Imaging Journeys of Recovery and Learning: A Participatory Arts-Based Inquiry
Imaging Journeys of Recovery and Learning: A Participatory Arts-Based Inquiry
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DOI：
10.1177/1049732318804832
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发表时间：
2019-05-01
影响因子：
3.2
通讯作者：
Webb, Margaret
中科院分区：
文献类型：
--
作者：
Casey, Briege;Webb, Margaret
心理健康恢复过程与终身学习之间的关系是一个日益引起国际关注的领域。转变的经验，对自尊的积极影响，自我洞察力，和授权都被确定在这两种努力中。对这些好处的认识刺激了在个人发展、自我效能和恢复原则方面的教育项目的合作发展。已经强调了评价这种教育提供的重要性；然而，在康复教育项目的背景下，很少有详细的探索学生对康复和学习的经历和看法。在这篇文章中，我们对14名妇女进行了参与性艺术调查，其中包括心理健康服务使用者，她们接受了康复培训计划，以支持她们在爱尔兰作为心理健康支持工作者的角色。参与式视觉分析揭示了三个反复出现的主题；学习和恢复过程的相互关系，作为稳定和拯救之源的知识以及在学习和恢复过程中对弹性的需求。
The relationship between processes of mental health recovery and lifelong learning is an area of increasing international interest. Experiences of transformation, positive effects on self-esteem, self-insight, and empowerment have been identified regarding both endeavors. Recognition of these benefits has stimulated collaborative development of educational programs in personal development, self-efficacy, and recovery principles. The importance of evaluating this educational provision has been emphasized; however, there has been little detailed exploration of students' experiences and perceptions of recovery and learning in the context of recovery education programs. In this article, we present a participatory arts-based inquiry with 14 women, including mental health service users, who undertook a recovery training program to support their roles as mental health support workers in Ireland. Participatory visual analysis revealed three recurring themes; the interrelatedness of learning and recovery journeys, knowledge as a source of stability and rescue and the need for resilience in learning and recovery.