (broadly defined) to change health knowledge, beliefs, behaviors, or awareness. Any articles not meeting inclusion criteria were excluded.\nData extraction: Covidence's data extraction tool exported to MS Excel.\nData synthesis: This final set of results was analyzed and synthesized by research design, population, sample size, health issue, purpose, variables measured, and findings.\nResults: In all, 78 articles met inclusion criteria. Number of participants ranged from 4 to 2140 (mean = 179); 61 (78.2%) outcome studies, including 8 experimental studies; 17 (21.79%) formative research or reports. Many different health topics were addressed and different art forms used.\nConclusion: The arts can help build knowledge and awareness of health issues. The authors highlight the need to build an evidence base for arts and public health."]
[13.301002502441406, 7.311622619628906, "Background Over the past 30 years, numerous studies have been performed that assess the efficacy of intraoperative music as an adjunctive means to regional and local anaesthesia to improve clinical outcomes. Despite an emerging body of evidence and growing adoption of music in surgical settings, the variety of interventions studied, and the heterogeneity of outcomes and outcome measurement tools applied makes difficult the task of aggregating evidence. Objective This study assesses the state of the field of intraoperative musical interventions by documenting and visualising the breadth of outcomes measured in studies. Design Scoping review and evidence map. Methods Three electronic databases (PubMed, Embase and a music-focussed research database, RILM (International Music Literature Repository)) were searched for full-text articles published between January 1991 and July 2019. Results from these searches were screened and relevant data was extracted from full-text articles on type of music intervention and type of anaesthesia; outcomes measured were recorded in an evidence map in order to identify the current state of the field and assess for trends in outcome measurements. Interventions Music administered to adult patients via headphones or speakers under regional or local sedation in during the intraoperative period. Results Twenty-one studies with a total of 2283 patients were included. A total of 42 unique outcomes were measured across the 21 studies, with each measuring an average of 6.41\u00b12.63 outcomes. Systolic blood pressure, diastolic blood pressure, heart rate, anxiety, pain, patient satisfaction, respiratory rate and sedation requirements were the most prevalent outcomes reported. Only 15 outcome measures (36%) were used in more than one study, while the remaining 27 outcome measures (64%) were identified in only one study in our review. Conclusions Our scoping review identifies that almost two-thirds of studies in this field used >1 outcome measure unique to that study (not also used in other studies), which hinders opportunities to aggregate data across studies and meta-analyse evidence. Future studies should provide clear documentation regarding the intervention and consider using valid and reliable outcome tools. Researchers should consider standardisation when appropriate and adopting the use of core outcome sets for conditions where these sets have been developed."]
[1.194341778755188, 9.87179946899414, "At Sparketh, we believe that each person should look after his or her mental and emotional health, and that art can be a powerful tool for this kind of self care.\n\nLearning how to take care of your mind and emotions is something that should start early in life. From childhood, you begin to create mental health habits (both good and bad) which have to do with how you process life events.  We all know that growing up can be difficult in the best of circumstances. And confusing or traumatic events present kids and teens with challenges that they probably don't know how to communicate about, or cope with. Therefore, it' so important to give kids as many tools as we can to help them develop and establish good mental health habits from a young age. One activity that can help anyone nurture positive emotional and mental habits -but especially kids and teens- is regularly creating art.\n\nCreating art on a regular basis can help young people process, understand, and communicate complicated thoughts and emotions.  Today, I want to talk about just a few of the ways that art supports good mental health in kids and teens.  Some of these may be familiar, but others will probably surprise you."]
[4.216229438781738, 0.5851273536682129, "From 2017 to 2019, the University of Chicago Consortium on School Research and Ingenuity, a Chicago arts education advocacy organization, collaborated to examine the relationship between arts education and social-emotional development. Combining arts-specific research with multidisciplinary literature on child and adolescent development, the Consortium published a report in 2019 in which they proposed a theory for how arts learning experiences can help develop young people's social-emotional competencies. Their theory of action starts from this premise: What is usually refer to as arts education--putting on a theatre production, playing violin in the school orchestra, or creating a mural in an afterschool arts program--consists of many smaller daily experiences, or art practices, such as auditioning for a part in a play, practicing a musical piece, or learning to mix paint colors. They argue that each of these daily art practices also has social-emotional components to them. Thus art practices simultaneously offer opportunities for both artistic and social-emotional learning. Just as daily art practices are the building blocks for developing arts competencies, the social-emotional components of these art practices are the building blocks for developing social-emotional competencies."]
[14.466323852539062, 0.35418131947517395, "Social and emotional competencies (SEC) are critical for success in school and life, as they include the ability to interact with others, regulate one' emotions and behavior, solve problems, and communicate effectively. Research and practice show that dance experiences enhance social-emotional development, yet less is known about the mechanisms through which this occurs. To address this, 110\u2009SEC and dance articles were reviewed to inform the development of a Theory of Change to explain how dance may promote SEC. Self-intimation, nonverbal expression and communication, embodied cognition and learning, synchrony, and a supportive learning environment emerged as the key components of dance practice that may facilitate SEC. Evidence for these components and research, practice, and policy implications are discussed."]
[12.187610626220703, 6.774938583374023, "Background: This scoping review analyzed research about how music activities may affect participants' health and well-being. Primary outcomes were measures of health (including symptoms and health behaviors) and well-being. Secondary measures included a range of psychosocial processes such as arousal, mood, social connection, physical activation or relaxation, cognitive functions, and identity. Diverse music activities were considered: receptive and intentional music listening; sharing music; instrument playing; group singing; lyrics and rapping; movement and dance; and songwriting, composition, and improvisation.\nMethods: Nine databases were searched with terms related to the eight music activities and the psychosocial variables of interest. Sixty-three papers met selection criteria, representing 6,975 participants of all ages, nationalities, and contexts.\nResults: Receptive and intentional music listening were found to reduce pain through changes in physiological arousal in some studies but not others. Shared music listening (e.g., concerts or radio programs) enhanced social connections and mood in older adults and in hospital patients. Music listening and carer singing decreased agitation and improved posture, movement, and well-being of people with dementia. Group singing supported cognitive health and well-being of older adults and those with mental health problems, lung disease, stroke, and dementia through its effects on cognitive functions, mood, and social connections. Playing a musical instrument was associated with improved cognitive health and well-being in school students, older adults, and people with mild brain injuries via effects on motor, cognitive and social processes. Dance and movement with music programs were associated with improved health and well-being in people with dementia, women with postnatal depression, and sedentary women with obesity through various cognitive, physical, and social processes. Rapping, songwriting, and composition helped the well-being of marginalized people through effects on social and cultural inclusion and connection, self-esteem and empowerment.\nDiscussion: Music activities offer a rich and underutilized resource for health and well-being to participants of diverse ages, backgrounds, and settings. The review provides preliminary evidence that particular music activities may be recommended for specific psychosocial purposes and for specific health conditions."]
[1.3630915880203247, 8.00762939453125, "The benefits of art in a child' education are widespread. Art can help kids express themselves and understand the world around them. Art is usually a hands-on experience and fun. For low-income students, studies have found that kids who have more arts education in school see long-term benefits by both academic and social standards.\n\nTori Wardrip, an art teacher at Lewis and Clark Middle School in Billings, Montana, wanted to explore the benefits of art more deeply while addressing some of the mental health issues she saw students experiencing.\n\nLast year, Wardrip launched Creative Courage, a school-based support group for students struggling with mental health concerns. Similar to individual counseling, support groups often encourage individuals to speak about their struggles. But talking about mental health can make people feel vulnerable, especially adolescents. This is why Creative Courage uses nonverbal tools, like mindfulness, journaling and art activities, to help kids identify and express their emotions.\n\n\"Students can be closed off, especially if they feel like outcasts,\" says Wardrip. \"I wanted to create a 'safe' space where they could express what they're going through.\"\n\nWhile the creative process in Wardrip's group is an open canvas, each self-expression exercise teaches the students an emotional skill, like self-awareness, social skills and self-acceptance.\nFor example, students may create \u201cmood mandalas\u201d by drawing and coloring symbols to convey their inner worlds. They can also paint their worries on small \u201ccomfort\u201d boxes and fill the container with personal items that bring solace. Others list their insecurities in \u201cplace book\u201d journals, including healing words, like \u201cLearn to accept your flaws and learn to accept beauty.\u201d All group members receive \u201cplace books\u201d where they privately record their thoughts and feelings.\nDuring each gathering, Wardrip shares phrases like, \u201cRemember, you don't feel better by feeling less\u201d and \u201cYour thoughts are always valid.\u201d Using these prompts, she invites students to begin a discussion. Although they're not required to participate, most of them do. For many students, being surrounded by a community of nonjudgmental listeners helps them open up, and kids who once felt afraid begin to feel brave, according to Wardrip."]
[0.24887293577194214, -4.918951034545898, "A recent study of single-ticket buyers and subscribers at a major regional theatre - Actors Theatre of Louisville, Kentucky - focused on measuring quantitatively the psychological benefits of engaging with theatre and gathering qualitatively observations by focus groups. Both confirmed the hypothesis that regular attendance promotes flourishing and meaningful social interaction, psychological stimulation, and positive emotions. The study also affirms that attending theatre contributes to a shared sense of community, this at a time when such community appears starkly diminished in the United States. In addition, focus groups wished that audiences better reflected the demographic diversity outside the auditorium. Evident disparities include urban vs. rural, prosperous vs. not, more education vs. less, black vs. white - reflecting those that splinter national politics. One microcosm of one theatre's audience provokes suggestions to foster a more democratic audience and plural istic culture that endeavours to cross rather than ignore the divides. Russell Vandenbroucke is Professor of Theatre at the University of Louisville and Director of its Peace, Justice & Con flict Transformation programme. He was previously Artistic Director of Chicago's Northlight Theatre. Suzanne Meeks is Professor and Chair of the Psychological and Brain Sciences Department, University of Louisville. Her research focuses on mental health in later life."]
[-2.399138927459717, -1.3196767568588257, "This article explores an Arab American community arts organization as a site for promoting youth civic participation and social activism. Studying a citizenship education project outside the school walls, and focusing on the arts as a medium for this work, foregrounds the role of the symbolic for engaging youth as active participants in democratic society. The article also examines the symbolic political argument for p"]
[5.002143383026123, -5.874505043029785, "Many studies have emerged in recent years examining the impact of the arts on educational outcomes, physical and mental health outcomes, local economies, and community well-being. Yet considerably less attention has been given to the impact that participation in the arts has on social behaviour that promotes a civil society. This study seeks to remedy this gap in the literature by examining the effect that both audience-based arts participation and direct participation in the arts have on three measures of civil society. We rely on data from the General Social Survey, which offers information on the arts participation behaviour of a random sample of adults living in the USA (n=1.341). Multivariate analysis is used to estimate the effects of audience-based arts participation as well as personal participation in the arts (creating art) on three dimensions of civil society: Civic engagement, social tolerance, and other-regarding behaviour. We find strong evidence that the arts enhance civil society. Both audience-based participation in the arts and personal participation in creating art are linked to higher levels of civic engagement, higher levels of social tolerance on some dimensions of the measure, and higher levels of other-regarding behaviour. Our findings have important implications, in that they demonstrate a strong association between the arts and individual-level social outcomes that contribute to the health of civil society."]
[-3.696903944015503, -3.4245901107788086, "Determining the factors that influence implementation of school-based wellbeing and health programs is essential for achieving desired program effects. Using a convergent mixed-methods, multiple informant design, this study considered factors that influence implementation of health programs for ninth grade students and in what ways implementation is differentially perceived by multiple informants (i.e., participants, instructors, and independent observers). Two types of programs mindfulness and health education were implemented with ninth graders (N = 70) in three schools situated in low-resourced urban neighborhoods. Study outcomes were derived from four data sources: (1) focus group participants (N = 45); (2) program instructor fidelity ratings; (3) independent observer fidelity ratings and notes; and (4) instructor open-ended session responses. Using thematic and mixed methods integration analyses, we identified themes related to implementation promoting or challenging factors. Theme names differed when data sources were separately analyzed by informant. Mixed methods integration analysis indicated that four themes were common across all informant groups: (1) competent, attentive, and engaging instructors are essential; (2) programs should involve interactive components (e.g., physical activities, applied learning opportunities); (3) adequate time for program delivery is key for student exposure and engagement; and (4) students' availability and preferences should guide program scheduling. A fifth theme, unique to instructor and observer perspectives, was that program implementation was negatively impacted by distractions from multiple sources, including instructors, students, and settings. Recommendations from students, instructors, and observers for implementation optimization are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)"]
[6.877686500549316, 3.5186314582824707, "Through this study the authors evaluate the Prodigy Cultural Arts Program, an early prevention program for adjudicated youth. A quasi experimental pre- and posttest was conducted. A significant reduction in mental health symptoms (particularly for females) and behavioral dysregulation (particularly for males), and increases in academic performance and family functioning were found. There was also a relationship between decreased mental health symptomology and perceived academic performance. The Prodigy Cultural Arts Program appears to be successful in intervening with youth who present challenges to the juvenile justice system due to the complexity of their mental health symptoms, behavioral regulation difficulties, and/or gender."]
[8.145974159240723, -3.4822182655334473, "The recent wave of test-based accountability reforms has negatively impacted the provision of K-12 arts educational experiences. Advocates contend that, in addition to providing intrinsic benefits, the arts can positively influence academic and social development. However, the empirical evidence to support such claims is limited. We conducted a randomized controlled trial with 10,548 3rd8th grade students who were enrolled in 42 schools that were assigned by lottery to receive substantial influxes of arts education experiences provided through school-community partnerships with local arts organizations, cultural institutions, and teaching-artists. We find that these increases in arts educational experiences significantly reduce the proportion of students receiving disciplinary infractions by 3.6 percentage points, improve STAAR writing achievement by 0.13 of a standard deviation, and increase students' compassion for others by 0.08 of a standard deviation. For students in elementary schools, which comprise 86 percent of the sample, we find that these arts educational experiences also significantly improve school engagement, college aspirations, and arts-facilitated empathy. These findings provide strong evidence that arts educational experiences can produce significant positive impacts on student academic and social development. Policymakers should consider these multifaceted educational benefits when assessing the role and value of the arts in K-12 schools"]
[-8.613483428955078, -5.883829116821289, "In this thesis I explore how youth spatially perceive their environment in the Fruitvale, an inner city neighborhood in Oakland, California. Through my fieldwork I created a visual map of how youth view their spaces in the neighborhood and what constraints are being imposed on their space with little consideration. In studying the spatial patterns of youth my goal was to uncover the extent to which spatial constraints might be affecting their opportunities for positive development and integration into the neighborhood. I explored their situation within the context of a harsh-on-crime political climate in California over the past fifteen years. In the case of the Fruitvale historical economic and population shifts leading to the concentration of poverty, have caused the creation of informal aggressive subcultures involving drugs, gangs and prostitution. These have grown to dominate youth space on the street and have had large implications on safety. The lack of neighborhood safety is limiting the way youth use space, further limiting their access to greater neighborhood services which can potentially provide them with the support that they need to develop in positive ways and in their transition to adulthood.\nGiven the situation I focused on neighborhood strengths to develop recommendations for addressing the concerns of youth spatial safety. I found these strengths in the amazing work of neighborhood institutions. The Fruitvale neighborhood has a diverse concentration of institutions which have triggered many local changes to improve the conditions of residents. In my recommendations I propose expanding spatial safety by building on community strengths and lessons through the collaboration of neighborhood institutions. Using a similar concept to the Main Streets program currently existing on the eastern side of the neighborhood, I propose the creation of a Youth Empowerment Zone (YEZ) for community well-being. The YEZ would use physical, collaborative, and youth integration methods to link neighborhood institutions and provide a safe, fun and empowering spatial environment for youth while offering all the essential needs for positive youth development."]
[13.459111213684082, 4.658751010894775, "Prior research has suggested an association between increased musical training and extra-musical outcomes, but these studies are primarily correlational, focused on instrumental music, and provide limited information about the type of musical intervention. In the current study, we perform the first randomized controlled study investigating whether more time in general music in kindergarten results in better executive functioning, self-perception, and attitudes towards school. Control students received an average of 45\u202fmin of general music class per week while treatment students received 2-7 times more minutes per week. Both control and treatment students had applied to attend a school or program of intensive general music study serving primarily low-income students. Analyses from end-of-kindergarten data revealed no significant group differences on our outcome measures. Results fail to show an association between increased time spent in general music learning and stronger extra-musical outcomes."]
[9.819258689880371, 5.94032096862793, "The Discovering Relationship Using Music, Beliefs, Emotions, Attitudes & Thoughts (DRUMBEAT) program used drumming as a way of engaging at risk youth in a form of musical expression, while simultaneously incorporating themes and discussions relating to healthy relationships with others. The program targeted young people who are alienated from the school system. An evaluation was undertaken with a sample of 60 program participants in Western Australia's Wheatbelt region. The evaluation used both quantitative and qualitative methods, including informal discussions with staff and participants, observation, participant and teacher questionnaires, and school attendance and behavioural incident records. Pre- and postintervention data were collected on self-esteem, school attendance, antisocial behaviour, and levels of cooperation and collaboration. Students participating in DRUMBEAT increased their scores over a range of social indicators that act to increase connection with the school community. The results support the underlying program theory, that combining the therapeutic potential of musical expression with basic cognitive-behavioural therapy can be used successfully to deliver a range of social learning outcomes, including emotional control, improved relationships and increased self-esteem. Further longitudinal studies are required to assess the sustainability of the measured outcomes and their vulnerability to external factors."]
