Curious Incidents: Pretend Play, Presence, and Performance Pedagogies in Encounters with Autism / Nicola SHAUGHNESSY  

Public ISBD in Creativity and Community among Autism-Spectrum Youth / Peter SMAGORINSKY Titre : Curious Incidents: Pretend Play, Presence, and Performance Pedagogies in Encounters with Autism Type de document : texte imprimé Auteurs : Nicola SHAUGHNESSY, Auteur Année de publication : 2016 Importance : p.187-216 Langues : Anglais (eng) Index. décimale : ALT-E ALT-E - Autres Approches - Médiation - Divers En ligne : http://dx.doi.org/10.1057/978-1-137-54797-2_8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Creativity and Community among Autism-Spectrum Youth / Peter SMAGORINSKY Curious Incidents: Pretend Play, Presence, and Performance Pedagogies in Encounters with Autism [texte imprimé] / Nicola SHAUGHNESSY, Auteur . - 2016 . - p.187-216. Langues : Anglais (eng) Index. décimale : ALT-E ALT-E - Autres Approches - Médiation - Divers En ligne : http://dx.doi.org/10.1057/978-1-137-54797-2_8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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Imagining Autism: Feasibility of a drama-based intervention on the social, communicative and imaginative behaviour of children with autism / Julie BEADLE-BROWN in Autism, 22-8 (November 2018)  

Public ISBD [article]  inAutism > 22-8 (November 2018) . - p.915-927 Titre : Imagining Autism: Feasibility of a drama-based intervention on the social, communicative and imaginative behaviour of children with autism Type de document : texte imprimé Auteurs : Julie BEADLE-BROWN, Auteur ; David WILKINSON, Auteur ; Lisa RICHARDSON, Auteur ; Nicola SHAUGHNESSY, Auteur ; Melissa TRIMINGHAM, Auteur ; Jennifer LEIGH, Auteur ; Beckie WHELTON, Auteur ; Julian HIMMERICH, Auteur Article en page(s) : p.915-927 Langues : Anglais (eng) Mots-clés : autism  drama  feasibility  intervention  school Index. décimale : PER Périodiques Résumé : We report the feasibility of a novel, school-based intervention, coined 'Imagining Autism', in which children with autism engage with drama practitioners though participatory play and improvisation in a themed multi-sensory 'pod' resembling a portable, tent-like structure. A total of 22 children, aged 7-12 years, from three UK schools engaged in the 10-week programme. Measures of social interaction, communication and emotion recognition, along with parent and teacher ratings, were collected before and up to 12 months after the intervention. Feasibility was evaluated through four domains: (1) process (recruitment, retention, blinding, inter-rater reliability, willingness of children to engage), (2) resources (space, logistics), (3) management (dealing with unexpected changes, ease of assessment) and (4) scientific (data outcomes, statistical analyses). Overall, the children, parents and teachers showed high satisfaction with the intervention, the amount of missing data was relatively low, key assessments were implemented as planned and evidence of potential effect was demonstrated on several key outcome measures. Some difficulties were encountered with recruitment, test administration, parental response and the logistics of setting up the pod. Following several protocol revisions and the inclusion of a control group, future investigation would be justified to more thoroughly examine treatment effects. En ligne : http://dx.doi.org/10.1177/1362361317710797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Imagining Autism: Feasibility of a drama-based intervention on the social, communicative and imaginative behaviour of children with autism [texte imprimé] / Julie BEADLE-BROWN, Auteur ; David WILKINSON, Auteur ; Lisa RICHARDSON, Auteur ; Nicola SHAUGHNESSY, Auteur ; Melissa TRIMINGHAM, Auteur ; Jennifer LEIGH, Auteur ; Beckie WHELTON, Auteur ; Julian HIMMERICH, Auteur . - p.915-927. Langues : Anglais (eng) in Autism > 22-8 (November 2018) . - p.915-927 Mots-clés : autism  drama  feasibility  intervention  school Index. décimale : PER Périodiques Résumé : We report the feasibility of a novel, school-based intervention, coined 'Imagining Autism', in which children with autism engage with drama practitioners though participatory play and improvisation in a themed multi-sensory 'pod' resembling a portable, tent-like structure. A total of 22 children, aged 7-12 years, from three UK schools engaged in the 10-week programme. Measures of social interaction, communication and emotion recognition, along with parent and teacher ratings, were collected before and up to 12 months after the intervention. Feasibility was evaluated through four domains: (1) process (recruitment, retention, blinding, inter-rater reliability, willingness of children to engage), (2) resources (space, logistics), (3) management (dealing with unexpected changes, ease of assessment) and (4) scientific (data outcomes, statistical analyses). Overall, the children, parents and teachers showed high satisfaction with the intervention, the amount of missing data was relatively low, key assessments were implemented as planned and evidence of potential effect was demonstrated on several key outcome measures. Some difficulties were encountered with recruitment, test administration, parental response and the logistics of setting up the pod. Following several protocol revisions and the inclusion of a control group, future investigation would be justified to more thoroughly examine treatment effects. En ligne : http://dx.doi.org/10.1177/1362361317710797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

