"It was like I was not a person, it was like I was the nature": The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation
"It was like I was not a person, it was like I was the nature": The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation
复制标题
“就像我不是一个人，就像我是大自然”：自然艺术体验对生活在高度贫困地区的儿童福祉的影响
DOI：
10.1016/j.jenvp.2023.102072
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发表时间：
2023
影响因子：
6.9
通讯作者：
Moula Z
中科院分区：
文献类型：
--
作者：
Moula Z
背景自然可以削弱剥夺对健康的负面影响，摆脱致病的健康模式并支持弱势群体的福祉。然而，与较富裕地区的儿童相比，生活在贫困地区的儿童接触大自然的可能性要低九倍。学校可以促进公平地接触大自然，从而在解决健康不平等问题上发挥关键作用。现有文献中很少关注的是如何通过艺术体验促进接触自然和与自然的接触。方法“生态能力”是一项试点研究，探讨自然艺术实践“艺术景观”对生活在高度贫困地区的 101 名儿童（7-10 岁）的福祉的影响。采用定性和基于艺术的方法来了解儿童、艺术家和教师参与干预的经历。采用定量方法来获得有关儿童在干预前后自我报告的幸福感测量的初步信息。调查结果儿童的幸福感受到以下方面的发展的支持：自信和自尊；机构;缓慢而平静；以及与自然的联系。尽管儿童自我报告的幸福感指标并未达到统计显着性，但最显着的变化是儿童对自己的整体生活感到更幸福，花时间在户外，远离家乡做事，对自己的未来更加乐观。结论这项研究为自然艺术干预提供了概念验证。未来的研究应侧重于在更广泛的地理空间背景下扩大对小学、中学和特殊学校的干预。未来的研究还应该优先考虑艺术家和教师之间的合作，以确保这种实践在研究范围之外的可持续性。
BackgroundNature can weaken the negative effects of deprivation on health, shifting away from pathogenic models of health and supporting the wellbeing of disadvantaged groups. Nevertheless, children living in deprived areas are nine times less likely to have access to nature compared to more affluent children. Schools can facilitate equity of access to nature, thereby playing a crucial role in addressing health inequities. What has received scant attention in existing literature is how access to, and engagement with, nature can be facilitated through arts experiences.Methods‘Eco-capabilities’ is a pilot study exploring the impact of the arts-in-nature practice - ‘Artscaping’ - on the wellbeing of 101 children (aged 7–10) living in areas of high deprivation. Qualitative and arts-based methods were used to understand children's, artists' and teachers' experiences of participating in the intervention. Quantitative methods were used to gain preliminary information on children's self-reported measures of wellbeing pre- and post-intervention.FindingsChildren's wellbeing was supported by the development of: self-confidence and self-esteem; agency; slowliness and calmness; and connectedness with nature. Although children's self-reported measures of wellbeing did not reach statistically significance, the most noticeable changes were that children felt happier with their life as a whole, spending time outdoors and doing things away from home, and more optimistic about what future holds for them.ConclusionsThis study developed the proof of concept for the arts-in-nature intervention. Future research should focus on scaling-up this intervention in primary, secondary and special schools in a wider range of geospatial contexts. Future research should also prioritise the collaboration between artists and teachers to ensure the sustainability of this practice beyond the scope of the research.