[0.527096152305603, -3.3815715312957764, "This interdisciplinary research project investigates theatre as intervention for youth with autism (ASD). During the summer of 2014, 18 youth with autism and their nine non-ASD peers participated in a five-week long theatre conservatory program held in conjunction with the highly acclaimed The Miracle Project (TMP) by Elaine Hall and California State University, Northridge' Teenage Drama Workshop (TADW). It culminated in the creation and a total of five public performances of a new musical \u201cJoining the Spectrum.\u201d This report delineates the outcomes of a multi-disciplinary research and data analysis based on pre-and posttest questionnaires and structured behavioral observations, inquiring into the potential impact of inclusive theatre on the lives of youth with an autism diagnosis and their families. Victor Turner' theory of theatre as a liminal art is fortified by a few emerging literature on therapeutic theatre as well as TMP' inclusive theatre intervention for youth with ASD. Following the introduction and literature review, four specific dimensions of research are expounded. First, this study investigates the impact of participation in theatre on youth with autism, and the possibilities this participation might yield in generating personal and interpersonal transformations. Second, it examines the effects that youth participation in theatre has on the family members and caretakers of youth with autism. Third, the study explores the role that inclusive theatre experiences can play in creating compassion and understanding among non-ASD (or neurotypical) youth' increasing knowledge about autism and about themselves. Finally, the study examines the impact inclusive theatre performances can have on audience members. Each of these topics are investigated, in turn, by exploring impact of inclusive theatre experiences involving youth on the autism spectrum in collaboration with their non-ASD peers, in the development, rehearsal, and performance of theatrical productions. The conclusion summarizes result findings that positively affirm the impact of inclusive theatre experience on youth with ASD, neurotypical youth, families, and the audience"]
[-2.255542278289795, -0.6874915957450867, "Engagement in creative art activities has shown to enhance youth' psychosocial wellbeing and increase their participation in contexts of adversity. This paper explores the ways that YouCreate, a youth-led arts-based Participatory Action Research (PAR) pilot project designed by the International Institute for Child Rights and Development and Terre des hommes, provides a space for youth who have experienced migration and adversity to enhance their experience of meaningful participation. 950 youth in Egypt and Iraq were involved in youth-led psychosocial arts and community change projects. The research revealed that at a personal level, youth gained a sense of purpose and hope that supported them to envision a future, as well as developed artistic skills, life skills and a sense of self-discovery. Youth found new ways to express themselves, and the confidence to engage with their peers and fellow community members. Youth gained social respect from members of their family, community and from their peers, and social cohesion increased as they learned how to create communities inclusive of gender and ethnicity. Logistical, procedural and ethical challenges arose through the pilot which were navigated throughout YouCreate that led to important learning. This research revealed the power that an arts-based PAR method can have on strengthening youth' wellbeing and enhancing their capacity and opportunities to engage in wider society, including in decision making."]
[-10.676239967346191, 2.838886022567749, "The Young Lives Research Laboratory is concerned with the lives of modern youth from education to technology to mental health. Technology is ubiquitous in the day to day lives of young people in Canada but little is known about the ways in which digital media affects their mental health, especially for Indigenous youth. Research seldom engages youth to clarify and or interrogate digital media and well-being. This paper addresses the dearth of empirical work and supports the development of practices which better reflect and address health impacts of digital technology on young lives. In using an empowering participatory process to provide Indigenous youth opportunity and tools to produce short digital story films helped them to reflect their unique experiences with digital media and its role in both personal and community well-being. The study also explores youth-produced filmmaking as an effective medium for communicating technology-related experiences and challenges. We share youth-produced films to exemplify the cultural process and products that arose in this project."]
[-0.8816283345222473, 14.11353588104248, "During a classroom-based study that featured wordless and almost wordless picturebooks, instruction and adult mediation communicated to Kindergarten children that elements of visual art, design, and layout are fundamental to meaning-making when transacting with this format of literature. The illustration techniques described by Ray (2010) were used as an analytical lens to analyze the transcripts from the small group interactive sessions of an almost wordless picturebook featured during the research. The descriptive analyses of the transcripts reveal the rich viewing and talking opportunities that can be afforded during children' transactions with almost wordless picturebooks when these selections of literature are situated as aesthetic objects, and when children and adult mediators understand and appreciate how meaning is individually and synergistically represented by elements of visual art, design and layout. The findings are discussed in relation to the literature reviewed, and the theoretical frameworks of social semiotics and sociocultural theory. (PsycInfo Database Record (c) 2023 APA, all rights reserved)"]
[-4.455702781677246, -7.417826175689697, "To make the transition to adulthood, youth must learn to function in the complex and unpredictable \u201creal world\u201d of adult life. This is an intensive case study of an urban arts program that sought to provide youth with experiences that prepared them for the real world of arts careers. We conducted 75 interviews with 12 youth and their adult leader over three cycles of engagement with the real world. Analyses suggest that participants experienced a developmental process that entailed experiences of dissonance and challenge followed by active adaptive learning. The adult leaders played a critical role in supporting this developmental process through balancing to maintain an approximate fit between the challenges youth experienced and their abilities to respond to these challenges."]
[6.611443519592285, -3.3673081398010254, "This article examines whether exposure to the arts has an effect on the ability of students to engage in critical thinking. We conduct a randomized controlled trial involving 3,811 students who were assigned by lottery to participate in a School Visit Program at the newly opened Crystal Bridges Museum of American Art. Students who participated in the School Visit Program demonstrated significantly stronger critical thinking skills when analyzing a new painting. These effects were larger for students from more disadvantaged backgrounds. In light of recent declines in the availability of the arts for disadvantaged populations, our results have important policy implications for efforts to restore and expand access to the arts."]
[9.505537986755371, 5.863300323486328, "This study examined a university-community partnership, focusing on mental health promotion within an after-school music program. We pursued two goals: (a) supporting staff around student engagement and behavior management; (b) integrating social-emotional activities into the curriculum. We assessed youth' mental health needs and examined feasibility of social-emotional activities delivered. One-hundred sixty-two youth participated in activities, while a subset of youth (n = 61) and their parents provided information on mental health need. Rates of anxiety and depression symptoms were high, and youth reported high satisfaction with the activities. Results suggest promise of this model for mental health promotion for urban youth."]
[1.6447207927703857, -9.136306762695312, "Arts have long addressed the conditions that cause ill health, such as poverty, social inequality, and structural racism, and have recently taken on increased significance for public health. This article illuminates the potential for cross-sector collaboration between community-based health promotion and community-engaged arts to address the social determinants of health and build neighborhood assets at multiple levels of the social-ecological model. It features Skywatchers, a collaborative community arts ensemble of artists and residents of the culturally rich but economically poor Tenderloin neighborhood in San Francisco, California, and its original values-based \u201crelational, durational, conversational, and structural\u201d methodology focused on process over product and leveraging arts for justice and equity. Now, 10 years into its work, Skywatchers offers lessons about building reciprocal relationships, cocreating artworks, and promoting arts-based advocacy to improve the conditions that foster poor health in the neighborhood. The article discusses implications for community-based health promotion practice that delineate commitments and challenges shared between the two fields, their distinct roles and tools, and the potential for more widespread partnerships. It concludes with implications for policy and advocacy and a vision for expanded community-based participatory research to better understand the impact of arts on community health and well-being."]
[5.576663494110107, -9.616044044494629, "Understanding the benefits of the arts is central to the discussion and design of policies affecting the arts. This study addresses the widely perceived need to articulate the\nprivate and public benefits of involvement in the arts. The findings are intended to\nengage the arts community and the public in a new dialogue about the value of the\narts, to stimulate further research, and to help public and private policymakers reach\ninformed decisions.\nRecent policy debates about the arts\u2014their role in society, how they should be\nfunded, whether they are thriving or suffering\u2014have been hampered by limitations\nin available data and the absence of a developed body of rigorous and independent\nresearch on the arts. Over the last several years, the RAND Corporation has been\nbuilding a body of research on the arts to help inform public policy. In a series of reports on the performing arts, the media arts, and the visual arts, RAND researchers\nhave been describing what is known\u2014and not known\u2014about the ecology of the\narts, including recent trends in public involvement, numbers and types of arts organizations, sources and levels of financial support, and numbers and employment circumstances of artists working in different fields. RAND researchers have also examined how to build participation in the arts and whether partnerships between arts\norganizations and schools in California' Los Angeles School District are working\neffectively. In addition, ongoing research is being conducted to analyze innovative\npractices that state arts agencies across the country have adopted to encourage greater\nlocal participation in the arts.\nThis study is one in a series of publications on research in the arts conducted\nwithin RAND Enterprise Analysis, a division of the RAND Corporation. It was\nmade possible by a grant from The Wallace Foundation, which seeks to support and\nshare effective ideas and practices that expand learning and enrichment opportunities\nfor all people. The Foundation' three current objectives are to strengthen education\nleadership in ways that improve student achievement, to improve out-of-school\nlearning opportunities, and to expand participation in arts and culture."]
[-14.164393424987793, 2.802217483520508, "Objective: To determine whether a single exposure to a Manga comic (Japanese comic art) with multiple messages promoting fruit intake influenced snack selection in minority urban youth.\n\nMethods: Fifty-seven youth (mean age 10.8 y; 54% female; 74% black/African American) attending after-school programs in Brooklyn, NY participated in a pilot study in which they were randomly assigned to receive the comic or a non-health-related newsletter. After reading their media, participants were offered a snack and could choose from among healthy/unhealthy options. Secondary outcomes included knowledge, self-efficacy, and outcome expectations related to fruit intake and media transportation. Data were analyzed using regression and paired t test.\n\nResults: Comic group participants were significantly more likely to choose a healthy snack, compared to the Attention-control group (odds ratio = 3.6, 95% confidence interval: 1.1-12.1, P = .04). The Comic group reported increases in self-efficacy (P = .04) and greater transportation (immersion into media) (P = .006).\n\nConclusions and implications: Results suggest Manga comics may be a useful format to promote healthy snack selection in urban minority youth.\n"]
[6.58452844619751, -9.468071937561035, "Clement Alexander Price's text constructs what few would attempt at increasingly perilous times for the arts - a social field that locates arts policy within a historically determined matrix. This movement for arts inclusion was forwarded not by the powerful bureaucracies in the arts (museums, ballet companies, symphonies, and so on) but by artists, activists, and those who had a stake as American art producers in an ultimate balance of trade between art as a form of material culture and the enrtrepreneurial elites who exhibit, market, promote and sell art. The large and influential bureaucracies mentioned by Price came in at half-time after the thunder and lightning had passed in order to access even larger pieces of the pluralist pie with add-on programs geared to minority interests. The redispersal of the tribes and reallocation of small-to-some/large- to-others sums of money, networks, and resources, which have befallen the arts now at fin de siecle, is a long-run performance with statutory encores demanded by the lack of resolution to what Price and others are now calling pluralism. In 1995, pluralism is trapped in the cultural difference debates, and arts inclusionary policies with it, simply because the vanquished powers have refused to avow the oneness of humanity as a central principle of public policy, civic culture and the art world."]
[5.093848705291748, -12.687458038330078, "This project was commissioned by Akonadi Foundation and the Kenneth Rainin Foundation to address the lack of research on small, grassroots arts and culture organizations serving communities of color in Oakland, California. This research investigates the specificity of this sector of the ecosystem\u2014its geography, existing infrastructure, assets, and challenges. By aggregating and analyzing the limited data on these organizations, interviewing a diverse cohort of stakeholders, and gathering existing research on organizations of color and the informal arts sector, this research project takes a first step toward understanding a complex and vibrant sector that builds social bonds, addresses community needs, and contributes to a strong sense of place in Oakland. This benchmark project will encourage funders to adopt intentional investment strategies to support the long-term stability of this important sector."]
[14.175701141357422, 7.749722003936768, "The neuroscience of music and music-based interventions (MBIs) is a fascinating but challenging research field. While music is a ubiquitous component of every human society, MBIs may encompass listening to music, performing music, music-based movement, undergoing music education and training, or receiving treatment from music therapists. Unraveling the brain circuits activated and influenced by MBIs may help us gain better understanding of the therapeutic and educational values of MBIs by gathering strong research evidence. However, the complexity and variety of MBIs impose unique research challenges. This article reviews the recent endeavor led by the National Institutes of Health to support evidence-based research of MBIs and their impact on health and diseases. It also highlights fundamental challenges and strategies of MBI research with emphases on the utilization of animal models, human brain imaging and stimulation technologies, behavior and motion capturing tools, and computational approaches. It concludes with suggestions of basic requirements when studying MBIs and promising future directions to further strengthen evidence-based research on MBIs in connections with brain circuitry."]
[11.281661033630371, 6.578946590423584, "Sense of agency refers to the ability to influence one's functioning and environment, relating to self-efficacy, and wellbeing. In youth, agency may be challenged by external demands or redefinition of self-image. Music, having heightened relevance for the young, has been argued to provide feelings of self-agency for them. Yet, there is little empirical research on how music impacts adolescents' daily sense of agency. The current study investigated whether music listening influences adolescents' perceived agency in everyday life and which contextual determinants would explain such an influence. Participants were 44 adolescents (48% female, 36% with training in music, mean age 14), recruited through local schools. The mobile Experience Sampling app MuPsych was used to collect brief self-reports of personal music listening experiences during daily life. This method assessed the change in the listener's perceived control over both their emotional states (internal agency), and their external environment (external agency), over 5 min of music listening. Also measured were changes in mood states, and contextual variables (social situation, concurrent activity, and reason for listening). The impact of music on the sense of agency was analyzed using multilevel structural equation modeling. There was no general increase of agency across all music episodes, but agency fluctuations were determined by specific contextual factors. External agency change was predicted negatively by changing environments, while internal agency change was predicted by initial mood and various reasons for listening, including for enjoyment, coping, and enhancing current mood state. Our findings confirmed the plasticity and situational embeddedness of the sense of agency. Music indeed can support agency, but the impact is dependent on a range of situational factors. Sense of agency can be seen as a health resource and significant part of youth development, and current findings provide new insight into when and by which conditions such affordance is likely to be employed."]
[11.801823616027832, 4.000502109527588, "Families are central to the social and emotional development of youth, and most families engage in musical activities together, such as listening to music or talking about their favorite songs. However, empirical evidence of the positive effects of musical family rituals on social cohesion and emotional well-being is scarce. Furthermore, the role of culture in the shaping of musical family rituals and their psychological benefits has been neglected entirely. This paper investigates musical rituals in families and in peer groups (as an important secondary socialization context) in two traditional/collectivistic and two secular/individualistic cultures, and across two developmental stages (adolescence vs. young adulthood). Based on cross-sectional data from 760 young people in Kenya, the Philippines, New Zealand, and Germany, our study revealed that across cultures music listening in families and in peer groups contributes to family and peer cohesion, respectively. Furthermore, the direct contribution of music in peer groups on well-being appears across cultural contexts, whereas musical family rituals affect emotional well-being in more traditional/collectivistic contexts. Developmental analyses show that musical family rituals are consistently and strongly related to family cohesion across developmental stages, whereas musical rituals in peer groups appear more dependent on the developmental stage (in interaction with culture). Contributing to developmental as well as cross-cultural psychology, this research elucidated musical rituals and their positive effects on the emotional and social development of young people across cultures. The implications for future research and family interventions are discussed."]
[12.091072082519531, -6.419116973876953, "From bipartisan origins and a laudable intent, the No Child Left Behind (Act) of 2001 has profoundly altered the condition of art education. A historical vantage point and review of literature reveals the current status of pending arts language revisions to the NCLB Act, as well as a pressing need to examine the key recommendations and to consider a blend of the proposals from the National Education Task Force, the Study Group on the Lost Curriculum, and the Arts Education Working Group. This current research possesses significant implications for NCLB arts language and provides the opportunity for a unified message for revisions, leaving no child behind in art education."]
[10.276971817016602, -3.8478658199310303, "Most Americans actually understand the importance of an education rich in arts, science and humanities. But what they may not realize is that their children are not getting enough. Each day more and more of the arts and humanities are being drained from our nation's school curriculums. Studies have shown that the arts play a stimulating role in creativity and developing vital communities. They also have a crucial impact on our economy and are an important catalyst for learning, discovery, and achievement in our country.\nOur corporate and business leaders are stressing the need for recent graduates who are creative, innovative and\nhave developed the capabilities for divergent thinking. They do not want to hire employees with a standardized\nmind. Top business executives believe that the arts education program can help repair weaknesses in American education and better prepare workers for the 21st century."]
[-1.2396998405456543, 3.3404042720794678, "Within the Australian university context, research has uncovered increasing levels of psychological distress, in the form of stress, anxiety and depression. Higher rates of psychological distress have been reported in undergraduate students specifically enrolled in creative arts programs. Despite these increasing levels of psychological distress, university students are reluctant to engage with mental health and wellbeing supports. To explore ways to meet the mental health and wellbeing needs of creative arts university students, the Creative Arts and Music Therapy Research Unit at The University of Melbourne commenced a project exploring the benefits and pitfalls of a brief creative arts therapies approach for students attending a campus based wellbeing clinic. This exploratory research study formed the art therapy component of this much broader research endeavor. Creative arts students in this research study were invited to participate in a single session art therapy encounter that involved the visual exploration of the miracle question, asking students to visually depict 'what the problem looks like and how it will look when the problem is resolved or you feel like you can cope with it better?' The descriptive findings of this exploratory research study revealed how the combination of art therapy used within a single session framework was able to afford students a novel means to externalize problems, leading students to forming a less internalized view of the self. (PsycInfo Database Record (c) 2022 APA, all rights reserved)"]
[-4.539577960968018, 5.609582901000977, "Growing from a multi-year and multidisciplinary research and applied arts investigative team based in North America, this essay presents a model of how performative engagements contribute to individual behavioural change in wellness practices. To be even more specific, this essay analyses and theorises the mechanisms involved in the application of one particular art form to one particular pre-condition for health. The art form: applied theatre. The pre-condition: attitudes, behaviours and beliefs about healthy eating. The co-authors ask not 'what can theatre-making do to have a positive effect on health-related attitudes and behaviors?' but rather 'how does it do that?' and offer a model towards answering that question that might satisfy the needs of researchers in both applied theatre and health science."]
[-0.9402948617935181, -0.1485171616077423, "The Open Studio Project (OSP) is a nonprofit arts and social service organization. This report presents the OSP process as a model of social action. It describes how the model was implemented in a particular community to address a need for arts programs for at-risk youth. \"Art & Action,\" an outreach program of OSP, became a unique year-round afterschool and summer program that catered to the diverse needs of the participating youth. The advocacy efforts that emerged from the OSP method of using intention, artmaking, witness-writing, and sharing, along with no commenting and no forced participation, are presented. Its relevance to the field of art therapy and the implications for practice are also considered."]
