by Kimberly Ly
De Vecchi, N., Kenny, A., Dickson-Swift, V., & Kidd, S. (2018). Continuing professional development in mental health: Promoting dialogue and reflection through art. Nurse Education in Practice, 32, 34–36. https://doi.org/10.1016/j.nepr.2018.07.003
Within this scholarly article, the advocacy towards artmarking surrounding mental health for continuing professionals is needed. There’s a disconnection among the workplace culture with the lack of quality, access to resources including time and location, and financial support for professionals to continue learning and advance in their careers. Through artmaking, health professionals such as mental health nurses and clinicians working in the mental health field can converse, reflect on their practice, beliefs and attitudes, and how learning the various approaches can influence how one monitors performance. Also, this increases the participation of patients and consumers and allows conversation to reveal emotions, perspectives, and thoughts. It’s a active learning process and reflection through artmaking can manifest in various ways to identify and challenge social and political traditions about practice and mental health. Mental health services can be diverse and inclusive to its consumers and the professionals involved with the method of artmaking.
As a future professional in healthcare, the prospects of an evolving discipline and the culture surrounding mental health is exhilarating. There’s a need for deeper connection and fluidity in discussion and participation. If artmaking can assist in this, it’s definitely something to consider, as I believe it’s a great alternative to the standards and traditions of conversing with health care professionals and vice versa. The ability to communicate through artmaking can be benefits such as creative freedom and deeper interpretations can manifest from it.
Bellamy, R. (2018). Creative health promotion methods for young LGBTIQA+ people. Health Education Journal, 77(5), 680–691. https://doi.org/10.1177/0017896917753454
Literacy methods such as digital storytelling, life writing, storytelling on social media, and narrative therapy can have a large influence on youth and young LGBTQIA+ persons’ well-being and overall health. Specifically, life writing has the ability to allow those within this community to reflect on their experiences, empower and unite marginalized communities, engage in education through literacy and other art disciplines. There’s a need of sensitivity, transparency, and care when interacting and advocating for LBGTQIA+ youth with their various experiences, which in some cases can be traumatizing, and to show them they are supported and know everything that comes with this support. Policy changes and additions to curriculums and frameworks can improve outcomes and address mental health disparities.
Life writing is a complex reflection process done through memoir, essays, autobiographies, journaling, etc. and has three categorizations: the formative, the relational and transformational, and the transcendent or survival. Creativity within this format can improve well-being through learning coping skills, knowing one’s capacity and understanding of themselves and of society. It combines cultural resources with social and community, while discussing and changing dominant language, discourse, and ideology through life writing. Overall, education and literacy advocates can promote this personal way of learning and facilitate the growth of these people through contributing to the unification of LGBTQIA+ people to society in this respectful, inclusive way.
As an advocate and someone that identifies with this community, the inclusion of a supportive education and recognition in wanting to promote and improve the wellness and health of those in the LGBTQIA+ community is amazing. We have come a long way with same-sex marriage, public displays of affection of my community members, inclusion in dominant industries such as entertainment, modeling, and more. The gap between the dominant groups and marginalized communities need to be lessen and the advocacy with life writing can potentially allows this, where it’s more personal and allows its consumers to reflect in their own ways without the influences of healthcare providers and other professionals.
Teti, M., Schulhoff, A. M., Koegler, E., Saffran, L., Bauerband, L. A., & Shaffer, V. (2019). Exploring the Use of Photo-Stories and Fiction Writing to Address HIV Stigma Among Health Professions Students. Qualitative Health Research, 29(2), 260–269. https://doi.org/10.1177/1049732318790939
Since the discovery and pandemic of HIV/AIDS, there is still stigma of it being a “gay”-related virus and because of that, its proven to be harmful to those that identify within the LGBTQIA+ community and simply as human beings. The necessity in knowing early detection, coping skills, and developing this supportive and inclusive environment for undergraduate health professions students through anti-stigma interventions is key in practicing health. In this scholarly research, it involves two different arts-based approaches that would conclude three patterns in health professions students’ thought/emotional processes. It was shown that the interventions helped students understand those living with HIV, a “people first” mentality, and experience an emotional response to people with HIV. All of the participants were in the same field of study or major and were interviewed with Photovoice and fiction writing interventions.
Stigma creates isolation and the loss of social support. In relation to HIV, there is is a limitation in preventive measures and access to care and treatment. People living with HIV face negative stereotyping and discrimination that results in disparities in employment, housing opportunities, and social/political involvement (i.e. rights). This is most problematic in healthcare where practitioners may refuse to provide care and/or treatment, blame is placed on those with HIV-positive status, and have unwanted or unnecessary experiences by healthcare providers.
