This article reviews a year-long study at the Centre for the Arts in Human Development at Concordia University (Montreal, Canada). It analyses the results of a specialized adaptation of drama therapy for a group of preadolescent children with high-functioning Autism Spectrum Disorders. The procedure aimed at improving social skills and problem behaviours. Statistical results of the study are promising in demonstrating the efficacy of drama therapy in this domain.

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 "translation" 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.

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201)Over the last decade, global health research has taken a turn towards using knowledge generated through translation (from health professionals to the community) and dissemination (from research results to the wider audience). However, Greenhalgh and Wieringa (2011) suggest 'that while "translation" 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 article will look at how using participatory visual methodologies in global health research with children and youth facing global adversity incorporates the multiple functions of translation and dissemination 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.

This article reviews a six-month, collaborative, research project, sponsored by the Centre for the Arts in Human Development at Concordia University. The study investigated how ethnodramatherapy (EDT), a new method that integrates ethnodrama with drama therapy, could help adults with developmental disabilities (DD) to explore their lived experience of human relationships, including intimacy, romance and sexuality. EDT was used to create performance-based research on relationships, while also providing a supportive and therapeutic experience to group members. Results demonstrated the empowering effects of the participants expressing their authentic voice. Responses of the audience to a post-performance questionnaire were also analysed.

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The construct and predictive validity of Western process models of time management was examined in an African culture. Four hundred and seventy two (N = 472) Zimbabwean student teachers of a Shona cultural background took part in the study and the students varied by gender, age, college entry grade point and year of study. Students completed the Britton and Tesser (1991) Time Management Questionnaire. Factor analysis revealed that the time management processes of short term planning, perceived control of time, time attitude and long term planning were valid constructs for the sample of African students. However, when the students' self report time behaviours, time attitudes and demographic variables were regressed on College Grade Point Averages (CGPAs), only perceived control of time, short term planning, college entry grade point and gender singularly accounted for a significant proportion of the variance in CGPA. Findings are discussed with reference to the conceptual and practical issues in time management. ResumeLe construit et la validite predictive des modeles de processus occidentaux d'amenagement du temps ont fait l'objet d'une etude aupres d'une communaute culturelle africaine. Quatre cent soixante-douze (n = 472) future enseignants zimbabweens de culture chona y ont participe. L'echantillon comprenait des personnes de sexes et d'ages differents, dans diverses annees d'etudes, et admises au collegial avec des notes differentes. Toutes ont rempli le Time Management Questionnaire de Britton et Tesser (1991). L'analyse factorielle a revele que les processus d'amenagement du temps que sont la planification a court terme, 1'impression de controler le temps, l'attitude a l'egard du temps et la planification a long terme etaient des construits valables pour l'echantillon d'etudiants africains. Cependant, une analyse de regression des comportements et des attitudes a l'egard du temps que les sondes ont dit adopter, ainsi que des variables demographiques, sur les moyennes individuelles de fin d'annee a permis de constater que seuls 1'impression de controler le temps, la planification a court terme, la note a l'admission au collegial et le sexe expliquent un ecart significatif dans les moyennes individuelles de fin d'annee. Les resultats sont examines relativement aux aspects conceptuels et pratiques de l'amenagement du temps.

The Centre for the Arts in Human Development in Montreal has provided art, drama, music, and dance/movement therapies to adults with developmental disabilities for over 10 years with the goals of developing and enhancing self-esteem, social skills, and communication abilities. This report describes the development and purpose of the center, sustainability challenges, and efforts made to create community both within the center and with the community at large. Recommendations are made for intiating creative arts therapies centers in other locales.