[-0.8113061785697937, -2.088456153869629, "This narrative study explored how participation in performing arts as youth and young adults impacted the development of social and emotional well-being for four Black males in a metropolitan city in a Midwestern state and contributed to their ability to cope with oppression and trauma. This study was conducted, and results were written to explore the unique relationship between race, gender, and arts exposure, which is underrepresented in arts research. The researcher gathered data through individual, virtual interviews and photo-elicitation. Narrative data was reassembled in chronological order using the process of restorying. Member checking, clarifying bias, audit, and thick description ensured accuracy and validity. The theoretical framework to support the research was Theatre of the Oppressed. Theatre of the Oppressed uses theatre as a mechanism for empowerment. The themes that emerged from the data were: self-esteem and confidence, resilience, emotional connectivity, ability to improvise, and improved communication. Sub-themes from resilience were addressing oppression and coping with trauma. It was apparent in all four narratives that the men believe their participation in the arts helped develop their social and emotional well-being and cope with oppression and trauma. The capacity to connect emotionally, ability to improvise, and improved communication helped them interact with others and use their gifts to benefit their communities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)"]
[10.687254905700684, 8.131742477416992, "ABSTRACT Introduction This quantitative research investigates the impact of a receptive music therapy method-variation, Personalized Audio Montage (called Montage Audio Personnalis\u00e9 [MAP] in French), on self-reported levels of stress, anxiety, physical tension, fatigue, and mood of youth experiencing homelessness. Method A single-group pretest-posttest design was used to determine the impact of MAP. Participants completed the co-researcher music therapist-developed Visual Analogue Scales (VAS) for five independent variables (i.e. self-reported levels of stress, anxiety, fatigue, physical tension, and mood), before and after participating in individual MAP sessions. Multivariate ANOVAs for repeated measures were used considering time (pretest-posttest), and MAP sessions as within-subjects factors. Results Nine youth (n = 9) participated in one to three MAP sessions. There were 20 pre-tests and post-tests for each independent variable except for anxiety, for which 19 pre-tests and post-tests were completed. Results of quantitative data analysis show a statistically significant decrease in scores for self-reported levels of stress, anxiety and physical tension at post-session as compared to pre-session. No significant effect was observed for fatigue. Finally, mood scores significantly improved from prettest to posttest. Discussion Findings suggest that MAP holds potential to be a valuable part of music therapists' intervention strategies to support the emotional and physical well-being of youth experiencing homelessness. Limitations and future research recommendations are presented with regard to the small sample size and complexity of conducting research with youth experiencing homelessness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)"]
[0.24243882298469543, -3.4116787910461426, "This article describes the main findings of a study of youth theatre commissioned by the National Association of Youth Theatres (NAYT), funded by Arts Council England (ACE) and carried out by the Centre for Applied Theatre Research (CATR). The study explored the impact of taking part in youth theatre on young people's personal and social development. Questionnaires, qualitative interviews and participatory/creative research workshops were used to investigate staff and participants' experiences of youth theatre. In addition, a review of youth theatre provision in England (UK) was carried out.\nThe term 'youth theatre' describes a wide variety of organizations that engage young people in theatre-related activities in their own time. The research findings suggest that youth theatre has a number of important functions for young people, positively contributing to their personal and social development. The findings are placed in the context of youth transitions research that has identified the skills, capacities and resources that help young people make successful transitions to adulthood in the current social and economic climate. A 'theory of youth theatre' is presented, based on analysis of qualitative data and exploration of theoretical concepts drawn from role theory and performance theory. Consideration of the data in conjunction with other research and theoretical concepts lead the authors to suggest that effective youth theatres employ a delivery style, method and process that can make an important contribution to young people's transitions to adulthood in the current climate.\nThe article critically evaluates the strengths and limitations of the study and explores the place of the research in the wider context of applied research in the arts."]
[1.1023036241531372, 4.675833225250244, "Evidence that posttraumatic growth is a potential outcome in the process of recovery from trauma and natural disaster highlights the importance of social environmental factors that encourage a growth response in survivors. This art-based research project followed up on a group of youth survivors (N = 11) of the 2007 earthquake in the Ica region of Peru who had been active helpers in a 9-month art therapy intervention. The current project, taking place 3 years after the earthquake, explored how the youth perceived their posttraumatic growth and employed the arts in attributing meaning to their traumatic experiences. Participants had developed a stronger sense of life purpose, a heightened sense of perspective, and the freedom to move forward. The role of the arts in bringing comfort and joy to others, and affirming survival, was identified."]
[15.961543083190918, -2.959907054901123, "Hierarchical regression analyses were used to identify factors that functioned as either promotive or protective factors against the impact of ecological risk on the psychological adjustment of 112 African American and 94 European American adolescents (13-19 years of age). Indicators of ecological risk, promotive/protective factors, and adjustment were assessed concurrently via adolescent self-report questionnaires. Supportive parenting emerged as a promotive factor for both African American and European American adolescents for academic achievement, competence, and problem behaviors. Additionally, school connectedness served as a promotive factor for both African American and European American adolescents with competence as the criterion. However, in analyses with problem behaviors as the criterion, school connectedness intensified the effect of ecological risk for European American adolescents. Of the three hypothesized positive factors (supportive parenting, ethnic identity, and school connectedness), only ethnic identity emerged as a protective factor for problem behaviors and this effect was only observed for European American adolescents."]
[13.444994926452637, 3.655062198638916, "Researchers attempting to show that music has positive effects on children need to understand and control for pre-existing differences between those who do and do not select into musical participation in the first place. Within a large-scale, community-wide, prospective, longitudinal study of predominantly low-income, ethnically diverse students (n = 31,332), we examined characteristics of students who did and did not enroll in music elective courses (band, choir, orchestra, guitar, other) in public middle schools (6th, 7th, and 8th grade) in Miami. Predictor variables included gender, ethnicity, poverty, special education, ELL status, 5th grade English proficiency, prior academic performance (5th grade GPA, standardized math and reading test scores) and initial school readiness skills (social, behavioral, cognitive, language, and motor skills) at age four. Only 23% of middle-school students enrolled in a music class in 6 th, 7th or 8th grade, with band having the highest enrollment, followed by choir, orchestra, and guitar. Being male, and having greater cognitive skills at age four, higher 5 th grade GPA and reading skills were related to later music participation. Black students, students in special education, and those not proficient in English were less likely to participate in middle school music classes. Results varied somewhat by type of music."]
[0.5822503566741943, -0.6830281019210815, "The Prison Arts Resource Project (PARP) is an annotated bibliography of evidence-based studies that evaluate the impact of arts programs in U.S. correctional settings. Each of the 59 entries includes information about the arts program as well as the study research goals, methods and a summary of findings. Adult offender and juvenile offender programs are identified. While not an exhaustive list, this collection of annotated impact studies represent publicly available evidence that can be accessed by individuals and organizations seeking to develop their own evaluation or research, or who are seeking evidence of impact for the purposes of program development and policy improvement."]
[1.2210863828659058, -11.758137702941895, "In big cities, major museums and elite galleries tend to dominate our idea of the art world. But beyond the cultural core ruled by these moneyed institutions and their patrons are vibrant, local communities of artists and art lovers operating beneath the high-culture radar. Producing Local Color is a guided tour of three such alternative worlds that thrive in the Chicago neighborhoods of Bronzeville, Pilsen, and Rogers Park.\nThese three neighborhoods are, respectively, historically African American, predominantly Mexican American, and proudly ethnically mixed. Drawing on her ethnographic research in each place, Diane Grams presents and analyzes the different kinds of networks of interest and support that sustain the making of art outside of the limelight. And she introduces us to the various individuals\u2014from cutting-edge artists to collectors to municipal planners\u2014who work together to develop their communities, honor their history, and enrich the experiences of their neighbors through art. Along with its novel insights into these little examined art worlds, Producing Local Color also provides a thought-provoking account of how urban neighborhoods change and grow."]
[-9.26888370513916, -7.084425926208496, "Extant measures of adolescent well-being in the United States typically focus on negative indicators of youth outcomes. Indices comprised of such measures paint bleak views of youth and orient action toward the prevention of problems over the promotion of protective factors. Their tendency to focus analyses at a state or county geographic scale produces limited information about localized outcome patterns that could inform policymakers, practitioners and advocacy networks. We discuss the construction of a new geo-referenced index of youth well-being based on positive indicators of youth development. In demonstrating the index for the greater Sacramento, California region of the United States, we find that overall youth well-being falls far short of an optimal outcome, and geographic disparities in well-being appear to exist across school districts at all levels of our analysis. Despite its limitations, the sub-county geographic scale of this index provides needed data to facilitate local and regional interventions."]
[-4.184664249420166, -2.9699132442474365, "This study examined the feasibility of implementing an innovative theater-based after-school program, 'Ready. Set. ACTION!', to reach ethnically diverse and low-income children and their parents with obesity prevention messages. The study population included 96 children and 61 parents. Children were in fourth to sixth grade and 41% were overweight at baseline. Program impact was evaluated with a pre/post-randomized controlled study design, but a major focus was placed on the process evaluation conducted in the intervention schools. Intervention children and parents reported high program satisfaction and that they had made changes or intended to make positive changes in their behaviors due to program participation. However, few meaningful differences between the intervention and control conditions were found at follow-up. Thus, the combined process and impact evaluation results suggest that the intervention was effective in leading to increased awareness of the need for behavioral change, but was not powerful enough on its own to lead to behavioral change. From this feasibility study, we concluded that Ready. Set. ACTION! offers promise as a creative intervention strategy. The next research step may be to incorporate theater-based programs into more comprehensive school-based interventions, with both educational and environmental components, and evaluate program impact."]
[0.15567229688167572, 14.410386085510254, "In this article, I consider the changing landscape of art education and explore potential directions for the field to situate itself within the spaces of early childhood education. I position that current understandings of child art and its use in both research and practice in the early childhood classroom are limited by a lack of connection to contemporary art practices. Working from the perspective of relational aesthetics, I examine children' drawing practices to suggest an extension of sociocultural theories of child art. To do so, I provide descriptions of young children' voluntary drawing events that illuminate the convivial nature of their productions, as well as nomadic processes involved in their work."]
[11.962340354919434, 2.679152727127075, "In order to investigate the relationship between music audience participation and pro-social behaviors, this study analyzed data from 6239 households who took part in the 2008 U.S. Department of Commerce Current Population Survey: Participation in the Arts Supplement. The data were analyzed using logistic regression, in which three specific pro-social behaviors (i.e., voting in the most recent presidential election, making charitable donations or volunteering time, and attending community meetings) were regressed on participation in music (i.e., attending classical, jazz, or opera music concerts). After controlling for the effects of age, race, sex, income, education, marital status, and occupation class, it was found that the likelihood of pro-social behaviors was greater with increases in music concert attendance."]
[-9.359444618225098, 9.033188819885254, "Global health research typically relies on the translation of knowledge (from health professionals to the community) and the dissemination of knowledge (from research results to the wider public). However, Greenhalgh and Wieringa [2011. Is it time to drop the 'knowledge translation' metaphor? A critical literature review. Journal of the Royal Society of Medicine, 104(12), 501-509. doi:10.1258/jrsm.2011.110285] suggest 'that while \u201ctranslation\u201d is a widely used metaphor in medicine, it constrains how we conceptualize and study the link between knowledge and practice' (p. 501). Often the knowledge garnered from such research projects comes from health professionals rather than reflecting the lived experiences of people and communities. Likewise, there has been a gap in 'translating' and 'disseminating' the results of participatory action research projects to policymakers and medical practitioners. This paper will look at how using participatory visual methodologies in global health research with children and youth facing global adversity incorporates the multiple functions of their lived realities so that research becomes a means of intervention. Drawing from a literature review of participatory visual methods as media, content and processes of global health research, this paper raises practical, theoretical, and ethical questions that arise from research as intervention. The paper concludes by exploring what lessons emerge when participatory visual methodologies are integrated into global health research with children and youth facing global adversity."]
[-9.834639549255371, 4.481258392333984, "Research Background. With the enhancement of China's international influence, China has stepped into the international ecological environment in the fields of economy, politics, culture, art, and so on, accompanied by the spread of China's culture and literature. China's 5000-year-old cultural history and artistic characteristics are integrated into the ecological field of the international environment. Research Purpose. The international spread of Chinese literature also has a certain impact on the physical and mental health of teenagers. This paper studies and discusses the impact of international communication of Chinese literature on teenagers' physical and mental health in the digital humanistic environment. Under the development environment of Digital Humanities in China, the impact of Chinese literature on the healthy psychology of teenagers, the impact content, and the characteristics of each were evaluated. Through the comparison of physical and mental health growth of adolescents in different ages, the characteristics of physical and mental health of adolescents are explored. The coupling degree of physical and mental health of adolescents in different development environments is compared and analyzed. Research Results. Through the research, it is found that with the development of Digital Humanities, the spread of Chinese literature with internationalization has a positive impact on the physical and mental health and psychological quality construction of teenagers and plays a promoting role in promoting mental health, increasing personal quality, and improving teenagers' correct values. The various ideological and moral qualities of Chinese literature can play a greater role in helping and growing up the physical and mental health education of young people in the new era and are also the literary value of promoting the quality education of the next generation of young people in the world."]
[-1.937700867652893, 13.055867195129395, "A central concern when conducting qualitative health research with children is eliciting data that genuinely reflect their perspectives. Invariably, this involves being child-centered and participatory. Drawing and photography increasingly accompany dialogic methods to facilitate children's communication through arts-based and verbal modes of expression. However, little literature is available on how arts-based tools shape data. We suggest that researchers need to be attentive to how such tools can liberate, constrain and frame data generated by children, drawing attention to the promises of such approaches as well as the conundrums that can arise from their use. We explore the place for participatory, child-centered, arts-based approaches using examples of the use of drawing and photography in our own studies. \u00a9 2012 Wiley Periodicals, Inc. Res Nurs Health 36:95-107, 2013"]
[2.3764913082122803, 4.007959365844727, "There is a strong parallel between the discursive construction of youth and the definition of resilience, with shared characterizations of deficit, risk and adversity. The purpose of this study was to explore the possibility of redefining resilience by incorporating youth' own conceptualizations and experiences through collaborative art-making. Twenty-three youth (16-29 years old) participated in art-making workshops guided by six youth researchers, who also assisted with data collection. While youth participants were strongly impacted by external forces imposing a normative assumption of 'successful youthhood,' they actively sought out both unique subjectivity and solidarity to counter the negative forces threatening their well-being. The findings suggest that these young people perceive resilience as a crucial component of identity management. Acknowledging youth perceptions of resilience as an intersubjective process of identity negotiation, rather than a personality trait or a buildable capacity for coping, may provide valuable guidance to social work professionals. (PsycInfo Database Record (c) 2021 APA, all rights reserved)"]
[-6.019169330596924, 6.430337429046631, "This paper synthesises findings from two research projects with organisations involved in arts for youth well-being. Since 2017, Aotearoa New Zealand' government has recognised the importance of the arts for well-being. However, the sector in Aotearoa has historically lacked recognition and support and this paper identifies a number of challenges that remain entrenched in the funding system."]
[-2.0772037506103516, -9.336087226867676, "In the religion of \u201cbeing-a-kid,\u201d few times are as sacrosanct as the free hours after school and during the summer. Unfortunately for parents, educators and policy makers, it is not an easy task to convince students to put down the PlayStation and focus on learning in their time off\u2014yet the advantages of doing so are widely regarded as critical in determining academic success. Previous studies (e.g., Alexander, Entwisle, & Olson, 2007; Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996) show that when students, especially those from low-income households, are not provided educational opportunities in the vast amount of time that they are not in the traditional classroom, they lag behind their peers in reading and math and are less likely to graduate from high school. Nonprofits across the nation have been testing the hypothesis that integrating creative activities like dance, theater, music, and visual arts with core academics in the context of afterschool and summer learning programs not only reverses these troubling trends but actually helps students invest in and seek out learning, motivated by interesting, yet rigorous, educational experiences. This article describes the academic, social, and societal benefits of creative summer and afterschool programming from the viewpoint of three successful nonprofits: Chicago Arts Partnerships in Education (CAPE), Young Audiences of Louisiana, and Big Thought in Dallas, Texas. Each emphatically supports the inclusion of enrichment in extended day programs. Collectively, their experiences suggest four foundational principles for more effective afterschool and summer programming."]
[8.290837287902832, 12.932513236999512, "Reviews the documentary film, UNSTUCK: An OCD Kids Movie by Kelly Anderson and Chris Baier (2017). In the film, Anderson and Baier interview six children diagnosed with obsessive-compulsive disorder (OCD), whom they refer to as \"kid experts.\" It provides a new way of educating the public on a psychological disorder that is often casually referenced but frequently misunderstood. With its focus on children and their families, UNSTUCK offers families, educators, therapists, and researchers alike a viewpoint often overlooked in current film and literature regarding OCD: the viewpoints of the children and adolescents themselves. Individuals working in pediatrics or family therapy, thosewith personal or family experience with OCD, and those interested in learning more about the patient-child experience of psychiatric disorders and corresponding impact on family dynamics will be interested in this film. (PsycInfo Database Record (c) 2022 APA, all rights reserved)."]
[3.8166887760162354, 8.765933990478516, "Art therapy and art psychotherapy are often offered in Child and Adolescent Mental Health services (CAMHS). We aimed to review the evidence regarding art therapy and art psychotherapy in children attending mental health services. We searched PubMed, Web of Science, and EBSCO (CINHAL\u00aeComplete) following PRISMA guidelines, using the search terms (\"creative therapy\" OR \"art therapy\") AND (child* OR adolescent OR teen*). We excluded review articles, articles which included adults, articles which were not written in English and articles without outcome measures. We identified 17 articles which are included in our review synthesis. We described these in two groups-ten articles regarding the treatment of children with a psychiatric diagnosis and seven regarding the treatment of children with psychiatric symptoms, but no formal diagnosis. The studies varied in terms of the type of art therapy/psychotherapy delivered, underlying conditions and outcome measures. Many were case studies/case series or small quasi-experimental studies; there were few randomised controlled trials and no replication studies. However, there was some evidence that art therapy or art psychotherapy may benefit children who have experienced trauma or who have post-traumatic stress disorder (PTSD) symptoms. There is extensive literature regarding art therapy/psychotherapy in children but limited empirical papers regarding its use in children attending mental health services. There is some evidence that art therapy or art psychotherapy may benefit children who have experienced trauma. Further research is required, and it may be beneficial if studies could be replicated in different locations."]