As a health studies major, I purposefully take courses that I would like to advocate, learn more about, and/or believe it would influence me in positive ways. In terms of the two interventions, I can learn a lot about whether I am bias in my thought processes and understanding about HIV, those living with HIV, and my methods in approach and discussion. Interventions should have priority as it can uplift the health setting into moving away from identifying patients based on their illnesses, conditions, and/or disease and rather as them on the fundamental basis of human beings. There is more to people than their positive status for HIV and forces there to be discussion of stigma, prejudice, and attitudes and beliefs surrounding the status and health in general. Potentially, it could decrease stigma, boost morale and well-being not only for healthcare professions, students, and those living with HIV, but also, change perspectives on being more neutral and/or advocating positively.
Cueva, M., Kuhnley, R., Lanier, A., Dignan, M., Revels, L., Schoenberg, N. E., & Cueva, K. (2016). Promoting Culturally Respectful Cancer Education Through Digital Storytelling. International Journal of Indigenous Health, 11(1), 34–49. https://doi.org/10.18357/ijih111201616013
I’m currently taking a course relating to cancer biology as I’m not versed in the basics of what cancer is, its history, how it affects the body biologically and outwardly, and such. It’s a topic that is quite sensitive and affect the world including the United States. The advocacy and incorporation of storytelling shows its flexibility and applicability in various settings and. The scholarly article is a great resource on the topic of advocating the health of Alaska Native people and digital storytelling as a way to learn more about cancer education. Alaska Native people are highly infected by this indiscriminate manifestation of disease and through a digital story, can learn ways to upkeep their health, promote individual and community health, and share/reflect their experiences and knowledge. The digital storytelling courses is a unique approach and method in engaging its participants in spreading information, embracing indigenous communities, and how digital storytelling is a respectful, inclusive way in advocating cancer awareness and education. Learning is a endless, infinite process in which everyone can gain from and for these courses to applicated in a community setting heavily affected by cancer, it’s a great way for domino effect and increasing the comfort around talking about cancer to people and their families. There’s a large potential in its broad use and application in a culturally appropriate way.
Yu, J., Taverner, N., & Madden, K. (2011). Young people’s views on sharing health-related stories on the Internet.Health & Social Care in the Community, 19(3), 326–334. https://doi.org/10.1111/j.1365-2524.2010.00987.x
From my realization in taking BHLTH 435, connection and effectiveness in communicating topics is imperative with storytelling, dialogue, and learning. Storytelling can be beneficial to health professions setting in spreading knowledge, personal stories, and improving methods in terms of quality of life and well-being. The transparency in this, especially to young people, is vital in breaking from the social opaqueness of generalization. The scholarly article is about a study involving facilitating data collection in the effects of storytelling and digital stories among 13 young people. The study believes well-provided stories can be a useful learning resource and acknowledges the concerns involving digital media, personal stories, and online safety. All in all, it’s another way in understanding the perceptions of young people that can be applied to future groups of this age in storytelling.
STENHOUSE, R., TAIT, J., HARDY, P., & SUMNER, T. (2013). Dangling conversations: reflections on the process of creating digital stories during a workshop with people with early-stage dementia. Journal of Psychiatric & Mental Health Nursing, 20(2), 134–141. https://doi.org/10.1111/j.1365-2850.2012.01900.x
Digital stories provide a creative platform in engaging people through shared stories, usage of voice, image, and music, and in this case, can be used to engage nurses in a education setting. The scholarly article focused on seven people with early-stage dementia and one carer and their participation in making their stories during a digital storytelling workshop. There were positive changes observed among the participants including a increase in confidence and connection, a sense of purpose, and improved speech. The fundamental basis of the artilarticle revolved around reports of the lack of compassion in the care and treatment of older people. Nurses had learned through this engagement to understanding the theories involving dementia, those affected by it, and their reflection with using storytelling.
With my culture and beliefs, I always have taken care of others first and put myself last. In view of this, there’s a understanding of the disparities in health care and especially for older adults and having dementia, the lack of connection and frigid relationship traditions between carer-patient. The use of storytelling can bridge the challenges faced in this type of carer-patient relationship, allowing a deeper sense of communication and emotional connective-ness as both engage in telling their stories and personal experiences. Digital storytelling, yet again, is applied in a unique, potentially great way in overcoming the age/status/occupation boundaries often made by the health care setting and social/political standards.
