Aldrington House, Sussex Partnership NHS Foundation Trust, 35 New Church Road, Hove BN3 4AG, UK.
Salomons Centre for Applied Psychology, Canterbury Christ Church University, Tunbridge Wells TN1 2YG, UK.
Int J Environ Res Public Health. 2018 Jun 4;15(6):1170. doi: 10.3390/ijerph15061170.
No previous studies have evaluated arts based recovery college courses. Yet arts may assist in personal recovery, as often defined by service users, through social connection and personal meaning. This interdisciplinary study evaluated (i) whether self-reported wellbeing and arts activities increased following arts based recovery college courses, and (ii) how students, peer trainers and artist-trainers understood courses' impact. The design was mixed-methods. Of 42 service user students enrolling, 39 completed a course and 37 consented to provide data. Of these, 14 completed pre and post course questionnaires on mental wellbeing and 28 on arts participation. Post course focus groups were held with six of eight peer trainers and five of seven artist-trainers, and 28 students gave written feedback. Twenty-four students were interviewed up to three times in the subsequent nine months. There were statistically significant increases in self-reported mental wellbeing and range of arts activities following course attendance. At follow-up 17 of 24 students reported improved mental wellbeing, while seven reported little or no change. Some spoke of increased social inclusion and continuing to use skills learned in the course to maintain wellbeing. Initial in-course experience of 'artistic growth' predicted follow-up reports of improvement. Future controlled studies should employ standardized measures of social inclusion and arts participation.
先前的研究并未评估基于艺术的康复学院课程。然而，艺术可以通过社会联系和个人意义，帮助服务使用者所定义的个人康复。本跨学科研究评估了：(i) 在参加基于艺术的康复学院课程后，自我报告的幸福感和艺术活动是否增加；以及 (ii) 学生、同伴培训师和艺术培训师如何理解课程的影响。该设计采用混合方法。在 42 名服务使用者学生中，有 39 名完成了课程，37 名同意提供数据。其中，14 名完成了心理健康和 28 名艺术参与的课程前后问卷调查。与 8 名同伴培训师中的 6 名和 7 名艺术培训师中的 5 名举行了课程后焦点小组讨论，28 名学生提供了书面反馈。在接下来的九个月中，有 24 名学生接受了多达三次的访谈。参加课程后，自我报告的心理健康和艺术活动范围均有显著增加。在随访中，24 名学生中有 17 名报告心理健康状况有所改善，而 7 名报告几乎没有变化或没有变化。一些人谈到了社会包容度的提高，以及继续使用课程中学到的技能来维持幸福感。课程中最初的“艺术成长”体验预测了随访时报告的改善。未来的对照研究应采用社会包容度和艺术参与的标准化衡量标准。