[14.088423728942871, 7.7074666023254395, "Research in basic and clinical neuroscience of music conducted over the past decades has begun to uncover music' high potential as a tool for rehabilitation. Advances in our understanding of how music engages parallel brain networks underpinning sensory and motor processes, arousal, reward, and affective regulation, have laid a sound neuroscientific foundation for the development of theory-driven music interventions that have been systematically tested in clinical settings. Of particular significance in the context of motor rehabilitation is the notion that musical rhythms can entrain movement patterns in patients with movement-related disorders, serving as a continuous time reference that can help regulate movement timing and pace. To date, a significant number of clinical and experimental studies have tested the application of rhythm- and music-based interventions to improve motor functions following central nervous injury and/or degeneration. The goal of this review is to appraise the current state of knowledge on the effectiveness of music and rhythm to modulate movement spatiotemporal patterns and restore motor function. By organizing and providing a critical appraisal of a large body of research, we hope to provide a revised framework for future research on the effectiveness of rhythm- and music-based interventions to restore and (re)train motor function."]
[-10.78143310546875, -1.9453098773956299, "This paper explores the relationship between place and health inequity as experienced by Aboriginal youth living in Winnipeg, Canada. Between 2010 and 2011, a team of youth (N = 8) associated with a community-based Aboriginal youth arts program undertook a participatory community mapping process in order to link their personal health geographies to their right to the city. The results demonstrated several ways in which place, mobility, and boundaries affected their health experiences and, in turn, reflected their perceptions of health inequity. The study confirms that urban spaces can produce, and are produced by, highly racialized geographies that work to socially isolate, segregate, and immobilize Aboriginal youth while concomitantly increasing their exposure to higher risks to their health and well being.\n"]
[-6.180490016937256, 2.397176504135132, "This chapter summarizes the waypoints of the author's sandtray journey and her intense desire to know more. It has been a search for ways to articulate how and why playing in the sand helps to heal. Each waypoint has been integrating and satisfying, and each has led the author to interesting explorations of the following concepts: interpersonal neurobiology, polyvagal theory, brain laterality, right brain-to-right brain communication, and wordless storytelling. Looking back at this journey, the author was deeply grateful for how each waypoint contributed to her overall understanding not only of the sandtray, play, and storytelling, but also the importance of the wider field of the expressive arts to mental health. Telling stories verbally or nonverbally through creating a sandtray to visualize, feel, and experience one's life story is the essence of having an enhanced playground for expressing oneself fully. These two waypoints within the context of clinical stories led to practical applications of science-informed concepts that helps to make clinical decisions in the moment for a particular response or an intervention of some kind. (PsycInfo Database Record (c) 2022 APA, all rights reserved)"]
[-8.330411911010742, -9.501870155334473, "Organized school activities and community programs have the potential to provide key supports and opportunities for youth, especially for low-income youth who are in the greatest need of additional supports (Furstenberg et al., 1999). Calls have been made to identify potential mechanisms of development that link activity participation to youth outcomes. The extent to which youth are autonomously motivated about participating in their activity, in other words, how self-determined they are in regulating their behavior (Deci & Ryan, 2002), may be one such mechanism. There are three key features of activity participation that may promote autonomous motivation: the type of activity a young person participates in (e.g., sports vs. academic clubs), connectedness to adults in their program, and the duration or length of their participation. In addition, engagement in reflective practices may assist youth in drawing out the meaning embedded in their activity experiences, thus enhancing autonomous motivation.\nThe Afterschool Community Empowerment (ACE) Project was conducted in the fall\nof 2009 with 1198 students (56% White, 31% Black/Hispanic/Latino, and 40% participating in the free/reduced lunch program) attending Binghamton High School in\nBinghamton, New York. A school-wide paper-pencil survey including an activity\nparticipation inventory and items measuring youth outcomes was used to collect selfreport data. Current activity participants (72% of total sample) also answered\nquestions about program processes and proximal outcomes.\nOverall results from this investigation showed that: a) there was a higher proportion of\nhigh SES youth who reported more favorable outcomes (e.g., well-being) among\nactivity participants vs. non-participants, b) youth with different characteristics (e.g.,\ngender) differed in the types of activities they participate in, how connected they feel\nto adults, and their participation duration (e.g., high SES White youth and boys had\ngreater odds of participating in sports), c) participation in sports and performing and\nfine arts programs were associated with significantly higher autonomous motivation\nvs. academic clubs and faith-based/community programs, d) connectedness to adults\nin programs is the activity participation feature with the strongest positive relationship\nto autonomous motivation (parental support moderates this relationship), e) youth who\nreported high connectedness and longer duration reported the highest autonomous\nmotivation, f) autonomous motivation was shown to be positively associated with\nthree of six indicators of well-being (i.e., life satisfaction, positive affect,\npsychological resilience), g) six reflective patterns about program experiences were\nidentified, and certain participant characteristics were associated with greater odds of\nengagement in a particular reflective pattern, and h) youth who engage in a moderate,\nwell-balanced set of reflective practices (vs. are not reflective at all, for example)\nreport significantly higher autonomous motivation. Implications for policy and\npractice, the limitations of this study, and recommendations for future research are\ndiscussed"]
[4.400313854217529, -2.2789580821990967, "Out-of-school-time programs, especially arts-based programs, can be critical players in a community's efforts to prevent school dropout. This research review suggests the following approaches for arts-based programs: (1) recruitment and retention of target populations with multiple risk factors; (2) long-term skill development that engages youth behaviorally, emotionally, and academically rather than a drop-in culture; (3) an emphasis on the critical ingredient of real-world applications through performance; (4) staff development and mentoring; (5) a strategic community-level plan for dropout prevention; (6) and program content reframed toward competencies that underlie better school performance and prosocial behavior, such as communication, initiative, problem solving, motivation, and self-efficacy."]
[2.8860816955566406, 7.006229400634766, "Schools were originally established to teach. The work of educators in public schools has widened to include more than academics. Issues from home and social environments often impede a child's academic performance. In order to learn, children may need help with their cognitive, behavioral, emotional, or social problems. Building capacity for resiliency in students requires attention to psychological well-being and interpersonal skills. School-based art therapy provides immediate, accessible intervention to address the acute and chronic stressors that impede the development of students. The New York University (NYU) Art Therapy in Schools Program offers a model to support students as soon as mental health symptoms are noticed, cultivating collaboration between the student, teacher, and parent. Structured, community-based art therapy interventions provide a venue for collective expression, normalizing responses, and identifying those in need of more intensive care. As students continue to face adversity in their families and communities, school art therapy cultivates creative solutions, providing a renewed sense of agency and resolution. Greater expansion of school art therapy in public education can help to address growing mental health needs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)"]
[-10.793230056762695, 8.640727996826172, "Where language and literacy barriers exist, medical researchers continue to do a poor job of ensuring access to clinical trials. Feedback from key stakeholders suggests that incorporating visual aids into the consent process can facilitate enrollment of neglected populations. This study was initiated to examine whether a collaboration between a teaching hospital and fine arts institution that introduced the topic of health literacy to student artists could be used to generate medical research-related images. Crowdsourcing was used to examine the effectiveness of the illustrations and provide students with feedback from a lay audience. Twenty-five student artists and 184 survey respondents participated in this study. Combined positive ratings of \u201cvery\u201d or \u201cfairly\u201d effective ranged from 5-91% while negative ratings of \u201cslightly\u201d or \u201cnot\u201d well ranged from 5-89%. Collaborations, as explored in this paper, can promote minority awareness and provide a novel mechanism by which to communicate complex research-related concepts to patients with limited literacy."]
[-13.702923774719238, -2.2500550746917725, "Traditional health education efforts rarely align with youth social justice values. The Bigger Picture (TBP), a spoken word arts campaign, leverages a social justice approach to activate youth around the social determinants of type 2 diabetes (T2D). This quasi-experimental study examines the impact of embedding TBP in urban, low-income high schools (3 intervention schools received TBP; 3 comparison schools received a non-health related spoken word program) with respect to (1) health-related mind-sets and expectations; (2) sense of belonging; and (3) civic engagement among youth. Adults and youth who participated in programming at all 6 schools were interviewed, and a content analysis of students' poems was performed. TBP was well-received by adults and students. While students in both TBP and comparison programs described multiple social determinants of T2D, intervention students more frequently articulated the connections between race/ethnicity and T2D as a social justice issue. Further, all comparison students explicitly mentioned individual dietary behavior as a T2D determinant while most, yet not all, intervention students did. Students in both programs reported a high sense of belonging at school and confidence in civic engagement. Content analysis of TBP students' poems revealed youth' detailed understanding of T2D determinants. Future studies might explore program scalability, and how the integration of civic engagement opportunities into TBP curriculum might impact students' capacity to create positive social change. (PsycInfo Database Record (c) 2021 APA, all rights reserved)"]
[-9.669915199279785, 13.484445571899414, "Given the problematic depictions of Native Americans and the pervasive cultural biases\nthat exist, we asked how contemporary educational practices in museums might address\nthese preconceptions. Moreover, what conceptual tools are available to encourage viewers\nto consider the context of their received wisdoms rather than passively absorb\nconventional representations? In the present study, we tested whether and how viewers\nperceptions and interpretations of Native peoples might be affected by encouraging\nempathy - specifically by taking the perspective of the Native individual depicted in a\nphotograph they are visually analyzing.\nWhereas prior research on American Indian exhibitions has primarily utilized in-depth\ninterviews and sample survey questionnaires to rate visitor satisfaction,1 our research goes\nfurther, examining perceptual, emotional, and cognitive processes using various novel\nmetrics. Specifically, we measured viewer' eye movements, physiology, self-reports, and\nverbal and written responses to photographs of American Indians in both a controlled lab\nsetting and in the context of a museum. Research at these two distinct sites often\nconverged, indicating consistency and greater accuracy of findings.\nOur data (including eye tracking, textual, and coding-based analyses) suggests that\nalthough perspective-taking can lead viewers to interpret American Indians in a more\nsocial, emotional, and human-centered manner than our control conditions, cultural biases\nabout American Indians were stubbornly resistant to change and, in some cases, appeared\neven more frequently for participants encouraged to adopt others' perspectives. Based on\nour findings, we submit that many of the current educational approaches for teaching\nAmerican Indian subject matter in museums are unproductive in advancing the personhood\nof American Indians and perhaps by extension, other disenfranchised communities. We\nargue that interventions in cultural intolerance - both standard educational approaches in\nthe museum (including Visual Thinking Strategies, didactic, descriptive labels and docent or\nexpert-led tours) as well as psychological approaches - cannot be uniformly applied, but\nmust be unique to each cultural group impacted. The history of American Indian peoples in\nthe settler context of the United States must be addressed directly to achieve progress in\nsocial equity. "]
[13.827892303466797, 1.5030028820037842, "Although research shows associations between adolescents general arts involvement and academic performance, little research documents links between enrollment in middle school dance elective courses and academic achievement, especially within low-income, urban populations. Further, differences between adolescents who do and do not have access to, or self-select into, middle school dance electives have yet to be identified. We prospectively followed a large (n 31,332), ethnically diverse sample of children from preschool through 8th grade in Miami, Florida. About 7% of adolescents enrolled in a dance elective course at some point in middle school (6th- 8th grade), with the majority of those (68.8%) taking dance for only one year. Black students were more likely than White and Latinx students to attend middle schools that did not offer dance. When dance courses were available, males and Black students were less likely to select into a dance elective. Students who took dance in middle school showed greater initial social skills at age four and better prior academic achievement in elementary school compared with those who did not take dance. Importantly, controlling for all preexisting selection effects and prior academic achievement, dance engagement in middle school was associated with higher grade point averages and standardized test scores, better school attendance, and a lower likelihood of suspension during middle school, with stronger positive effects observed for taking dance electives for multiple years. Implications for future research and educational policy are discussed."]
[-11.534071922302246, 1.6468185186386108, "Children's media have the capacity to prepare young learners to develop the knowledge, attitudes, and skills they need to contribute to a more peaceful world. Research suggests international coproductions of Sesame Street and other children's media efforts are linked to positive impact on how viewers perceive themselves and their own cultures, as well as how they perceive others. Creating such media, however, relies on a commitment to a complex development process where the educational needs of children are considered alongside intra- and intergroup dynamics and political realities. This paper presents a practitioners' perspective on the essential components of children's media programs for peacebuilding and, in so doing, recommends a way forward for producing children's media in this domain."]
[-12.751030921936035, -5.7142252922058105, "The Seven Vital Conditions for Well-Being is a useful framework for conceptualizing holistic well-being and the Conditions that give rise to it, as well as identifying levers for community change and improvement. It brings together major determinants of health, exposing how parts of a multi-faceted whole work as a system to produce population well-being. This framework helps users consider the properties of places and institutions that all people need all the time to be healthy and well. This framework advances a collaborative, cross-sector approach to improving community health and well-being and helps identify where and how to invest in communities to yield better results over time."]
[11.249979019165039, 5.52730655670166, "Research has shown that participatory music programs can encourage positive health and well-being outcomes. The purpose of this paper is to explore the impact of participatory music programs, which aim to promote positive mental and physical health and well-being outcomes for young people from culturally and linguistically diverse communities, characterized as at-risk. Method The databases EBSCOhost, ProQuest, SCOPUS, HRCA, Informit, JSTOR, SAGE and OVID were searched for literature published between 2002 and 2013. Outcomes from studies were plotted against the Shultz and Northridge's Social Determinants of Health framework (2005). Results In total, six sources were included in this review. The majority of music participation programs targeted toward young people characterized as at-risk possess positive outcomes on the Proximate and Health and Well-being levels of the SDOH framework, such as a reduction in anxiety, depression, emotional alienation, truancy and aggression. Additionally, participants in programs reported an increase in attendance in school, self-esteem, cultural empathy, confidence, personal empowerment and healthy nutrition. Conclusion Results suggest that participation in music programs is able to encourage positive mental and psychosocial health outcomes for individuals. Considering the short-term focus of programs reviewed, and limitations surrounding data analysis and collection, this paper underscores the need for rigorous research that explores the potential long-term outcomes of similar programs."]
[-7.088608264923096, 6.887511253356934, "Considering the limited opportunities and resources for creative education, artists David Bade and Tirzo Martha, along with art historian Nancy Hoffmann, developed a dynamic platform to support creative young talent on the Dutch Caribbean island of Cura\u00e7ao. The aim of Instituto Buena Bista (IBB), founded in 2006, is to strengthen the arena of culture and the visual arts by offering young Cura\u00e7aoans a basic but thorough course in art education that is meant to function as a springboard to more advanced art schools. With only two years of operation, the IBB is already seeing how some of its students go to art academies abroad and participate in art contests in the Netherlands. An exploration of how the IBB is filling up a cultural void by proposing an alternative to local youth education that allows them to develop a buena bista-a new and different view of their island, their futures, and themselves."]
[3.9375662803649902, -9.866089820861816, "Overview: In the backdrop of a booming economy and growing\nprosperity, King County has been grappling in recent\ndecades with issues such as income inequality, educational\nopportunity, affordable housing and homelessness,\nhealthy aging, and 21st Century workforce development.\nThese multifaceted issues continue to draw investment,\nintervention, and vocal concern but seem to defy existing\napproaches and solutions.\nThis study of the social impact of the arts injects insights\ninto the regional conversation about how the arts can\nplay a unique, powerful role in addressing these complex\ncommunity needs. It is part of a growing movement of arts\nleaders partnering with civic and community leaders to\nunderstand and articulate the impact of arts on society, and\nit starts with a question:"]
[-3.8038136959075928, -0.3158867061138153, "Worldwide, interest is increasing in community-based arts to promote social transformation. This study analyzes one such case. Ecuador's government, elected in 2006 after decades of neoliberalism, introduced Buen Vivir ('good living' derived from the Kichwan sumak kawsay), to guide development. Plans included launching a countrywide programme using circus arts as a sociocultural intervention for street-involved youth and other marginalised groups. To examine the complex ways by which such interventions intercede in 'ways of being' at the individual and collective level, we integrated qualitative and quantitative methods to document relationships between programme policies over a 5-year period and transformations in personal growth, social inclusion, social engagement and health-related lifestyles of social circus participants. We also conducted comparisons across programmes and with youth in other community arts. While programmes emphasising social, collective and inclusive pedagogy generated significantly better wellbeing outcomes, economic pressures led to prioritising productive skill-building and performing. Critiques of the government's operationalisation of Buen Vivir, including its ambitious technical goals and pragmatic economic compromising, were mirrored in social circus programmes. However, the programme seeded a grassroots social circus movement. Our study suggests that creative programmes introduced to promote social transformation can indeed contribute significantly to nurturing a culture of collective wellbeing."]
[-0.1527949720621109, -11.490221977233887, "Intervening in discussions about gentrification and placemaking, cultural activist Roberto Bedoya champions the creative resilience found in communities of color\u2014and exemplified by the Chicano practice of Rasquachification\u2014to suggest \u201cplacekeeping\u201d as a strategy for advancing racial justice goals."]
[-0.8672489523887634, 7.044967174530029, "There is increasing concern about children's mental well-being and an urgent need for research into how to support positive mental health; including as part of the United Nations Sustainable Development Goals (SDGs). Alongside this is the heightened awareness about diminished access to green spaces and diminished exposure to the arts for children. Our research aims to show the potential for addressing these three issues in tandem through a qualitative case study exploring the work of one charity, Cambridge Curiosity and Imagination (CCI). The charity undertakes arts-based projects in nature with children. In particular, this article considers the implications of CCI artist pedagogues' perceptions of their nature-based practice for children's well-being. The research comprised a 'talk and draw' focus group followed by individual interviews with CCI artists. Findings show artist pedagogues' work has the potential to support aspects of children's well-being through promotion of agency, developing confidence and providing inspiration to support creativity."]
[-0.6147065162658691, 3.7635114192962646, "Study Objective. Suicide is a serious health problem that is shaped by a variety of social and mental health factors. A growing body of research connects the arts to positive health outcomes; however, no previous systematic reviews have examined the use of the arts in suicide prevention and survivorship. This review examined how the arts have been used to address suicide prevention and survivorship in nonclinical settings in Australia, Canada, the United Kingdom, and the United States of America. Design and Setting. Ten bibliographic databases, five research repositories, and reference sections of articles were searched to identify published studies. Articles presenting outcomes of interventions conducted between 2014 and 2019 and written in English, were included. Primary Results. Nine studies met inclusion criteria, including qualitative, quantitative randomized controlled trials, quantitative nonrandomized, quantitative descriptive, and mixed-methods studies. The programs studied used film and television (n = 3), mixed-arts (n = 3), theatre (n = 2), and quilting (n = 1). All nine interventions used the arts to elicit emotional involvement, while seven also used the arts to encourage engagement with themes of health. Study outcomes included increased self-efficacy, awareness of mental health issues, and likelihood for taking action to prevent suicide, as well as decreases in suicidal risk and self-harming behaviors. Conclusions. Factors that influence suicide risk and survivorship may be effectively addressed through arts-based interventions. While the current evidence is promising with regard to the potential for arts programs to positively affect suicide prevention and survivorship, this evidence needs to be supplemented to inform recommendations for evidence-based arts interventions."]
