Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders
BackgroundChildren with speech, language, and communication disorders require specialized support in response to their emotional expression challenges. Not only is such support key for their development, but it is also essential for their mental well-being. Art making emerges as a valuable tool for...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-06-01
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| Series: | Frontiers in Child and Adolescent Psychiatry |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/frcha.2024.1322860/full |
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| author | T. Léger-Goodes C. M. Herba C. M. Herba Z. Moula A. Mendrek A. Mendrek K. Hurtubise J. Piché M. Gilbert M. Bernier K. Simons N. Bélanger J. Smith C. Malboeuf-Hurtubise C. Malboeuf-Hurtubise |
| author_facet | T. Léger-Goodes C. M. Herba C. M. Herba Z. Moula A. Mendrek A. Mendrek K. Hurtubise J. Piché M. Gilbert M. Bernier K. Simons N. Bélanger J. Smith C. Malboeuf-Hurtubise C. Malboeuf-Hurtubise |
| author_sort | T. Léger-Goodes |
| collection | DOAJ |
| description | BackgroundChildren with speech, language, and communication disorders require specialized support in response to their emotional expression challenges. Not only is such support key for their development, but it is also essential for their mental well-being. Art making emerges as a valuable tool for enabling these children to convey emotions both verbally and non-verbally, fostering a positive self-concept. School-based arts interventions have the potential to improve self-concept and emotional expression, and more generally, the quality of life. However, there is limited empirical evidence regarding the feasibility, acceptability, and perceived effectiveness of a manualized, school-based creative arts intervention for this specific group.AimThis study aimed to develop and evaluate the feasibility, acceptability, and perceived benefits of an art-based intervention for elementary school students with speech, language, and communication disorders, using qualitative methods to obtain diverse perspectives.ResultsThe findings indicate that the intervention was feasible and well received, as reported by teachers, students, and facilitators. Participants also discussed potential positive outcomes, including emotional expression, emotional growth, and fulfilment of autonomy, competence, and relatedness needs. Students found the workshops conducive to sharing emotions and took pride in the creative process. Teachers gained deeper insights into their students, fostering positive classroom relationships. Observational data triangulated these findings.ConclusionThis innovative project suggests that art-based interventions can potentially benefit students’ emotional expression, but further experimental studies are needed to substantiate these effects. |
| format | Article |
| id | doaj-art-c84a5745c9c1475a94bd3653ebaefb12 |
| institution | Kabale University |
| issn | 2813-4540 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Child and Adolescent Psychiatry |
| spelling | doaj-art-c84a5745c9c1475a94bd3653ebaefb122025-01-20T14:27:06ZengFrontiers Media S.A.Frontiers in Child and Adolescent Psychiatry2813-45402024-06-01310.3389/frcha.2024.13228601322860Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disordersT. Léger-Goodes0C. M. Herba1C. M. Herba2Z. Moula3A. Mendrek4A. Mendrek5K. Hurtubise6J. Piché7M. Gilbert8M. Bernier9K. Simons10N. Bélanger11J. Smith12C. Malboeuf-Hurtubise13C. Malboeuf-Hurtubise14Department of Psychology, Université du Québec à Montréal, Montreal, QC, CanadaDepartment of Psychology, Université du Québec à Montréal, Montreal, QC, CanadaResearch Centre of the CHU Sainte-Justine, Montreal, QC, CanadaDepartment of Care in Long-Term Conditions, King’s College London, London, United KingdomDepartment of Psychology, Bishop’s University, Sherbrooke, QC, CanadaResearch Centre of the CHUS, Sherbrooke, QC, CanadaFaculty of Health Sciences, McMaster University, Hamilton, ON, CanadaDepartment of Psychology, Bishop’s University, Sherbrooke, QC, CanadaDepartment of Psychology, Bishop’s University, Sherbrooke, QC, CanadaDepartment of Psychology, Bishop’s University, Sherbrooke, QC, CanadaDepartment of Psychology, Bishop’s University, Sherbrooke, QC, CanadaDepartment of Preschool and Primary Education, Université de Sherbrooke, Sherbrooke, QC, CanadaDepartment of Preschool and Primary Education, Université de Sherbrooke, Sherbrooke, QC, CanadaDepartment of Psychology, Bishop’s University, Sherbrooke, QC, CanadaResearch Centre of the CHUS, Sherbrooke, QC, CanadaBackgroundChildren with speech, language, and communication disorders require specialized support in response to their emotional expression challenges. Not only is such support key for their development, but it is also essential for their mental well-being. Art making emerges as a valuable tool for enabling these children to convey emotions both verbally and non-verbally, fostering a positive self-concept. School-based arts interventions have the potential to improve self-concept and emotional expression, and more generally, the quality of life. However, there is limited empirical evidence regarding the feasibility, acceptability, and perceived effectiveness of a manualized, school-based creative arts intervention for this specific group.AimThis study aimed to develop and evaluate the feasibility, acceptability, and perceived benefits of an art-based intervention for elementary school students with speech, language, and communication disorders, using qualitative methods to obtain diverse perspectives.ResultsThe findings indicate that the intervention was feasible and well received, as reported by teachers, students, and facilitators. Participants also discussed potential positive outcomes, including emotional expression, emotional growth, and fulfilment of autonomy, competence, and relatedness needs. Students found the workshops conducive to sharing emotions and took pride in the creative process. Teachers gained deeper insights into their students, fostering positive classroom relationships. Observational data triangulated these findings.ConclusionThis innovative project suggests that art-based interventions can potentially benefit students’ emotional expression, but further experimental studies are needed to substantiate these effects.https://www.frontiersin.org/articles/10.3389/frcha.2024.1322860/fullart-based interventionschool-based interventionchildren's mental healthspeechlanguagecommunication difficulties (SLCD) |
| spellingShingle | T. Léger-Goodes C. M. Herba C. M. Herba Z. Moula A. Mendrek A. Mendrek K. Hurtubise J. Piché M. Gilbert M. Bernier K. Simons N. Bélanger J. Smith C. Malboeuf-Hurtubise C. Malboeuf-Hurtubise Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders Frontiers in Child and Adolescent Psychiatry art-based intervention school-based intervention children's mental health speech language communication difficulties (SLCD) |
| title | Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders |
| title_full | Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders |
| title_fullStr | Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders |
| title_full_unstemmed | Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders |
| title_short | Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders |
| title_sort | feasibility acceptability and perceived benefits of a creative arts intervention for elementary school children living with speech language and communication disorders |
| topic | art-based intervention school-based intervention children's mental health speech language communication difficulties (SLCD) |
| url | https://www.frontiersin.org/articles/10.3389/frcha.2024.1322860/full |
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