Benefits of an Arts-Based Mindfulness Group Intervention for Vulnerable Children

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• 作者：Diana A. Coholic ; Mark Eys
• 关键词：Arts ; based ; Mindfulness ; Vulnerable children ; Group work ; Strengths ; based
• 刊名：Child and Adolescent Social Work Journal
• 出版年：2016
• 出版时间：February 2016
• 年：2016
• 卷：33
• 期：1
• 页码：1-13
• 全文大小：498 KB
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• 作者单位：Diana A. Coholic (1)
  Mark Eys (2)
  
  1. School of Social Work, Laurentian University, Sudbury, ON, P3E 2C6, Canada
  2. Department of Kinesiology and Physical Education, Wilfrid Laurier University, 75 University Avenue West, Wateorloo, ON, N2L 3C5, Canada
  
• 刊物类别：Behavioral Science
• 刊物主题：Psychology
  Personality and Social Psychology
  Clinical Psychology
  Sociology
  
• 出版者：Springer Netherlands
• ISSN：1573-2797

文摘

We discuss qualitative and quantitative research findings from a study exploring the benefits and effectiveness of a 12-week arts-based mindfulness group program for vulnerable children (children who were involved with the child welfare or mental health systems and experienced a variety of challenges). Using post-group individual interviews with children/guardians, and pre and post-intervention self-report data (using the Piers-Harris Children’s Self-Concept Scale and the Resiliency Scales for Children and Adolescents), we hypothesized that children would have improved resilience and self-concept after having completed the program. Interpretive thematic qualitative analysis was conducted using transcribed interview data collected from 47 children (30 girls and 17 boys with a mean age of 10.38 years). The perceived benefits of participating in the group included improved (a) emotion regulation, (b) mood, (c) coping/social skills, (d) confidence and self-esteem, (e) empathy, and (f) ability to pay attention and focus. The quantitative analysis used self-report data from 77 children (43 girls and 34 boys with a mean age of 10.34 years). A repeated measures MANOVA was used to examine changes across the intervention period. Our hypothesis that children would have better scores on self-concept after having completed the program was partially supported and this result reflected the perceived improvements derived from the qualitative analysis. The hypothesis that resilience would improve post-group was not supported. Using these promising results, we discuss how strengths-based and arts-based mindfulness group methods may be effective in engaging vulnerable children in a beneficial helping process. Keywords Arts-based Mindfulness Vulnerable children Group work Strengths-based