[11.674717903137207, -6.392740249633789, "The author investigates the condition of a public school's arts education program under the No Child Left Behind (NCLB) Act and obtains teachers' perspectives on their experiences under the federal policy. The author used qualitative and quantitative approaches to conduct a case study of an Ohio public school district. The data collected revealed changes in the arts education curriculum, particularly in music. Teacher interviews provided the context in which the changes occurred and a more accurate representation of the decrease in arts learning opportunities and the challenges that exist for arts education funding under NCLB. The information illustrated how administrative decisions made to improve test scores and accommodate policies mandated by NCLB threatened arts education."]
[-5.664985179901123, -1.3834491968154907, "A cross-sector collaboration among a community-based organization, a prison arts program, and state departments of Public Health, Education, and Correction was established to address critical health education prevention efforts for at-risk high school-aged youth. The Tell Me What You See initiative utilizes artwork and poetry created by incarcerated youth to promote sexually transmitted disease (STD), HIV, and hepatitis prevention with students in public high schools and juvenile justice facilities. This innovative intervention integrates functional health knowledge and skills-based education through an art-based interdisciplinary approach reaching various populations of youth in multiple settings across a state. Evaluation results indicated that the materials effectively engage youth and open up a critical dialogue among peers and adults by addressing the role personal behavior can have in the prevention of STDs, hepatitis, and HIV. Lessons learned and recommendations are provided."]
[-10.458870887756348, -2.862597703933716, "We report three cycles of an 'action research' project aimed at increasing the capacities of young people at risk in a rural Australian town. Drawing on an 'experience-based' approach to risk assessment and the concept of collective efficacy, we aimed to provide a group of 10 young people with a safe and uncensored space within which to voice their own concerns about the risks and problems confronting them. Their stories were then made public through theatrical performance. The purpose of the article is to demonstrate the dynamics of capacity-building in marginalized communities as a means of producing the political changes required for improving health outcomes in a setting previously opposed to such a strategy."]
[8.704463005065918, -6.567504405975342, "This third installment of the New Jersey Arts Education Census Project is a clear milestone for arts education in our state. New Jersey is now reaching the point of \u201cuniversal access\u201d to arts education for all students, with 99% of schools providing and 99.4% of students attending schools with arts education during the 2015/2016 school year. Only 26 schools (with 9,160 students) reporting no arts instruction stand between us and this important goal. Once achieved, New Jersey will be the first state in the nation to be able to make this claim. As we move beyond the issue of access, participation and quality emerge as the new areas of focus. When it comes to participation, this report highlights the significant gains that have been made. More than 76% of all students in New Jersey now participate in arts education every year. In the past decade we have seen a 12% increase in student participation. This means an additional 100,000 students annually participate in arts education bringing the yearly total to nearly 1 million students. Something to truly celebrate. However, our work remains unfinished. In spite of our gains in participation over the past decade we still have more than 40,000 elementary students and another 40,000 middle schools students who should be participating in the arts (based on state policies) that are not. There are another 40,000 or so high school students who could also be participating that are not. In addition to participation rates and arts spending, student-to-arts-teacher ratios tend to be more favorable in schools serving more affluent populations. This was something we did not find a decade ago. No child should be denied the significant documented benefits provided through active participation in arts education. This is an equity issue of great importance. So now our focus turns to increasing participation to 100% at both elementary and middle school level and 60% at the high school level. By reaching these goals another 120,000 students will gain the benefits and education in the arts provides and we will reach a statewide participation rate of 85%. To improve quality we must address the documented inequities that are present in our less affluent schools.\nIn a world where imagination, creativity and innovation are sculpting our future, ensuring we provide the inspiration for these skills for all students must be our goal. That is why we must insist on ARTS ED NOW, for Every Child in Every School."]
[6.070902347564697, -10.922354698181152, "In 2020 Wallace and SMU DataArts released The Alchemy of High-Performing Arts Organizations, a report that examined the question: How do high- performing arts organizations achieve financial health? In Part II of this report, researchers focused on arts organizations of color to examine how 21 arts leaders viewed the reasons for their success, along with the distinct challenges they face.\n\nThe study was based on interviews with 11 arts organizations of color in dance, music, theater and multi-disciplinary performing arts, and 10 community-based arts organizations. The organizations\u2014located in 13 cities around the country\u2014were diverse in budget size (from $146,000 to $15 million) and self-identified as serving predominantly Black, Indigenous, Hispanic/Latinx, Arab American or Asian American communities. Despite their differences, the report finds that leaders from all 21 organizations saw deep community engagement and high-quality programming as critical to financial health.\nResearch was conducted in August and September 2020 and takes into account the challenges that accompanied the COVID crisis, providing additional insights that may help other organizations consider potential strategies for recovery. Even as the challenges and economic hardships persist, notably more than 80 percent of the arts leaders interviewed indicated that their organizations are financially stable.\n\nInterviewees in this study also identified a number of challenges that arts organizations of color face, specifically: racism, gentrification, lack of equitable access to funding. In addition, interviewees emphasized limitations in organizational capacity due to the constraints of low compensation levels and staff resources, which can lead to difficulty in recruiting high caliber talent and staff burnout.\n\nThe study also identifies in a graphic depiction the \u201cmental map\u201d leaders used to think about the stages of organizational development that lead to financial health\u2014including internal and external factors that can enable or hamper success.\u200b"]
[-1.403464913368225, -2.813075542449951, "Background: Edutainment has long been used as a strategy in health promotion and public health wellness interventions. In March 2019, a large US southeastern university hosted a multimodal theatrical production entitled From Colored to Black (FCTB). The play used a historical lens to broadly address social determinants of health such as disparities in education, access to health services, fair housing and health outcomes. This creative intervention was intended to encourage progressive, justice-oriented attitudes about historically disenfranchised Black communities in North Central Florida. Methods: Driven by an arts-based education approach and constructs from narrative transportation theory, the study employed directed qualitative content analysis to evaluate audience commentary and examine how a play on historic health inequities in Black communities could activate cognition, emotion and imagination for critical thinking about present-day wellbeing. Results: Qualitative survey data in response to the artistic presentation revealed the following subthemes: fascination, assumed truthfulness, satisfaction, feelings of inspiration, enthusiasm, negative attitudes, hopelessness and emotional disconnect. Conclusions: Edutainment continues to be a strong intervention tool. Feedback indicates audience members experienced both highly immersive moments and low transportation-inducing points that ultimately influenced critical reflection on some of the themes addressed in the play. "]
[-4.19159460067749, 5.064109802246094, "Little is known about the dose-response relationship between recreational arts engagement (for enjoyment, entertainment or as a hobby, rather than therapy) and mental well-being in the general population. The quantification of this relationship is of value to: (1) health professionals, clinicians and researchers interested in utilising the arts as a method for improving mental health; (2) to health promoters and policy makers in the development of population based health messages, policy and practice; and (3) to members of the general public in maintaining or improving their own well-being. As guided by theories of social epidemiology and the biopsychosocial model of health, the first aim of this study was to determine if there was a relationship between arts engagement (hours per year) and mental well-being in the general population. If an association was demonstrated, the second aim was to quantify this relationship."]
[8.142010688781738, -0.8123542666435242, "The present study examined the impact of intensive arts integration on school readiness for economically disadvantaged children attending Head Start preschool. Participants were 265 children, ages 3-5 years. Of these, 197 attended a fully arts-integrated Head Start, where children received daily music, dance, and visual arts classes in addition to homeroom, and 68 attended a matched comparison program that did not include arts classes. The Bracken Basic Concepts Scale, Third Edition- Receptive (BBCS-3:R) was used to measure children' school readiness at the start and end of a year of preschool attendance. According to a repeated-measures multivariate analysis of covariance (MANCOVA), children at the arts-integrated Head Start showed greater gains in school readiness compared to their peers at the comparison program. Univariate tests revealed that attendance at the arts-integrated preschool was associated with greater gains on a general school readiness composite as well as in specific concept areas of texture/material and self/social awareness. Findings suggest that the arts can add value to Head Start preschool. Implications concern the arts as a vehicle for equalizing educational opportunities for young, economically disadvantaged children."]
[-4.205471992492676, 14.657734870910645, "Art related to birth stimulates debate, particularly if it is perceived to be taboo and challenging popular images of mother and child. Birth traditionally has been in a woman's sphere of experience, thus it has been left unexplored on a wider level. The Birth Rites Collection was originally developed to enable partnerships with artists and childbirth professionals. The other important reason for the Birth Rites project was to begin to make contemporary cutting edge art around childbirth because there has been a real lack of work which explores this subject. Student midwives have been able to engage with these and other artworks related to childbirth and now produce their own original art which is attracting acclaim. The Art of Midwifery student midwife project aims to promote more aesthetic and creative ways of learning to enhance midwifery students' self-awareness and thus promote holistic, woman-centred and sensitive care. Students have visited art exhibitions to interact with artworks related to curriculum themes and explore models and philosophies of birth. This paper reports some of their activities, summarises their responses and evaluates the collaboration."]
[5.918110370635986, -3.151843309402466, "Critical consciousness has been linked to a range of positive outcomes, particularly among marginalized youth; yet, evidence on its developmental antecedents remains limited. The current study examines whether arts participation is associated with positive change in critical consciousness, and whether these associations differ by youth's social group status. The sample consisted of high school youth (N = 2537; 10% Latinx, 7% Multiracial; 4% Black; 5% Asian; 72% White; 2% Other; 53% Female; Mage = 15.69; age range = 10-20). The results showed that youth with higher arts participation demonstrate higher growth in critical reflection and action, adjusting for baseline critical consciousness, other types of extracurricular participation, and demographic characteristics. The association between arts participation and critical action was significantly stronger for youth of color than for white youth, and the association between arts participation and critical reflection was marginally significantly stronger for white youth than for youth of color. These findings suggest that it is crucial to extend opportunities for arts involvement to all students, and to expand the ways in which arts involvement can promote critical consciousness for youth of varying dimensions of oppression and privilege.\n"]
[4.339155197143555, 5.7859206199646, "Previous research has indicated a strong need to develop therapies that prevent the development of psychological problems in youth as opposed to treatment after the fact. In the current study, twenty-three female and nineteen male elementary school students with ages ranging from 9 to 12, participated in a single group within-subjects curriculum-based intervention promoting coping skills and resilience. Students engaged in art therapy combined with CBT and DBT modalities. Results indicated significant increases for the total sample in resilience, social and emotional functioning. Results also indicated male students' overall stronger improvement relative to female students. Socio-cultural implications and directions for future research are addressed."]
[-4.2849531173706055, 4.059062957763672, "Background: The United Kingdom All-Party Parliamentary Group on Arts, Health and Wellbeing was formed in 2014 and, the following year, initiated an Inquiry into the relationship between arts engagement, health and wellbeing. This led to a substantial report being launched in Parliament in July 2017.Methods: The Inquiry comprised 16 round-table discussions, a series of expert meetings and a lengthy period of desk-based research. The latter applied a realist method in seeking to reconcile policy, practice and evidence. Consideration of the social determinants of health formed the theoretical framework.Results: Evidence was found of a beneficial relationship between arts engagement, health and wellbeing across the life course.Conclusions: Arts engagement can mitigate the social determinants of health by influencing perinatal mental health and child cognitive development; shaping educational and employment opportunities and compensating for work-related stress; building individual resilience and enhancing communities. Further research is needed in this area."]
[1.3908028602600098, 11.464385986328125, "Educators tell us that art encourages fine motor skills, neural development, and problem-solving abilities and that it can be used effectively to teach and understand other key subjects such as reading, writing, math, and science.\n\nTherapists tell us that art is valuable because it allows children to process their world, to deal with sometimes scary emotions in a safe way, and because it gives them critical sensory input.\n\nArtists tell us that art is important for its own sake\u2014as a source of beauty and expression, as well as simply for the process of creating.\n\nKids tell us that art is fun, an activity they enjoy.\n\nParents tell us that art is vital to their families because it keeps everyone engaged and happy and helps with the sometimes difficult transitions of the day.\n"]
[-3.1395576000213623, 3.6233155727386475, "This review explores the relationship between engagement with the creative arts and health outcomes, specifically the health effects of music engagement, visual arts therapy, movement-based creative expression, and expressive writing. Although there is evidence that art-based interventions are effective in reducing adverse physiological and psychological outcomes, the extent to which these interventions enhance health status is largely unknown. Our hope is to establish a foundation for continued investigation into this subject and to generate further interest in researching the complexities of engagement with the arts and health."]
[10.903173446655273, -1.2236746549606323, "A recent national report heartily supported arts integration as an effective, innovative, and cost efficient way to address teachers' and students' needs; however, the report called for a better understanding of when, for whom, and what content areas are best served by arts integration methods. The effectiveness of drama-based pedagogy (DBP), a type of arts integration, has been assessed in previous meta-analyses; however, an updated meta-analysis is warranted. In the present report, we review and meta-analyze thirty years of accumulated research of the effects of drama-based pedagogies on literacy related student outcomes. The findings show a significant positive effect of DBP on achievement, attitudes, 21st century skills, drama skills, and motivation. In particular, effects are more positive when DBP is led by a classroom teacher over multiple hours of instruction. Limitations and implications are discussed."]
[-4.166515350341797, 10.564570426940918, "Introduction: Improving the mental status of children with cancer is part of nurses' duties in planning nursing care and is achieved in different ways. This study attempts to combine drawing with peer interaction to improve the mental status of sick children and investigate the effect of exchanging drawings with peers on these children's happiness.\n\nMethod: This clinical trial was conducted on a sample of 66 children with cancer, ages 7-11 years, who were randomly assigned to two groups. The intervention was carried out over five weeks by the exchange of drawings between healthy children at school and children with cancer. Both groups of children drew one drawing each week. The children's happiness was measured by the researcher before and after the intervention (i.e., week five) using a questionnaire.\n\nResults: The results showed no significant differences between the two groups in terms of happiness after the intervention. The happiness score was 3.15 \u00b10.34 in the control group and 3.02 \u00b10.3 in the intervention group before the intervention; afterwards, this score was 3.022\u00b1 0.22 among the controls and 3.11\u00b1 0.25 among the patients. The comparison of the two groups using the t-test showed P = 0.075 before the intervention and P = 0.11 after the intervention.\n\nConclusion: Given the results obtained, future studies are recommended to administer lengthier interventions and enable the physical presence of healthy peers along sick children or to use the exchange of drawings with peers in combination with other psychological interventions so as to promote happiness in children with cancer."]
[-12.55626106262207, 4.28991174697876, "Creating media to counteract the plethora of media and advertising that perpetuates negative body image is a scalable public health strategy that can be achieved through innovative micro-interventions. This study examined the immediate and short-term (one-week follow-up) impact of viewing brief, evidence-informed animated films on young people's body image, media literacy, and self-efficacy in addressing appearance teasing. The animations were co-created through a partnership among academics, a personal care brand's social mission, and a children's television channel. Participants aged 7-14 (N = 1329, 49 % girls) were randomised into one of three viewing conditions: Appearance Teasing & Bullying, Media & Celebrities, or a non-appearance-related animation. Contrary to predictions, all three animations were comparably effective at eliciting intervention effects. For girls and boys aged 7-10, all three animations immediately improved state body satisfaction (+boys aged 11-14; Cohen's ds = .60-.71) and led to sustained improvements in trait media literacy (+girls aged 11-14; ds = .38-.61), sensitivity to appearance teasing (+boys aged 11-14; ds = .35-.48), and willingness to ignore appearance teasing (7-10 years only; ds = .34-.74) at one-week follow-up. Findings indicate that children's media is an effective medium for developing micro-interventions."]
[13.673794746398926, 4.728484630584717, "Many studies have explored the links between music and children' outcomes; however, study designs have not been sufficiently rigorous to support causal findings. This study aims to assess the effects of a large-scale music program on children' developmental functioning in the context of high rates of exposure to violence. The paper describes the results of an experimental evaluation of Venezuela' National System of Youth and Children' Orchestras. The curriculum of the program, better known as \u201cEl Sistema,\u201d emphasizes social interactions through group instruction and group performances. The randomized control trial was conducted in 16 music centers between May 2012 and November 2013. In total, 2914 children ages 6-14 participated in the experiment, with approximately half receiving an offer of admission to the program in September 2012 and half in September 2013. The treatment group children participated for one semester more than the control group children. After 1 year, full-sample ITT estimates indicate improved self-control (by 0.10 standard deviations) and reduced behavioral difficulties (by 0.08 standard deviations), both significant at 10% after controlling for multiple hypothesis testing. There were no full-sample effects on other domains. Sub-sample effects are larger among (1) children with less-educated mothers and (2) boys, especially those exposed to violence at baseline. In the latter subgroup, we find lower levels of aggressive behavior. We find that the program improved self-control and reduced behavioral difficulties, with the effects concentrated among subgroups of vulnerable children. The results suggest the importance of devising mechanisms to target resources to the most vulnerable children."]
[4.192363739013672, 2.9405646324157715, "Aims: Health-promoting strategies need to be culturally appropriate to encourage healthy behaviours and lifestyle choices in children and young people. This rapid review explores the effects of participating in creative activities on the health and well-being of children aged between 11 and 18 years.\n\nMethods: Building on an earlier systematic review undertaken by Daykin and colleagues(1) a rapid review of the literature published between 2004 and 2011 was undertaken. The search was conducted systematically and included research on music, dance, singing, drama and visual arts, taking place in community settings or as extracurricular activities in mainstream schools. Therapies such as art, drama and music were excluded from the review.\n\nResults: Following rigorous application of inclusion and exclusion criteria, 20 papers were included in the review: six quantitative, eight qualitative and six mixed-method approaches. The interventions used in the studies were diverse and the research was heterogeneous, therefore overall synthesis of the results was inappropriate. The review is therefore organised into the following headings: sexual health, obesity, mental health and emotional well-being. Despite the methodological weakness and limitations of the majority of the studies there were some consistencies in their findings. It was found that participating in creative activities can have a positive effect on behavioural changes, self-confidence, self-esteem, levels of knowledge and physical activity.\n\nConclusions: Although the research evidence is generally weak there is some evidence that using creative activities as part of a health-promoting strategy may be a useful method of increasing knowledge and positive behaviours in children and young people."]
