Drawing on creative arts therapy approaches to enhance inclusive school cultures and student wellbeing
Shelley Hannigan, Christine Grima-Farrell and Natasha Wardman. (2019). Drawing on creative arts therapy approaches to enhance inclusive school cultures and student wellbeing. Issues in Educational Research. 29(3), pp. 756-773.
|Authors||Shelley Hannigan, Christine Grima-Farrell and Natasha Wardman|
With an interdisciplinary focus on creativity, inclusion and wellbeing, this paper provides a conceptual argument for additional and reimagined arts education programs in schools that incorporate creative arts therapies. Based on a review of literature in this field, it documents the practices and value of creative art therapies, for students currently experiencing or at risk of mental health problems. In a global context where mental health issues are on the rise, an emotional curriculum is discussed that includes awareness of mental health issues, promotion of wellbeing and incorporation of inclusivity to enhance positive outcomes for individuals and communities. A philosophy is presented that aims to connect students and teachers through art experiences in a way that meaningfully and effectively addresses the strengths and needs of a diverse range of students. Drawing on the authors' different practices, positive psychology and post-structural theory, this philosophy seeks to maximise students' potential to flourish as individuals and classroom members, whilst acknowledging that we all experience life and learning differently.
|Journal||Issues in Educational Research|
|Journal citation||29 (3), pp. 756-773|
|Publisher||Western Australian Institute for Educational Research Inc.|
|Web address (URL)||http://www.iier.org.au/iier29/hannigan-abs.html|
|Open access||Published as ‘gold’ (paid) open access|
File Access Level
|Publication process dates|
|Deposited||03 May 2021|
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