Effects of an Expressive Art Intervention with Urban Youth in Low-Income Neighborhoods

Forrest-Bank, Shandra S.; Nicotera, Nicole; Bassett, Dawn Matera; Ferrarone, Peter

doi:10.1007/s10560-016-0439-3

Cited by 14 publications

(16 citation statements)

References 34 publications

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“…Our intervention was added to an after-school program. After-school programs can provide safe places in combination with academic support, recreation, health promotion, and/or social and emotional learning and skills training (Forrest-Bank et al, 2016). Researchers have demonstrated feasibility of delivering arts-based interventions in after-school programs to nurture emotional, social, and academic development (Forrest-Bank et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…After-school programs can provide safe places in combination with academic support, recreation, health promotion, and/or social and emotional learning and skills training (Forrest-Bank et al, 2016). Researchers have demonstrated feasibility of delivering arts-based interventions in after-school programs to nurture emotional, social, and academic development (Forrest-Bank et al, 2016). Elevated BP and BMI among the children in this study supported the necessity for our intervention to help them with stress management.…”

Section: Discussionmentioning

confidence: 99%

“…This article presents an example of a community engaged, culturally relevant, arts-based intervention to help children increase buffering resources to improve their management of stress. Arts-based interventions are arts activities that intentionally nurture emotional, social, and academic development to promote positive change in participants and enhance protective buffering resources (Development Services Group, Inc., 2016; Forrest-Bank et al, 2016; Wright et al, 2014).…”

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confidence: 99%

“…development to promote positive change in participants and enhance protective buffering resources (Development Services Group, Inc., 2016;Forrest-Bank et al, 2016;Wright et al, 2014).…”

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confidence: 99%

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Learning a Healthy Rhythm: An Intervention to Increase Children’s Resources for Stress Management

et al. 2022

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This article describes a pilot test of a community engaged, culturally relevant, arts-based intervention. The purpose was to increase children’s personal protective buffering resources. Protective buffering resources help children cope with stressful stimuli, reduce activation of their systemic stress response, mitigate allostatic load, and promote optimal health. The “Learning a Healthy Rhythm” intervention included a stress management component and an ongoing Afro-Latino percussion program for 18 children ages 9–11. The stress management component included educational content about stress, self-assessment of stress symptoms, and stress management techniques. A mixed-method intervention evaluation design was used. Qualitative data, quantitative data, and biometrics including hair cortisol were collected. Six intervention parameters were evaluated: effectiveness, fidelity, feasibility, acceptability, necessity, and safety. Positive results were obtained for all parameters. Reduction in physiological and subjective measures of stress was evident. This stress management intervention was well-received and supported by participants.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

“…development to promote positive change in participants and enhance protective buffering resources (Development Services Group, Inc., 2016;Forrest-Bank et al, 2016;Wright et al, 2014).…”

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confidence: 99%

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Learning a Healthy Rhythm: An Intervention to Increase Children’s Resources for Stress Management

et al. 2022

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“…To explore this, we focus on how non-formal music and arts education can have a great emancipatory capacity and a higher profile in the social inclusion agenda through its potential for personal and community empowerment (Forrest-Bank et al, 2016;Pineda-Herrero et al, 2018). We argue, first, that the particular appeal of arts to expressivity and emotions represents an extraordinary way to encourage personal growth, collective recognition, and self-esteem, and contribute to the empowerment of young people in a vulnerable environment.…”

Section: Introductionmentioning

confidence: 99%

Youth Empowerment Through Arts Education: A Case Study of a Non‐Formal Education Arts Centre in Barcelona

Ferrer‐Fons

Rovira‐Martínez

Soler‐i‐Martí

2022

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This article discusses how non‐formal arts education attenuates socioeconomic and cultural barriers in a vulnerable context. Although cultural capital has usually been conceived as dependent on high socioeconomic status, we explore the inclusiveness of a project of non‐formal education and how it enhances the capacity of youth to achieve empowerment and self‐confidence through the arts. We analyse the case study of a non‐formal arts educational organisation located in a deprived neighbourhood of Barcelona (Spain) and identify several key factors associated with successful social inclusion and its limitations. We find that the pedagogical processes involved create both learning opportunities and social and interpersonal skills useful for the present and future lives of the young participants. Methodologically, the case study combines non‐participant observation of the different activities of the organisation and semi‐structured qualitative interviews with young people and educators. The article concludes with some recommendations for considering artistic non‐formal education as a tool in any social inclusion agenda.

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A meta‐analysis of the effects of after‐school programmes among youth with marginalized identities

Christensen

Kremer

Poon

et al. 2023

Community & Applied Soc Psy

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After‐school programmes (ASPs) often provide youth with a safer alternative to unstructured time while providing a context for building skills and forging positive relationships with programme staff and peers. ASPs may be particularly effective for youth with marginalized identities, including youth of colour and youth from low‐income backgrounds. Despite this promise, few rigorous evaluations of ASPs have been conducted and even fewer meta‐analyses have investigated the effects of ASPs among youth with marginalized identities. Using a multi‐level meta‐analysis of 615 effect sizes across 56 studies (overall n = 128,538), the current study examined the overall effects of ASPs on internalizing, externalizing, school‐related, social functioning, and self‐perception/identity outcomes among kindergarten through 12th grade youth with marginalized identities. Results indicated ASPs to have a small, yet significant positive overall effect on youth outcomes (g = 0.2049, p = .001, 95% CI = 0.08–0.33). Moderator analyses revealed significant differences in effects based on outcome source and outcome measure type. Given the ubiquity of ASPs and the challenges that youth experiencing marginalization face, this study uniquely adds to the existing literature and outlines important implications and recommendations for research, policy, and practice.

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Effects of an Expressive Art Intervention with Urban Youth in Low-Income Neighborhoods

Cited by 14 publications

References 34 publications

Learning a Healthy Rhythm: An Intervention to Increase Children’s Resources for Stress Management

Learning a Healthy Rhythm: An Intervention to Increase Children’s Resources for Stress Management

Youth Empowerment Through Arts Education: A Case Study of a Non‐Formal Education Arts Centre in Barcelona

A meta‐analysis of the effects of after‐school programmes among youth with marginalized identities

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