[15.004464149475098, 0.8327721953392029, "Aim: To explore the effects of participating in recreational dance on the physical health and psychosocial outcomes of children and adolescents. Method: A systematic review of controlled studies of recreational dance activity involving 5-21-year-olds. Results: Fourteen studies were included in the review covering a wide range of dance styles, population groups and settings. Results point to a consistency of association across a range of different populations and settings that suggest that recreational dance can improve cardiovascular fitness and bone health of children and young people and can contribute to preventing or reducing obesity. There is also more limited evidence that suggests dance participation may improve self-concept and body image and reduce anxiety. Conclusions: There is some evidence to suggest that involvement in dance may have some positive outcomes on physical and psychosocial well-being. Further high-quality research is recommended."]
[2.9358508586883545, 4.980015277862549, "ABSTRACT Background Art therapy is one rehabilitation treatment which enables youth in secure care to express unresolved conflicts, increase self-esteem, and gain insight to personal experiences in a creative and supportive therapeutic space. Aims This study investigated hope and resilience outcomes following art therapy for youth residing in a secure care centre located in Canada. Methods In this pre-post experimental design study, thirteen (N = 13) youth, ages 12-19, received 12 weekly individual art therapy sessions. Hope, resilience, and goals were measured using the Children' Hope Scale (CHS), the Resilience Scale (RS-25), and the Bridge Drawing with Path (BDP) art-based assessment. Results Results indicated that the 12 weekly individual art therapy sessions enhanced hope and resilience in youth residing in secure care by 29% and 16%, respectively. Conclusions Secure care environments may benefit from incorporating art therapy as a rehabilitation treatment to improve youths' levels of hope, resilience, self-determination, and future pathways. Implication for Future Research Future studies should utilise a group design with a control group to evaluate the effects of art therapy on youth residing in secure care environments. Plain-language summary Art therapy is one rehabilitation treatment which enables youth in secure care to express unsettled conflicts, increase self-esteem, and gain understanding of personal experiences in a creative and supportive therapeutic space. This study investigated the effectiveness of art therapy on the levels of hope and resilience in youth residing in a secure care centre located in Canada. In this pre-post experimental design, thirteen youth, ages 12-19, received 12 weekly individual art therapy sessions. Hope, resilience, and goals were measured using the Children' Hope Scale (CHS), the Resilience Scale (RS-25), and the Bridge Drawing with Path (BDP) art-based assessment. Results showed that the 12 weekly art therapy sessions enhanced hope and resilience in youth residing in secure care by 29% and 16%, respectively. Secure care environments may benefit from including art therapy as a rehabilitation treatment to improve youths' levels of hope, resilience, self-determination, and future pathways. Future studies should use a group design with a control group to measure the effects of art therapy on youth residing in secure care environments. (PsycInfo Database Record (c) 2023 APA, all rights reserved)"]
[-12.259129524230957, 10.290146827697754, "The first two decades of 21st-century medicine have witnessed significant transformation in health care delivery, marked health disparities, civil unrest, unprecedented rates of physician burnout and suicide, and unforeseen public health crises in the forms of the opioid epidemic and the coronavirus pandemic. Physicians must be adaptive life-long learners who can effectively respond to these and future challenges. Physicians must learn to interweave their developing scientific knowledge with emotional intelligence, critical thinking skills, and an understanding of social context. The integration of the arts and humanities into medicine and medical education is essential to educating a physician workforce that can effectively contribute to optimal health care outcomes for patients and communities.\nThis publication does the following:\n\nReviews the historic and current state of arts and humanities integration into medical education, considers curriculum and assessment methods, and provides guidance on the research and change in culture necessary for effective integration.\nPresents recommendations for integrating arts and humanities into medical education.\nPresents findings from a review of the literature on arts and humanities integration and an emerging theory of practice to support arts and humanities curriculum development.\nReviews factors supporting the growth of arts and humanities integration and strategies to overcome barriers.\nFeatures examples of programs designed to achieve important learning outcomes, including narrative, improvisation, visual arts, music, theater arts, and the study of history.\nThis report was published as part of the AAMC FRAHME initiative."]
[-10.698979377746582, -8.339703559875488, "Young people of color residing in distressed urban contexts face challenges in accessing social capital that supports positive development and the transition to educational and employment opportunities. Youth-serving organizations play potentially important roles for youth participants to access and leverage networks. This ethnographic study draws on qualitative interviews, conducted with adolescents at a youth-serving organization based in East Oakland, California, to examine how network-based social capital is activated and sustained for and by urban Black and Latinx youth. We found that relationships with supportive adult staff at the organization put youth in contact with caring, trusted adults of color outside of their families who serve as role models for them. These adults provide loving accountability to young people, serving as critical forces in distressed and stigmatized communities. We also found that adult staff activate social leverage to garner various current and future educational and professional opportunities for the youth there. These unique opportunities serve to boost young people's current self-esteem and also to prime them to envision positive futures for themselves. Overall, these findings point to the importance of interpersonal pathways embedded within neighborhood institutions in the activation of network-based social capital."]
[-8.724481582641602, 13.615219116210938, "Medical education research demonstrates that empathic behaviour is amenable to positive change when targeted through educational programmes. This study evaluates the impact of an arts-based intervention designed to nurture learner empathy through the provision of facilitated visual literacy activities. Health Sciences students (N=19) were assigned to two learning groups: a group that participated in a visual literacy programme at the McMaster Museum of Art and a control group that participated in the normal Health Sciences curriculum. All participants completed an inter-reactivity index, which measures empathy on affective and cognitive levels, prior to and following the programme. Those individuals assigned to the visual literacy programme also completed open-ended questions concerning the programme's impact on their empathic development. The index scores were subjected to independent within-group, between-test analyses. There was no significant impact of the programme on the participants' overall empathic response. However, sub-component analyses revealed that the programme had a significant positive effect on cognitive aspects of empathy. This finding was substantiated by the narrative reports. The study concludes that the affective focus of humanities-based education needs to be enhanced and recommends that learners are educated on the different components that comprise the overall empathic response."]
[0.02889843098819256, 14.386484146118164, "Art is an essential experience for children but it is one that is often hijacked by adults and turned into a product-oriented, adult-directed craft. When I visit programs and see pre-cut shapes, paper plates, and theme-related products displayed on bulletin boards, I am saddened by the missed opportunities. \n\nIn the early learning textbook that I co-wrote with Dr. Beverlie Dietze, Playing and Learning in Early Childhood Education we refer to the work of Erika Christakis who determined that art for children should be offered for art' sake. It is also an essential ingredient to a well-rounded education. Art is an expression of one' self. It is a curriculum area that should not be up for debate; rather, it is beneficial to view art as a learning domain, similar to critical thinking and number sense. Historically, art has been a major component of early learning programs. Dewey, Steiner, and Froebel all discussed the importance of art to the development of the whole child. The educators in Reggio Emilia, Italy, also place a high value on art experiences (Vecchi, 2010). Open-ended exploration of art materials and tools should be seen as a right of childhood. However, since the late twentieth century, the wide spectrum of art experiences for young children has continuously been reduced and replaced with activities that have a more academic focus (Christakis, 2016)."]
[1.627078652381897, -8.423190116882324, "This guide, co-authored by Julene Johnson (University of California, San Francisco) and Jeffrey Chapline (New Art Horizons), entails many different kinds of collaboration. First, there is the fortuitous partnership of the authors themselves\u2014one, a cognitive neuroscientist and National Institutes of Health-funded researcher examining the effects of community choir programs on health and well-being; the other, an artist, an arts consultant, and the innovator of cross-generational arts programs serving the Bay Area.\nSecond, the guide itself is a blueprint for\ncollaboration, among academic researchers and\narts-in-health practitioners, and among both\nthese groups and the larger communities they\nserve (hence the lynchpin phrase communityengaged research, in the title of this guide).\nThird, there is the deeply collaborative impulse\nbehind the guide. At multiple meetings\nof the National Endowment for the Arts'\nInteragency Task Force on the Arts and Human\nDevelopment\u2014a coalition representing 19\nfederal entities\u2014members expressed and\nexamined the value of such a document. This\nguide is intended to help arts organizations and\nbiomedical or behavioral researchers in forming\nstrategic alliances, in reconciling different\nvocabularies, in identifying study goals and\nmethods, and in bringing community members\nalong as equal partners.\nProfessionally-trained researchers can help\narts organizations and artists to understand the\nefficacy and effectiveness of their programs; to\nvalidate, improve, and replicate these programs\nas health interventions; and to obtain broader\nsupport from funders, policy-makers, and the\ncommunity members who are most likely to\nbenefit. Arts professionals, meanwhile, bring specialized\nskills, talents, and methods that are critical to\nprogram delivery; but they also can identify\nquestions, issues, and concerns of importance\nto their artists and audiences. They can help\nparticipating study-subjects to explore social or\nemotional factors linked to their health condition\nor to the resulting intervention, and they\ncan help to ensure smooth communications\nbetween the researchers and study subjects.\nApropos of communications: this guide is\nintended equally to serve arts professionals\nand biomedical or behavioral researchers.\nHere, the term \u201carts professional\u201d is broadly\ndefined to include practicing community visual\nand performing artists, arts administrators,\ndesigners, and arts therapists, plus their\nassociated organizations and community\ncollaborators. Credentialed arts therapies\ninclude music therapy, dance therapy, drama\ntherapy, art therapy, and others. Although\n\u201ccreative\u201d or \u201cexpressive\u201d arts therapy is\ngaining ground as a descriptor, this guide uses\nthe term \u201carts therapy.\u201d With the term \u201carts\u201d\n(as in \u201carts professionals\u201d or \u201carts programs or\ninterventions\u201d), we refer broadly to the visual,\nperforming, and literary arts, as well as to\nindividual forms of visual art, music, theater,\ndance, folk arts, design, poetry, creative writing,\nand other artistic creations through traditional\nand non-traditional media.\nArts professionals\u2014including arts therapists\u2014\nwork in a variety of settings, whether museums,\nperforming art venues, schools, civic centers,\nprisons, hospitals, or clinics. Likewise, the\nbiomedical and behavioral researchers\nmost likely to benefit from this guide may\ncome from different backgrounds. Such\nresearchers commonly work in academic\ncenters, in government agencies or nonprofit\norganizations, or in private research firms.\nArts professionals and researchers who have\nan interest in studying the effects of the arts\non health, in filling other gaps in knowledge, or\nin extending research to new programmatic\nor therapeutic areas, are encouraged to use\nthis document. It gives practical tips on how to\nengage in research collaborations and how to\ndesign and implement meaningful arts-andhealth research studies. "]
[-13.768304824829102, 2.0594520568847656, "Background: American Indians and Alaska Natives have traditionally used stories and drawings to positively influence the well-being of their communities.\n\nObjectives: The objective of this study was to describe the development of a curriculum that trains Native youth leaders to plan, write, and design original comic books to enhance healthy decision making.\n\nMethods: Project staff developed the Native Comic Book Project by adapting Dr. Michael Bitz's Comic Book Project to incorporate Native comic book art, Native storytelling, and decision-making skills. After conducting five train-the-trainer sessions for Native youth, staff were invited by youth participants to implement the full curriculum as a pilot test at one tribal community site in the Pacific Northwest. Implementation was accompanied by surveys and weekly participant observations and was followed by an interactive meeting to assess youth engagement, determine project acceptability, and solicit suggestions for curriculum changes.\n\nResults: Six youths aged 12 to 15 (average age = 14) participated in the Native Comic Book Project. Youth participants stated that they liked the project and gained knowledge of the harmful effects of commercial tobacco use but wanted better integration of comic book creation, decision making, and Native storytelling themes.\n\nConclusion: Previous health-related comic book projects did not recruit youth as active producers of content. This curriculum shows promise as a culturally appropriate intervention to help Native youth adopt healthy decision-making skills and healthy behaviors by creating their own comic books."]
[-4.874520778656006, 3.9492695331573486, "This paper outlines the growth of interest in the UK in the social and health impacts of the arts from the late 1990s onwards. It highlights the early critiques of claims made about such impacts by Belfiore and Mirza (Mirza, 2006a). Attention is given to two recent commissioned reviews of arts and health research, by the World Health Organization (WHO) Europe, and the UK Department for Digital, Culture, Media and Sport (DCMS), which conclude that the can arts have an important role in promoting health and reducing social and health inequalities. These reports have substantial limitations, however, and the critical concerns raised by Belfiore and Mirza remain to be addressed. The paper concludes that broad scoping reviews are ill-advised as a guide for practice and policy development, and future progress should be guided by rigorous, systematic and transparent methods that ensure that review results are trustworthy. The arts and cultural engagement may have a part to play in promoting wellbeing, but whether or not they can have a substantial role in promoting population health and reducing social and health inequalities is yet to be demonstrated."]
[10.417379379272461, 4.413712024688721, "The attitudes and perceptions of adolescents about music have been investigated by researchers and educators for years, which has implications on how they view life circumstances. This qualitative study explored the relationship between rap music and the psychological well-being of fourteen African American adolescents. The research setting was in a mentoring program in a major metropolitan city in the Mid-Atlantic region. The research questions for the study included: (1) What relationship does rap music have to the psychological well-being of adolescents? (2) What are the attitude and perception of African American adolescents about rap music? (3) What function does rap music serve in the lives of African American adolescents? (4) What type of rap music songs promote psychological support for African American adolescents?"]
[-5.46464204788208, -8.971197128295898, "Creative youth development (CYD) is a dynamic area of community arts education that successfully bridges youth development and arts education. CYD is an intentional, holistic practice that combines hands-on artmaking and skill building in the arts with development of life skills to support young people in successfully participating in adolescence and navigating into adulthood. Young people in CYD programs exhibit high levels of artistic skill and accomplishment along with increased self-esteem and sense of belonging. CYD participants are immersed in a broad array of rigorous artistic endeavors, including creating documentary films, researching and reporting on community issues through radio broadcasts, writing and staging new theatrical works, and engaging in thoughtful critique of one another's visual art work. The impact for youth of program participation extends beyond pride in artistic accomplishment. Throughout the United States, teen participants in CYD programs assert that the programs saved their lives, putting them on positive trajectories and away from gangs, drug use, crime, and ennui. This article provides a definition for the term creative youth development, describes core characteristics of CYD programs, and briefly describes four CYD programs. It provides background on the origins and history of creative youth development, including current advances in the field and signs the field is coalescing. The article describes creative youth development in the larger contexts of arts education and of education reform. Lastly, the article discusses policy, funding, and research needs and opportunities and provides questions for consideration."]
[4.0615763664245605, 2.8001391887664795, "Aims: This rapid review explores the role of arts activities in promoting the mental wellbeing and resilience of children and young people aged between 11 and 18 years.\nMethods: A systematic search of the literature was undertaken across 18 databases; no date limit was set on publication. Search terms included a range of creative activities: music, dance, singing, drama and visual arts; these were combined with terms linked to aspects of mental health, emotional wellbeing and resilience. Only studies related to activities that took place within community settings and those related to extracurricular activities based within schools were included.\nResults: Following the application of inclusion and exclusion criteria, eight papers were included in the review. The interventions used in the studies were diverse and the research was heterogeneous; therefore, narrative synthesis of the results was conducted. The findings from the studies are considered in terms of the contribution the activities make to building resilience of children and young people. It was found that participating in arts activities can have a positive effect on self-confidence, self-esteem, relationship building and a sense of belonging, qualities which have been associated with resilience and mental wellbeing.\nConclusions: Although the research evidence is limited, there is some support for providing structured group arts activities to help build resilience and contribute to positive mental wellbeing of children and young people."]
[8.905959129333496, -13.226123809814453, "Cultural organisations often serve as guardians of cultural heritage and, as such, cultural sustainability depends on their ongoing vitality. Many organisations in the cultural sector are, however, presently experiencing intense financial pressures. With their traditional sources of funding being progressively cut off, such organisations are focusing increasingly on monetary donations and the volunteering of time on the part of the general public to help plug the financial gap. Promoting and managing such pro-social behaviours can, however, be costly activities in themselves, so it is critical for cultural organisations to be able to target those segments of the public with the greatest propensity to give. This study sets out to address that need. The findings indicate that individuals who were involved in cultural activities as children are statistically more likely to volunteer their time in later life, not only with cultural organisations but also with good causes in general. In certain circumstances, this is also true of donating money. The cultural organisations benefiting from these pro-social behaviours need not be those with which the individual was involved in their childhood; nor need they be associated with the same form of culture. Importantly, continuous involvement in an activity from childhood into adulthood is not a necessary pre-condition for pro-social behaviour in later life."]
[8.162006378173828, -5.556902885437012, "The Arts Council of Northeast Louisiana firmly believes that every child should have the opportunity to participate in arts education. Arts accessibility makes children well-rounded, and we believe that children who study arts grow up to contribute to their communities greatly. Study after study shows that arts education is positively correlated with higher attendance, graduation rates, and standardized test scores (Scheuler, 2010). Children involved in arts are less likely to be\nsuspended out-of-school than those without arts, and when they grow up, they are 26 percent less likely to be arrested than adults who did not have arts education. Additionally, \u201cstudents of the arts are significantly more optimistic about their chances to attend college than non-arts students,\u201d and they are 55 percent more likely to attend postsecondary school than non-arts students (Elpus, 2013). We believe all children in northeast Louisiana should have the chance to study arts."]
[1.589411973953247, 14.056543350219727, "The structure of children's responses to art and efforts in making art were examined on a random sample of New Zealand schoolchildren, ages 8-9 and 12-13. Participants completed a set of 6 performance assessment tasks in aesthetic perception and artistic production. Factor analysis and multivariate analysis of variance were used to investigate the underlying structure among the tasks, and to look at the relationships among the factors of aesthetic perception and artistic production, with age, gender, and socio-economic status. Results indicated that a 2 factor solution was robust over age and gender combinations. Also, gender, age, and socio-economic status were all related to both production and perception factors."]
