Promoting the mental health and well-being of vulnerable youth through art: an ethnographic evaluation of an art-based intervention for rural Canadian youth.

BACKGROUND

Children in rural communities are of the most vulnerable populations in Canada. Living in a rural community has mental health and well-being implications for these children, particularly regarding their access to mental health services. By comparison to talk therapies, which are often costly, art-based interventions are accessible financially, geographically (i.e., offered in academic settings), and across abilities. Qualitative research of art-based approaches with vulnerable children is limited. Despite this, art-based interventions have allowed children to express their feelings through art, which in turn helped them identify and verbalize thoughts and feelings; something that youth tend to struggle with in traditional psychotherapy. As such, considering the vulnerable context of the students in the present research, a community-based approach was deemed beneficial-and thus adopted-in the current project as we created art with underprivileged children in a rural community with a specific focus on promoting positive mental health.

AIM

The purpose of this project was to examine the experiences and preliminary impact of an art-based intervention with students in rural communities.

METHODS

27 youth from Quebec, Canada, aged 10-12 took part in a weekly art-based intervention for 7 weeks that was designed to cater to their unique needs. The intervention design and specific art activities were chosen according to the community partners' description of the students' needs and previous work led by the research team which aimed to improve elementary school children's mental health. An ethnographic approach was used to examine the implications this intervention had on students, particularly their mental health and well-being. Thematic analysis was used to examine the data.

RESULTS

The majority of students reported enjoying the intervention, many stating it had a positive impact on their lives. For example, various students reported that the intervention made them feel more comfortable amongst their peers and program staff. Students also reported feeling positively during art-making and expressed interest in taking part in follow-up research.

DISCUSSION

Overall, positive experiences with the present intervention support existing literature regarding the effectiveness of art-based methods for youth populations. Future research should further investigate the importance of the therapeutic alliance in youth community- and art-based research, particularly how the age of the facilitator can enhance rapport. Additionally, further research is needed to understand how art-based interventions, although sometimes unenjoyable, can have positive implications through pushing personal limits.