Practitioner Review: Effectiveness and mechanisms of change in participatory arts-based programmes for promoting youth mental health and well-being - a systematic review / Sarah GLEW ; Hannah NEWMAN ; Agneiska KAPKA ; Nicola SHAUGHNESSY ; Ruth HERBERT ; Jackie WALDUCK ; Annette FOSTER ; Paul COOKE ; Ruth PETHYBRIDGE ; Caitlin SHAUGHNESSY ; Siobhan HUGH-JONES in Journal of Child Psychology and Psychiatry, 64-12 (December 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-12 (December 2023) . - p.1735-1764 Titre : Practitioner Review: Effectiveness and mechanisms of change in participatory arts-based programmes for promoting youth mental health and well-being - a systematic review Type de document : texte imprimé Auteurs : Sarah GLEW, Auteur ; Hannah NEWMAN, Auteur ; Agneiska KAPKA, Auteur ; Nicola SHAUGHNESSY, Auteur ; Ruth HERBERT, Auteur ; Jackie WALDUCK, Auteur ; Annette FOSTER, Auteur ; Paul COOKE, Auteur ; Ruth PETHYBRIDGE, Auteur ; Caitlin SHAUGHNESSY, Auteur ; Siobhan HUGH-JONES, Auteur Article en page(s) : p.1735-1764 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Participatory arts-based (PAB) programmes refer to a diverse range of community programmes involving active engagement in the creation process that appear helpful to several aspects of children's and young people's (CYP) mental health and well-being. This mixed-methods systematic review synthesises evidence relating to the effectiveness and mechanisms of change in PAB programmes for youth. Method Studies were identified following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach. Eleven electronic databases were searched for studies of PAB programmes conducted with CYP (aged 4-25 years), which reported mental health and well-being effectiveness outcomes and/or mechanisms of change. A mixed-methods appraisal tool assessed study quality. A narrative synthesis was conducted of effectiveness and challenges in capturing this. Findings relating to reported mechanisms of change were integrated via a metasummary. Results Twenty-two studies were included. Evidence of effectiveness from quantitative studies was limited by methodological issues. The metasummary identified mechanisms of change resonant with those proposed in talking therapies. Additionally, PAB programmes appear beneficial to CYP by fostering a therapeutic space characterised by subverting restrictive social rules, communitas that is not perceived as coercive, and inviting play and embodied understanding. Conclusions There is good evidence that there are therapeutic processes in PAB programmes. There is a need for more transdisciplinary work to increase understanding of context-mechanism-outcome pathways, including the role played by different art stimuli and practices. Going forward, transdisciplinary teams are needed to quantify short- and long-term mental health and well-being outcomes and to investigate optimal programme durations in relation to population and need. Such teams would also be best placed to work on resolving inter-disciplinary methodological tensions. En ligne : https://doi.org/10.1111/jcpp.13900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517 [article] Practitioner Review: Effectiveness and mechanisms of change in participatory arts-based programmes for promoting youth mental health and well-being - a systematic review [texte imprimé] / Sarah GLEW, Auteur ; Hannah NEWMAN, Auteur ; Agneiska KAPKA, Auteur ; Nicola SHAUGHNESSY, Auteur ; Ruth HERBERT, Auteur ; Jackie WALDUCK, Auteur ; Annette FOSTER, Auteur ; Paul COOKE, Auteur ; Ruth PETHYBRIDGE, Auteur ; Caitlin SHAUGHNESSY, Auteur ; Siobhan HUGH-JONES, Auteur . - p.1735-1764. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-12 (December 2023) . - p.1735-1764 Index. décimale : PER Périodiques Résumé : Background Participatory arts-based (PAB) programmes refer to a diverse range of community programmes involving active engagement in the creation process that appear helpful to several aspects of children's and young people's (CYP) mental health and well-being. This mixed-methods systematic review synthesises evidence relating to the effectiveness and mechanisms of change in PAB programmes for youth. Method Studies were identified following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach. Eleven electronic databases were searched for studies of PAB programmes conducted with CYP (aged 4-25 years), which reported mental health and well-being effectiveness outcomes and/or mechanisms of change. A mixed-methods appraisal tool assessed study quality. A narrative synthesis was conducted of effectiveness and challenges in capturing this. Findings relating to reported mechanisms of change were integrated via a metasummary. Results Twenty-two studies were included. Evidence of effectiveness from quantitative studies was limited by methodological issues. The metasummary identified mechanisms of change resonant with those proposed in talking therapies. Additionally, PAB programmes appear beneficial to CYP by fostering a therapeutic space characterised by subverting restrictive social rules, communitas that is not perceived as coercive, and inviting play and embodied understanding. Conclusions There is good evidence that there are therapeutic processes in PAB programmes. There is a need for more transdisciplinary work to increase understanding of context-mechanism-outcome pathways, including the role played by different art stimuli and practices. Going forward, transdisciplinary teams are needed to quantify short- and long-term mental health and well-being outcomes and to investigate optimal programme durations in relation to population and need. Such teams would also be best placed to work on resolving inter-disciplinary methodological tensions. En ligne : https://doi.org/10.1111/jcpp.13900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517

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