[-9.59813404083252, -1.9177987575531006, "Issue addressed: The Torres Indigenous Hip Hop Project (the Project) was conducted in the Torres and Northern Peninsula Area of Queensland during early 2010. This paper provides a critical analysis of project outcomes and identifies criteria that may form a suitable framework for the assessment of proposals for sexual health promotion using performing arts-based approaches in Aboriginal and Torres Strait Islander settings.\n\nMethods: A case study method was used. The first phase of analysis assessed whether project objectives were met using data collected during project planning and implementation. The second phase used these findings, augmented by interviews with key personnel, to respond to the question 'How could this be done better?'.\n\nResults: The Project required significant human and organisational implementation support. The project was successful in facilitating event-specific community mobilisation. It raised awareness of sexual health disadvantage and engaged effectively with the target group. It laid important groundwork to progress school-based and community mechanisms to address regional youth disadvantage. Against these benefits are issues of opportunity cost and the need for ongoing resources to capitalise on the opportunities created.\n\nConclusions: With substantial support and planning, such approaches can play an important role in engaging young people and bridging the gap between clinical interventions and improvements in health deriving from community-driven strategies. SO WHAT? This paper contributes to existing literature by identifying key elements of an effective approach to using performing arts in sexual health promotion in Aboriginal and Torres Strait Islander settings. It also provides guidance when consideration is being given to investment in resource-intensive health promotion initiatives."]
[-2.933246612548828, 4.314142227172852, "Aims:This literature review aims to illustrate the variety and multitude of studies showing that participation in arts activities and clinical arts interventions can be beneficial for citizens with mental and physical health problems. The article is focused on mental health benefits because this is an emerging field in the Nordic countries where evidence is demanded from national health agencies that face an increasing number of citizens with poor mental health and a need for non-medical interventions and programmes.\nMethods:A total of 20 articles of interest were drawn from a wider literature review. Studies were identified through the search engines: Cochrane Library, Primo, Ebscohost, ProQuest, Web of Science, CINAHL, PsycINFO, PubMed and Design and Applied Arts Index. Search words included the following: arts engagement + health/hospital/recovery, arts + hospital/evidence/wellbeing, evidence-based health practice, participatory arts for wellbeing, health + poetry/literature/dance/singing/music/community arts, arts health cost-effectiveness and creative art or creative activity + health/hospital/recovery/mental health. The inclusion criteria for studies were (1) peer review and (2) empirical data.\nResults:The studies document that participation in activities in a spectrum from clinical arts interventions to non-clinical participatory arts programmes is beneficial and an effective way of using engagement in the arts to promote holistic approaches with health benefits. Engagement in specially designed arts activities or arts therapies can reduce physical symptoms and improve mental health issues.\nConclusion:Based on the growing evidence of the arts as a tool for enhancing mental health wellbeing, and in line with the global challenges in health, we suggest that participatory arts activities and clinical arts interventions are made more widely available in health and social settings. It is well-documented that such activities can be used as non-medical interventions to promote public health and wellbeing."]
[-4.673349380493164, 9.833342552185059, "Background: Healthcare institutions have embraced arts programs as a means of improving the patient experience. While some evidence demonstrates that integrating artwork into clinical settings can improve aspects of patient satisfaction, few randomized controlled trials (RCTs) have linked specific design features or interventions directly to health care outcomes. Methods: We designed a RCT to examine (1) whether placing a painting by a local artist in the line-of-vision of a hospitalized patient improves clinical outcomes and patient satisfaction, and (2) whether having patients choose their own painting offers even greater benefit. From 2014- 2016, we enrolled 186 inpatients with a cancer diagnosis from Penn State Cancer Institute and randomly assigned them to one of three groups: (1) those who chose the painting displayed in their rooms (n=74); (2) those whose painting was randomly selected (n=69); and (3) those with no painting in their rooms, only white boards in their line of vision (n=43). We assessed anxiety, mood, depression, QOL, perceptions of hospital environment, sense of control/influence, selfreported pain, and length of stay, and comparisons were made between patients with paintings versus those without paintings, as well as between those with a choice versus those with no choice regarding the artwork in their rooms. At the conclusion of the study, we held focus groups and one-on-one interviews with participants and used thematic analysis to identify qualitative themes. Results: There were no statistically significant differences in anxiety, mood, depression, QOL, perceptions of hospital environment, sense of control/influence, self-reported pain, and length of stay across the three groups. However, patients in the two groups with paintings did report significantly improved perceptions of the hospital environment compared to those without paintings, specifically that their rooms were more interesting (p=0.002), colorful (p=0.026), 3 tasteful (p=0.016), ornate (p=0.007), attractive (p=0.005), and pleasant (p=0.044). Qualitative themes reinforced the value of having artwork, particularly with regard to offsetting the medical aspects of the room, 'transporting' patients from their suffering, humanizing the healthcare environment, and giving people a degree of control. Participants also identified areas for programmatic improvement. Conclusions: Given that healthcare administrators are under strong pressures to control or reduce costs and yet increase care quality and patient satisfaction, integrating artwork into inpatient rooms may represent one way to systematically improve perceptions of the institution and the patient experience."]
[-0.14612840116024017, -4.8403120040893555, "Background and Objectives: Activities that provide positive emotions, meaningful social interaction, and psychological stimulation can bolster well-being throughout life. We tested a model of psychological benefit from, and age differences in, adult ticket buyers' involvement with a large regional theatre. Research Design and Methods: We sent online surveys to Actors Theatre of Louisville ticketbuyers, measuring involvement with the theatre, satisfaction/enjoyment, social engagement, flow, and sense of belonging while attending, and well-being. Structural models (N = 496) tested a model of well-being and age differences; focus groups of older subscribers (N = 20) elaborated quantitative findings. Results: As hypothesized, theatre involvement was indirectly related to satisfaction and enjoyment of the theatre, hedonic well-being, and social functioning, through the psychosocial benefits of flow, social engagement, and belonging. Age moderated the model relationships: involvement was more strongly related to benefits for younger than older participants, but there were no age differences in the relationship between benefits and well-being. Focus group participants articulated how theatre contributes to a sense of community and pride of place, connecting individual well-being to community well-being. Discussion and Implications: Involvement in performing arts organizations may have lifelong benefits. The relationship between involvement and psychosocial benefit may be particularly strong for younger audience members despite the fact that older adults have more involvement. Older adults with long-term involvement appear to benefit even when they reduce their involvement. Our qualitative findings underscore the great richness of experience that younger generations might lose as a result of lower participation."]
[4.353588581085205, 15.346946716308594, "Museums and schools have a long history of working together to facilitate students' learning in and through the arts. While art museums have traditionally served school audiences through a range of single-visit tours, increasingly they are offering more extensive school programs in an effort to provide students with in-depth, comprehensive learning experiences. Studies suggest that as many as half of American museums offer some form of a multiple-visit school program where students might visit the museum from two to ten times a year (Wetterlund & Sayre, 2003). Many other museums offer extended experiences such as pre- and post-visit activities in the classroom (Adams, Luke & Manuel, 2003; IMLS, 2002)"]
[1.6172270774841309, 16.038949966430664, "The authors ask if participating in an early-childhood theater production improves pretend play and cooperation among preschoolers. They examined play sessions immediately before and after productions of interactive earlychildhood performances at Imagination Stage, Inc. and measured children' engagement, cooperation, pretense, and misbehavior. They found that participating in the performances enhanced the cooperation and pretense of preschoolers. The authors discuss their results in relation to the role of the arts and of play in early creativity and social-competence development. Key words: cooperation; creativity; early-childhood development and the arts; make-believe; pretense; social competence"]
[-0.06815981864929199, 12.115121841430664, "Characteristics of children's paintings have been suggested considered for application in public art since they are known to positively evoke a sense of well-being when people see them. This study aims to understand the impact of artistic features from children's drawings on people's well-being; then analyzing the adaptive design principles of 3D public art featuring children's paintings on people's happiness; and finally, exploring the influence of 3D public art featuring children's paintings on improving public spaces and enhancing people's well-being. The results lead to proposing a conceptual framework for public artworks in public spaces for improving people's happiness. The proposed conceptual framework recommends that, by applying the visual and thinking features of children's paintings to public art, artists can design high-quality artworks suitable for a city, which could improve people's happiness in public spaces. This study recommends further research into how public art can promote public spaces and shape the urban culture. It contributes to enhancing the quality of public art and public spaces, and inspiring a sense of well-being among citizens through the use of appropriate public art. The results are significant because they will help artists to create more high-quality public artworks for urban public spaces in order to evoke people's happiness."]
[0.2608968913555145, 1.6621366739273071, "Transition Space at the Museum is a community arts-based group program aiming to foster the psychosocial rehabilitation of adolescents and young adults with mental health problems. In this pilot evaluation, we assessed the preliminary effectiveness of the program at improving participants' well-being and social functioning. Following a mixed-methods, single-group, repeated-measures design, we collected data before, during, and after program from participants, clinicians, and close relatives using standardized questionnaires and semi-structured interviews. We found converging quantitative and qualitative results supporting the safety and potential of the program to improve the way participants feel and function socially in the short term. (PsycInfo Database Record (c) 2021 APA, all rights reserved)"]
[-0.7823619842529297, -5.029529094696045, "Introduction: Intergenerational programs have been touted to address the generation gaps and isolation of older adults. Mutual contact alone has produced mixed results, but attention to the intergenerational program content demonstrates well-being benefits. This practice-based article examines the benefits of creating and performing ensemble-created plays to older adults' and university students' well-being and the key processes that promote well-being.\nMethod: This community participatory research project involved older adults as researchers as well as research subjects. Individual semistructured interviews were conducted by two trained interviewers with older adults (n = 15) and university students (n = 17).\nResults: Professional dramaturgical processes of storytelling, reminiscence, and playfulness were key elements in participants' generative learning. They augmented older adults' and university students' ability to understand their situations and try innovative solutions. Skills such as openness, flexibility, and adaptation transferred into students' and older adults' daily lives.\nConclusion: Participating in this intergenerational theatre group reduced ageism and improved intergenerational relationships. It increased older adults' and university students' well-being by building social networks, confidence, and self-esteem and developed a sense of social justice, empathy, and support for others.\nKeywords: aging; community-based participatory research; drama; health promotion; intergenerational; older adults; prevention; students."]
[9.102389335632324, 8.585213661193848, "Inhalant abuse is a significant public health problem that disproportionately affects adolescents. It is therefore critical to advance research on effective interventions to treat this vulnerable population. Because inhalant abuse is well known to compromise neuropsychological functioning, learning, and memory, it creates challenges for language-based psychotherapy. The purpose of this research is to study the effect of a new multimodal therapy\u2014which we refer to as recorded music expressive arts (RMEA)\u2014on symptom reduction and enhanced coping. Through a single case design (16-week ABA design: 3-week baseline, 10-week intervention, and 3-week postintervention), RMEA (involving song- writing, recording, and music production) was evaluated for effectiveness in psychotherapy with a 14-year-old White male, who was experiencing significant neuropsychological sequelae secondary to 3 months of inhalant abuse. It was hypothesized that the RMEA intervention would (a) ameliorate symptoms of depression as measured by the Beck Depression Inventory II and the Symptom Checklist- 90-R, (b) reduce psychiatric symptoms as measured by the Symptom Checklist-90-R, and (c) increase the use of adaptive coping strategies as measured by Adolescent Coping Orientation to Problems Experi- enced. Visual inspection of scale score trends partially supported Hypothesis 1 and more strongly supported Hypothesis 2 and 3. The results suggest that RMEA may be promising in further research with adolescent mental health, especially with those individuals who are in treatment for inhalant abuse\u2014an often difficult-to-treat population refractory to language-based therapeutic approaches. "]
[1.7443090677261353, 9.319056510925293, "We've collected information from a variety of sources, and the results are overwhelming:  art helps troubled youth, engendering less stress, healthier emotions, and stronger academic performance. This special report provides strong evidence through studies and youth testimonials."]
[-14.341446876525879, -1.6847361326217651, "Background: Efforts to confront the type 2 diabetes (T2D) epidemic have been stymied by an absence of effective communication on policy fronts. Whether art can be harnessed to reframe the T2D discourse from an individual, biomedical problem to a multilevel, communal and social problem is not known.\n\nMethod: We explored whether spoken word workshops enable young artists of color to convey a critical consciousness about T2D. The Bigger Picture fosters creation and dissemination of art to shift from the narrow biomedical model toward a comprehensive socioecological model (SEM). Workshops offer (1) public health content, (2) writing exercises, and (3) feedback on drafts. Based on Freire and Boal's participatory pedagogy, workshops encourage youth to tap into their lived experiences when creating poetry. We analyzed changes in public health literary and activation among participants and mapped poems onto the SEM to assess whether their poetry conveyed the multilevel perspective critical to public health literacy.\n\nResults: Participants reported significant increases in personal relevance of T2D prevention, T2D discussions with peers, concern about corporations' targeted marketing, and interest in community organizing to confront the epidemic. Across stanzas, nearly all poems (95%) featured >three of five SEM levels (systemic forces, sectors of influence, societal norms, behavioral settings, individual factors); three-quarters (78%) featured >four levels.\n\nConclusions: Engaging youth poets of color to develop artistic content to combat T2D can increase their public health literary and social activation and foster compelling art that communicates how complex, multilevel forces interact to generate disease and disease disparities."]
[5.469839096069336, -0.598797619342804, "Many youth experience declines in psychosocial well-being during the transition from high school to postsecondary. Hypothesizing that extracurricular activity involvement in high school functions as a resource factor, the current study examines type and breadth as predictors of psychosocial well-being one year postsecondary. The sample (N=4070) consisted of students from diverse ethnic-racial and socio-economic status backgrounds (30% Latinx; 60% had a parent without a college degree; 47% cisgender female). Eleventh grade involvement in sports was linked with lower loneliness, social anxiety, and depressive symptoms, and higher self-worth, whereas special interest clubs were associated with lower social anxiety and depressive symptoms. Examining breadth, one or two activities were linked with optimal psychosocial well-being. The results suggest that sports and special interest clubs, and up to two activity domains, are associated with optimal psychosocial well-being, providing recommendations for extracurricular programming and youth involvement."]
[9.92876148223877, -6.691651821136475, "This study presents a detailed demographic profile of the arts educators working in the public schools of the United States. Using data from the 2011-2012 wave of the National Center for Education Statistics Schools and Staffing Survey, a complete descriptive profile of arts educators overall and within the disciplines of visual art, music, dance, and theater was generated. Specifically, the study presents the profile of arts educators in terms of gender, race/ethnicity, marital status, age, years of experience in the classroom, educational attainment, state teacher certification status, route to teacher certification, National Board for Professional Teaching Standards certification status, full-time/part-time school employment status, and average/median salary. Comparisons among the arts disciplines and between arts and non-arts disciplines are presented as well as analyses for systematic differences in the profiles of arts educators working at differing kinds of schools. Findings indicate that, generally, arts educators look similar to the corps of non-arts educators with a few key differences. These key differences include racial/ethnic diversity (arts educators are more racially homogenous than non-arts educators), gender (arts educators are more likely to be male, driven primarily by the number of male music educators at the high school level), and full-time/part-time status (arts educators are more likely to be employed parttime)."]
[-3.1698694229125977, -4.845353126525879, "Little is known about fostering sustainable, collaborative community-academic partnerships that effectively improve physical activity and health in residents of under resourced communities using Participatory Action Research (PAR) driven models. The purpose of this PAR study was to evaluate the impact of an urban, intergenerational, and physical activity dance program by identifying community preferred measurable outcomes that promote program participation and sustainability. A descriptive, qualitative design was employed using semi-structured interview guides to facilitate discussions for two adult focus groups and one youth focus group. Exactly 19 community-residing adults and six youth who lived in urban neighborhoods in West Philadelphia participated in the discussions. The audiotapes were transcribed and analyzed using directed content analysis. Five outcome themes emerged and included: (1). Enhancing the psychological and emotional well-being of the individual, (2). Enhancement of social well-being and management of interpersonal relationships and responsibilities (3). Enhancing and promoting physiologic well-being (4). Changes in health promoting behaviors and skill acquisition, and (5). Concerns about accessibility of dance for health and other physical activity programs in the community. Focused attention to measuring community preferred outcomes can promote sustainability of Dance for Health and possibly other urban-based physical activity dance programs."]
[-1.4607807397842407, 8.984694480895996, "Background: Children with physical health long-term conditions (LTCs) have increased risk of mental health difficulties relative to healthy peers. However, availability of psychological support integrated into pediatric physical health settings is limited, and there are long waiting times for access to child mental health services. Arts-based therapies involve using creative media to develop a therapeutic relationship, and offer a potential alternative to talking-based therapies. The aim of this systematic review is to establish the effectiveness of arts-based therapies for improving the mental health of children with physical health LTCs.\nMethods: The review protocol was published on PROSPERO. Four electronic databases were searched (Medline, Embase, Cinahl, and PsycINFO), plus hand searches of two key journals and relevant reviews, and forward/back citations searches of selected articles were conducted. The Effective Public Health Practice Project (EPHPP) Quality Assessment Tool was used to assess bias in selected articles. Second reviewers completed 10% of article screening and 20% of bias assessments. The findings were synthesized narratively.\nResults: Sixteen studies met inclusion criteria and demonstrated some improvements on indicators of mental health and well-being including quality of life, coping behaviors, anxiety, self-concept, and mood. However, replication across interventions and outcomes was absent. Overall, the quality of evidence of effectiveness in the studies reviewed was moderate/weak. This was due to bias in study design; other limitations included a lack of detail on intervention components, e.g., use of a manual, and single recruitment sites.\nConclusions: The heterogeneity of existing research evaluating arts-based therapies for children with physical health LTCs limits conclusions about effectiveness. Suggestions are made to inform the design of future research studies to help build a robust evidence base."]
[-9.215147018432617, 2.5750253200531006, "Objective:\nDigital storytelling and other methods of self-expression and autobiography have become an increasingly important tool for those working with young people, including those from migrant, refugee or other 'culturally diverse' backgrounds. A structured scoping review was undertaken to better understand the potential value and challenges of using digital stories to promote the health and well-being of these diverse groups of young people and to identify key knowledge gaps.\nDesign:\nThe review process comprised a systematic search of the literature and strategic consultations with professionals working with young people in the area of sexual and reproductive health promotion and care. A descriptive-analytic method was used to collate and synthesise the literature and apply narrative and thematic analyses.\nResults:\nIn total, 28 papers were deemed eligible for inclusion. Findings are presented as two analyses: what is known from the literature and key knowledge gaps. Identified themes included the use of digital stories as social activism and as research intervention, recognition of digital stories as complex terrain and recommendations for good practice. Three key gaps of particular relevance to our research aims were identified. These were (1) the lack of digital stories on sexual health and relationships by 'culturally diverse' young people in Australia, (2) the need for discussion of the ethical considerations of using digital storytelling and related methods in sexual health fields and (3) the value of exploring opportunities to employ digital methods as self-representation and autobiography to generate new knowledge and build organisational capacity.\nConclusion:\nAs confirmed in discussions with professionals working in the youth, migrant and sexual health sectors, the literature highlighted the many potential applications of digital storytelling to promoting the sexual health and well-being of young people from diverse backgrounds. Additional research is required to understand the particular ethical and contextual issues shaping, and at times constraining, this engagement in specific cultural contexts."]
