Afterword

Baxter, Veronica; Low, Katharine E.

doi:10.5040/9781472584601.0007

Cited by 2 publications

(3 citation statements)

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“…The lack of inclusion of arts scholars means there is a lack of theory integrated into discussions on how the arts were expected to support the interventions delivered, and it is unclear what was actually done in practice with local artists. Arts scholarship does engage with some of these issues 31 but not always in an interdisciplinary way where it is linked to outcomes of interventions (hence not meeting our review inclusion criteria). The lack of social science input likely leads to a dominant focus of the literature on outcomes as opposed to the processes used to achieve these.…”

Section: Discussionmentioning

confidence: 99%

“…Given the growing global interest in arts-based approaches to health and child development interventions, there is a clear need to understand whether they are effective and, if so, how they work. There is a growing understanding of the effectiveness of arts-based approaches, 23–30 and much scholarship in this field from the arts disciplines engages with issues such the artistry or process of artistic performance or creativity, or the role of artistic practice in interrogating concepts or cultures, 31 32 but arts scholarship tends to focus less on evaluating interventions per se. Systematic reviews of the effectiveness of arts-based interventions in child health and development in LMICs are lacking.…”

Section: Introductionmentioning

confidence: 99%

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Coproduced, arts interventions for nurturing care (0–5 years) in low-income and middle-income countries (LMICs): a realist review

Gale,

Ahmed,

Diarra

et al. 2024

BMJ Open

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ObjectivesCommunity-based arts interventions have the potential to support contextually relevant nurturing care programmes and policies that adapt to different settings. Understanding the distinctive features of using the arts in local, culturally specific ways in low/middle-income countries (LMICs); how this varies by context; and gaining a better understanding of the perspectives on desirable outcomes for communities is important evidence that this review generates.DesignWe conducted a realist review of papers that covered outcomes related to child health or development (0–5 years) AND arts-based approaches AND community-based, participatory approaches AND based in LMICs using a range of databases and other networks. A coding framework was developed covering context, intervention, outcomes, mechanisms, study, sustainability, transferability and scalability.ResultsThe included papers reported 18 unique interventions. Interventions covered 14 countries, with evidence lacking for South America, Arab countries and parts of Africa. Lead authors came from mostly clinical science-based disciplines and from institutions in a different country to the country/countries studied. Intended outcomes from interventions included clinical, health systems/organisation, changes in practices/behaviours/knowledge/attitudes, and wider social and educational goals. We identified three demi-regularities (semi-predictable patterns or pathways of programme functioning): participatory design based on valuing different sources of expertise; dynamic adaptation of intervention to context; and community participation in arts-based approaches.ConclusionsOur findings suggest that arts-based, nurturing care interventions have greater potential when they include local knowledge, embed into existing infrastructures and there is a clear plan for ongoing resourcing of the intervention. Studies with better documentation of the lessons learnt, regarding the intervention delivery process and the power dynamics involved, are needed to better understand what works, for whom and in which contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Coproduced, arts interventions for nurturing care (0–5 years) in low-income and middle-income countries (LMICs): a realist review

Gale,

Ahmed,

Diarra

et al. 2024

BMJ Open

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“…Theatre facilitators engaging in processes and activities that explore personal narratives and/or LGBTQQ issues can find themselves having to navigate the gray area that exists between theatre (arts) in health practice and drama therapy. Drama therapy is the intentional use of drama and/or theatre processes to achieve therapeutic goals (www.nadta.org), while theatre in health practice positions drama skill building and theatre making as primary aims, with health benefits as welcomed outcomes (Baxter & Low, 2017). Even if programs are not structured with the intent of engaging in drama therapy, the absence of trained MH professionals can create challenges for how organizations can safely provide affirming spaces for LGBTQQ youth to connect with one another, explore their identities, and express themselves freely.…”

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confidence: 99%

Theatre Connect: Key Strategies for Facilitating LGBTQQ Youth Theatre Programs

Pufahl

Reina-Munoz

Bayne

2021

Health Promotion Practice

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Youth who identify as lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQQ) often experience heterosexism, homophobia, prejudice, and bullying in addition to the typical demands of adolescent development. Applied theatre programs have been shown to empower youth, improve mental health and well-being, and create positive identity and interpersonal relationships and, as such, have the potential to strengthen a range of protective factors for LGBTQQ youth. However, when programs engage participants in personal narratives, practitioners must be prepared to deftly navigate between the two domains of theatre in health and drama therapy. Since 2017, the University of Florida’s (UF) Center for Arts in Medicine has offered an afterschool theatre program for LGBTQQ youth in partnership with clinicians from UF Health’s Youth Gender Clinic and faculty in the Mental Health Counseling training program in the College of Education. Theatre practitioners lead the program in partnership with mental health professionals, who participate in sessions and are “on call” for participants. Program facilitators have developed a set of guidelines for organizations attempting to start LGBTQQ or other youth theatre programs in their local communities, which include the following recommendations: (1) prioritize safe and ethical practice through creating sustainable partnerships between mental health counsellors, experienced theatre practitioners, and local LGBTQQ organizations; (2) develop a clear contract between participants and facilitators regarding program goals; (3) utilize Baim’s drama spiral as a conceptual tool and limit program activities to the first four spiral rings; (4) emphasize “play” and skill building rather than LGBTQQ topics.

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Afterword

Cited by 2 publications

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Coproduced, arts interventions for nurturing care (0–5 years) in low-income and middle-income countries (LMICs): a realist review

Coproduced, arts interventions for nurturing care (0–5 years) in low-income and middle-income countries (LMICs): a realist review

Theatre Connect: Key Strategies for Facilitating LGBTQQ Youth Theatre Programs

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