[11.0442533493042, 4.9846367835998535, "Amid robust debates about the impact of music on the lives of young people, empirically validated measures of music engagement are absent. The present study builds on the construction of the Individual and Community Empowerment (ICE) inventory, a measure to capture different types of empowerment and different types of risk potential from rap music engagement. The scientific intent of the scale development and the present validation study was to test the simultaneous presence of empowerment and risk associated with music engagement and its application to the individual and community. A unique sample existed for the present study in comparison to the original, with the bulk of respondents being first-year college students and White. Results of the present study suggest that the ICE inventory is an effective and comparative measure of risk and empowerment. Major findings about the instrument' utility were replicated, but results were divergent from original research on certain demographic trends with respect to gender, age, and race/ethnicity. Empowering and risky music engagement scale means were higher among male and younger respondents. White respondents had significantly lower mean scores than all other groups on empowerment scales, and African Americans had lower scores on the individual risk scale than other groups. Each result suggests the need for additional research. The validation of the ICE inventory offers promise for helping to collect, organize, and interpret new data on associations between music engagement and desirable health and well-being outcomes."]
[1.5462768077850342, 6.536118984222412, "The COVID-19 pandemic has had a significant impact on youth, including through increased isolation, the transition to online schooling, decreased access to arts and sports programming, exposure to illness, and anxiety. The pandemic has also affected the delivery of therapeutic services at a time when youth have needed more help building coping skills and reducing stress. Creative arts and movement therapies promote creativity and adaptability to better develop cognitive flexibility1 while enhancing self-regulation and self-direction, adaptive skills that are protective in the face of stress.2 Creative arts and movement-based group therapies delivered through community settings\u2014such as resettlement agencies, schools, and community recreation centers\u2014are feasible, cost-effective, and increase accessibility, especially for populations often underrepresented in the therapeutic space.3 Offering such interventions at the group level benefits both those who are experiencing significant stress and anxiety4,5 and those who are not experiencing such symptoms, as they still reap the long-term benefits of building stress-relaxation and emotion regulation skills. Having previously demonstrated the efficacy of art therapy (AT) and dance/movement therapy (DMT) in improving posttraumatic stress and anxiety symptoms for youth,4,5 our laboratory\u2014the Stress, Trauma, and Anxiety Research Clinic\u2014shifted programming to virtual formats, in partnerships with local resettlement agencies and schools."]
[-1.5249524116516113, 12.599023818969727, "Purpose: The purpose of this work was to review scientific publications related to the use of visual arts in pediatric hospitals.\n\nBackground: Visual arts, particularly painting, have historically played an important role in the design and atmosphere of healthcare spaces, especially hospitals.\n\nMethods: From 2000 to 2019, 79 publications located in relevant databases and manual searches were identified and analyzed.\n\nResults: Sixty of these publications include empirical studies and 19 theoretical models, comments, or reflections on the use of art in children's hospitals. Their analysis allows us to differentiate four groups of works: (a) \"environmental\" includes works whose purpose is to know how visual artistic interventions in the hospital can affect the people who see them, mainly pediatric patients, families, and health workers; (b) \"participatory\" includes studies aimed at knowing the effect of developing visual arts activities in the hospital; (c) \"exploratory\" includes works whose purpose was to know more about the children's perspective using their artistic expressions; and (d) \"diagnostic\" includes those that use children's drawings as a tool to diagnose diverse processes related to the pediatric patients' experience.\n\nConclusions: Taken together, the works we analyzed in our study support the use of visual arts in hospitals as a resource to enhance the well-being of children and families and their experience in the hospital. We indicate two particularly relevant aspects in this sense: the importance of the visual arts in improving the symbolic quality of hospitalization settings and the communication processes that occur in these environments."]
[-3.667067527770996, 4.1319708824157715, "Over the past two decades, there has been a major increase in research into the effects of the arts on health and well-being, alongside developments in practice and policy activities in different countries across the WHO European Region and further afield. This report synthesizes the global evidence on the role of the arts in improving health and well-being, with a specific focus on the WHO European Region. Results from over 3000 studies identified a major role for the arts in the prevention of ill health, promotion of health, and management and treatment of illness across the lifespan. The reviewed evidence included study designs such as uncontrolled pilot studies, case studies, small-scale cross-sectional surveys, nationally representative longitudinal cohort studies, community-wide ethnographies and randomized controlled trials from diverse disciplines. The beneficial impact of the arts could be furthered through acknowledging and acting on the growing evidence base; promoting arts engagement at the individual, local and national levels; and supporting cross-sectoral collaboration."]
[-12.047164916992188, 4.027566909790039, "Introduction: Adolescence and young adulthood are especially critical times to learn about mental health, given that 75% of mental health issues are developed by the age of 24. Animations have great potential to effectively deliver mental health information to young people. A series of five short animated films to promote mental health literacy were created with and for young people in partnership with the multi-award-winning independent animation studio, Aardman Animations. The aim of this study was to explore young people's perceptions of the cocreated animated films.\n\nMethods: Seven Youth Juries were conducted to capture young people's opinions and recommendations about the content related to mental health literacy and presentation style of the cocreated animated films. Thematic analysis was used to analyse the audio transcripts.\n\nResults: Many participants reported a view that the animated films had the potential to promote mental health literacy, especially for understanding mental health and reducing stigma. Some recommendations were provided to improve the films, such as including subtitles and having a better transition to the companion website.\n\nConclusion: Cocreated animations have great potential to promote the mental health literacy of young people. We hope that the findings from the present study will inform future media development to make them as effective as possible.\n\nPatient or public contribution: Young people were actively involved in the development, production, implementation and evaluation (up to the time before data analysis) of the animated films."]
[5.131340980529785, -5.595468521118164, "Background Engaging in the arts is a health-related behavior that may be influenced by social inequalities. While it is generally accepted that there is a social gradient in traditional arts and cultural activities, such as attending classical music performances and museums, previous studies of arts engagement in the US have not adequately investigated whether similar demographic and socioeconomic factors are related to other forms of arts engagement.\nMethods\nUsing cross-sectional data from the General Social Survey (GSS) in the US, we examined which demographic, socioeconomic, residential, and health factors were associated with attendance at arts events, participation in arts activities, membership of creative groups, and being interested in (but not attending) arts events. We combined data from 1993 to 2016 in four analytical samples with a sample size of 8684 for arts events, 4372 for arts activities, 4268 for creative groups, and 2061 for interested non-attendees. Data were analysed using logistic regression.\nResults\nMore education was associated with increased levels of all types of arts engagement. Parental education demonstrated a similar association. Being female, compared to male, was also consistently associated with higher levels of engagement. Attendance at arts events was lower in participants with lower income and social class, poorer health, and those living in less urban areas. However, these factors were not associated with participation in arts activities or creative groups or being an interested non-attendee.\nConclusions\nOverall, we found evidence for a social gradient in attendance at arts events, which was not as pronounced in participation in arts activities or creative groups or interest in arts events. Given the many benefits of engagement in the arts for education, health, and wider welfare, our findings demonstrate the importance of identifying factors to reduce barriers to participation in the arts across all groups in society."]
[6.771176338195801, -7.315005302429199, "Using data from the 2012 Survey of Public Participation in the Arts, I investigate whether education' influence on the likelihood of visual and performing arts attendance in the USA varies by race-ethnicity. The results reveal that education increases the odds of attendance for both Whites and non-Whites, but it has a stronger impact upon the former than the latter. Unlike Whites, education' effect on attending visual and performing arts activities for non-Whites is insignificant for high school diploma recipients when compared to their counterparts with some college education.\nThese findings suggest a racial-ethnic bias in visual and performing arts attendance net of education that connects to the European roots of \u201clegitimate\u201d art in modern western society and the history of US racial discrimination. European Americans have dominated the USA' social institutions for centuries and have held prejudices against minorities' artistic capabilities since the colonial era. Consequentially, they could determine which arts genres provide valuable cultural capital. Conversely, minority art communities have only recently acquired the resources for self-sustainability. This likely limited their ability to develop formal institutions within their own communities to support the arts."]
[-2.2188515663146973, 2.8077163696289062, "This participatory insight analysis aims to synthesise available evidence on the effects of arts engagement for youth with depression & anxiety. It co-produces knowledge with lived experience experts through multi-modal arts workshops that culminate in the creation of an artistic showcase of individual and collective experiences of navigating the ill-health - wellness trajectory."]
[9.584672927856445, -3.2090420722961426, "This review synthesizes previous research findings regarding the benefits of arts education, particularly in the visual arts, to suggest future educational directions in the United States. It recognizes the current trend in public education emphasizing accountability, which has resulted in diminishing attention to arts education. Participation in arts education may not directly result in improved achievement on standardized tests; however, arts education benefits students in several critical ways, improving students' mental health, self-confidence, and life skills. Arts education also helps foster creativity, and sustains the natural creativity of young children. Suggestions for future research directions in education are discussed."]
[-8.574697494506836, 13.625269889831543, "The visual art programme was an approach used to facilitate students' discovery of personal knowledge of empathy. The research programme constituted the first phase of an existing theory course in empathy. It involved a visual-verbal-writing process in which a reproduction of Edvard Munch's The Sick Child was studied and interpreted with a focus on personal knowledge of empathy. Data were collected from two university colleges of health sciences in Sweden during a period of 4 years (1995-1998). Student nurses (n = 428) in the undergraduate programme served as the study population. In the first stage, the students worked alone on written reports. Then, in small-groups, they discussed whether the picture facilitated the discovery of a personal knowledge of empathy. The results showed that the visual art programme stimulated the students to discuss and write about empathy. The ambiguity in the painting and the relaxed study situation was favourable to the students' discovery of their personal knowledge of empathy.\n"]
[6.059985160827637, -12.395233154296875, "Enriching our culture and engaging diverse and underserved communities, small arts organizations pop up, flourish, and sometimes flounder, mostly under the philanthropic radar. They often foster artistic expressions not adequately served by larger organizations. From Alliance for California Traditional Arts' (ACTA) intermediary work in the Community Leadership Project 1 and our joint field research on small organizations for the James Irvine Foundation-funded report California' Arts and Cultural Ecology (2011), we've learned how small arts nonprofits are undercounted, how broad ranging, sustainable, and valuable they are, and how they differ from larger organizations. Sharing ways that funders can better work with smaller arts nonprofits to further their missions, we urge philanthropy to nurture a fuller range of artistic expression in our contemporary world."]
[3.5698630809783936, -12.114983558654785, "This paper enters the increasingly complicated literature examining art' relationship with neighborhood change, adding to it a specific look at the peculiarly information and communication technology-based artistic genre, media arts, vis-a-vis community media arts organizations (MAOs). Using the National Alliance for Media Arts and Culture' (NAMAC) 2010 Mapping the Field Arts survey, we conduct a mixed methods research design, encompassing qualitative and quantitative analysis, with GISrecovered Census and American Community Survey data in support, to determine what relationship, if any, exists between an MAO and its surrounding community, and to what extent an MAO' organizational mission affects this relation. In service of these questions, we address two gaps we perceive in the literature. First, rather than rely on arbitrary and potentially misleading timeframes, we identified the exact move-in year for each of the project' 114 arts organizations to calculate discrete neighborhood changes in the five years before and after an MAO' arrival in a neighborhood. Second, we hypothesize that in addition to art form and industrial sector, organizational mission has directive and predictive power over an MAO' community outreach and effect on/attitude towards neighborhood change. Our evidence suggests media arts organizations do not directly contribute to neighborhood change; more likely they either follow or reinforce development processes already underway. However, we do find not all media arts organizations are the same: organizational missions often predict the distinctive relations media arts organizations will share with their surrounding communities, reminding us of the great consequence initiating institutional agenda and convention can have on urban development."]
[-8.728778839111328, -8.020889282226562, "Youth development organizations have a common commitment to young people' physical, emotional, and educational growth and development. A youth-centered atmosphere where young people feel supported and empowered by the community distinguishes successful programs from others that approach programming without considering young people the most important stakeholders. Programs serve youth best when the environments in which they function are intentionally inclusive, multicultural, and systematically nondiscriminatory. A safe and supportive place in which to develop an identity and confront the tough issues and extraordinary pressures of growing up is at the core of youth development environments that make a real difference. Some of the best youth development programs also make the successful link between volunteerism and positive mental health and support the concept that community service is an important component of subsequent civic engagement."]
[-4.793997287750244, 0.7590830326080322, "Based on multiple interviews and observations in St Petersburg, Russia 2016-2021, this article suggests using the theory of sustainable well-being to describe the nexus of sticker art as youth cultural engagement and working life. We assume that this theoretical toolkit is applicable to the analysis of the dynamic relationships between various spheres of young people's lives and tensions caused by diverse societal structures. Our scrutiny reveals that engagement with sticker art may be involved in the quest for well-being and filling voids that working life has failed to fill at the material and ontological levels. The article approaches the post-Fordist work ethic critically, likewise the excessive encroachment of work on young people's lives. The paper challenges the assumptions of the primacy of work in meeting young people's basic needs and analyses how young people acquire personal value through their engagements in DIY youth culture."]
[-7.925956726074219, -7.548129081726074, "This article describes the development and evaluation of an after-school curriculum designed to prepare adolescents to prevent violence through community change. This curriculum, part of the Youth Empowerment Solutions for Peaceful Communities (YES) program, is guided by empowerment and ecological theories within a positive youth development context. YES is designed to enhance the capacity of adolescents and adults to work together to plan and implement community change projects. The youth curriculum is organized around six themed units: (a) Youth as Leaders, (b) Learning about Our Community, (c) Improving Our Community, (d) Building Intergenerational Partnerships, (e) Planning for Change, and (f) Action and Reflection. The curriculum was developed through an iterative process. Initially, program staff members documented their activities with youth. These outlines were formalized as curriculum sessions. Each session was reviewed by the program and research staff and revised based on underlying theory and practical application. The curriculum process evaluation includes staff and youth feedback. This theoretically based, field-tested curriculum is designed to be easily adapted and implemented in a diverse range of communities."]
[-0.07767995446920395, -13.47934627532959, "This article takes a look at 624 neighborhood maps, drawn by students aged 8 to 18 years from 24 countries, between 2017 and 2018. The maps were made as part of an online cultural exchange program called Out of Eden Learn, developed at Project Zero at the Harvard Graduate School of Education. In honor of Dr. Ellen Winner, a preliminary analysis of the maps is offered using The Studio Thinking framework as a lens. Developed by Winner and her colleagues, the Studio Thinking framework identifies eight habits of mind\u2014sometimes called thinking dispositions\u2014that are characteristic of high-quality thinking in the arts and elsewhere. The article focuses on three of these dispositions in particular: Envision, Observe, and Express. With a twist, it also says a few words about a fourth, Understanding Art World."]
[-8.00654125213623, -4.702909469604492, "Coming of age in an urban setting presents both opportunities and challenges for development and learning. In this paper, I illustrate the importance of understanding the ways in which marginalized young people respond to, resist, and are shaped by complex traumas stemming from structural oppression as a result of ongoing colonial and racial violence. I offer \u201cyouthspaces\u201d as a framework that centers those with direct experiences of oppression as trauma as experts and cultural producers to envision a more socially just future-world and imagine things as though they could be otherwise. Five guiding principles and a living curriculum are offered for co-creating humanizing spaces with youth grounded in radical imagining, belonging, and collective creative inquiry. This work provides researchers, youth workers, young people, community organizers, activists, and educators a toolkit for conceptualizing, designing, and implementing praxis for critical consciousness and more effective, culturally sustaining programming, services and policies."]
[-10.276997566223145, -4.167750835418701, "There is an array of youth participatory approaches relevant to health equity efforts in community psychology, adolescent health, youth development, and education. While they share some commonalities, they also reflect important distinctions regarding key processes and intended level of impact. Here, we consider the following: (a) youth-led participatory action research (YPAR), (b) youth organizing (YO), (c) youth-led planning, (d) human-centered design, (e) participatory arts, and (f) youth advisory boards. Informed by community psychology theories on empowerment and levels of change and social epidemiology frameworks that focus on the social determinants of health inequities, we aim to promote greater clarity in the conceptualization, implementation, and evaluation of youth participatory approaches; frame the \u201clandscape\u201d of youth participatory approaches and their similarities and differences; present an integrative review of the evidence regarding the impact of youth participatory approaches; and describe several illustrative cases so as to consider more deeply how some youth participatory approaches aim to influence the social determinants of health that lead to the physical embodiment of health inequities. We conclude by identifying areas of future policy- and practice-relevant research for advancing youth participation and health equity."]
[-5.47058629989624, -1.273758053779602, "Entertainment-education approaches to health promotion and disease prevention are a popular method for many interventions that target adolescents and young adults. This article documents how this approach is used to educate and influence young people about HIV/AIDS, other sexually transmitted diseases (STDs), and other health issues in the United States. A review of the literature is followed by a two-phase descriptive study of American youth performing arts entertainment-education programs. First, a quantitative survey was conducted among youth performing arts participants who were attending a national conference on the subject. This was followed by a qualitative survey among adult and youth conference attendees from established HIV/AIDS prevention youth performing arts programs. These two approaches provided detailed insight into the characteristics, approaches, and frameworks used to create, implement, and evaluate these entertainment-education efforts. Nine domains that define the effects and effectiveness of youth HIV prevention entertainment-education interventions are identified and described, including those related to performances, intervention management, and audiences. Given the importance of evaluation for the success and effectiveness of intervention programs, these domains are used to construct a framework for entertainment-education research and evaluation efforts."]
[-11.571250915527344, 5.434985637664795, "There have recently been a series of high-profile media controversies around inappropriate selfies taken by young self-portraitists at trauma memorial sites. Popular media critiques propose that the selfie is a self-centred and disrespectful response to traumatic histories. In this article, I consider such selfies in light of cultural shifts in second-person witnessing. I propose that these selfies prompt a rethink for theorists of witnessing. What can we learn from these selfies regarding the ways that young people, mobile technologies and social media are impacting the way people may respond to communal traumas?"]