Within this scholarly article, the advocacy towards artmarking surrounding mental health for continuing professionals is needed. There’s a disconnection among the workplace culture with the lack of quality, access to resources including time and location, and financial support for professionals to continue learning and advance in their careers. Through artmaking, health professionals such as mental health nurses and clinicians working in the mental health field can converse, reflect on their practice, beliefs and attitudes, and how learning the various approaches can influence how one monitors performance. Also, this increases the participation of patients and consumers and allows conversation to reveal emotions, perspectives, and thoughts. It’s a active learning process and reflection through artmaking can manifest in various ways to identify and challenge social and political traditions about practice and mental health. Mental health services can be diverse and inclusive to its consumers and the professionals involved with the method of artmaking.
As a future professional in healthcare, the prospects of an evolving discipline and the culture surrounding mental health is exhilarating. There’s a need for deeper connection and fluidity in discussion and participation. If artmaking can assist in this, it’s definitely something to consider, as I believe it’s a great alternative to the standards and traditions of conversing with health care professionals and vice versa. The ability to communicate through artmaking can be benefits such as creative freedom and deeper interpretations can manifest from it.
Bellamy, R. (2018). Creative health promotion methods for young LGBTIQA+ people. Health Education Journal, 77(5), 680–691. https://doi.org/10.1177/0017896917753454
Literacy methods such as digital storytelling, life writing, storytelling on social media, and narrative therapy can have a large influence on youth and young LGBTQIA+ persons’ well-being and overall health. Specifically, life writing has the ability to allow those within this community to reflect on their experiences, empower and unite marginalized communities, engage in education through literacy and other art disciplines. There’s a need of sensitivity, transparency, and care when interacting and advocating for LBGTQIA+ youth with their various experiences, which in some cases can be traumatizing, and to show them they are supported and know everything that comes with this support. Policy changes and additions to curriculums and frameworks can improve outcomes and address mental health disparities.
Life writing is a complex reflection process done through memoir, essays, autobiographies, journaling, etc. and has three categorizations: the formative, the relational and transformational, and the transcendent or survival. Creativity within this format can improve well-being through learning coping skills, knowing one’s capacity and understanding of themselves and of society. It combines cultural resources with social and community, while discussing and changing dominant language, discourse, and ideology through life writing. Overall, education and literacy advocates can promote this personal way of learning and facilitate the growth of these people through contributing to the unification of LGBTQIA+ people to society in this respectful, inclusive way.
As an advocate and someone that identifies with this community, the inclusion of a supportive education and recognition in wanting to promote and improve the wellness and health of those in the LGBTQIA+ community is amazing. We have come a long way with same-sex marriage, public displays of affection of my community members, inclusion in dominant industries such as entertainment, modeling, and more. The gap between the dominant groups and marginalized communities need to be lessen and the advocacy with life writing can potentially allows this, where it’s more personal and allows its consumers to reflect in their own ways without the influences of healthcare providers and other professionals.
Teti, M., Schulhoff, A. M., Koegler, E., Saffran, L., Bauerband, L. A., & Shaffer, V. (2019). Exploring the Use of Photo-Stories and Fiction Writing to Address HIV Stigma Among Health Professions Students. Qualitative Health Research, 29(2), 260–269. https://doi.org/10.1177/1049732318790939
Since the discovery and pandemic of HIV/AIDS, there is still stigma of it being a “gay”-related virus and because of that, its proven to be harmful to those that identify within the LGBTQIA+ community and simply as human beings. The necessity in knowing early detection, coping skills, and developing this supportive and inclusive environment for undergraduate health professions students through anti-stigma interventions is key in practicing health. In this scholarly research, it involves two different arts-based approaches that would conclude three patterns in health professions students’ thought/emotional processes. It was shown that the interventions helped students understand those living with HIV, a “people first” mentality, and experience an emotional response to people with HIV. All of the participants were in the same field of study or major and were interviewed with Photovoice and fiction writing interventions.
Stigma creates isolation and the loss of social support. In relation to HIV, there is is a limitation in preventive measures and access to care and treatment. People living with HIV face negative stereotyping and discrimination that results in disparities in employment, housing opportunities, and social/political involvement (i.e. rights). This is most problematic in healthcare where practitioners may refuse to provide care and/or treatment, blame is placed on those with HIV-positive status, and have unwanted or unnecessary experiences by healthcare providers.
As a health studies major, I purposefully take courses that I would like to advocate, learn more about, and/or believe it would influence me in positive ways. In terms of the two interventions, I can learn a lot about whether I am bias in my thought processes and understanding about HIV, those living with HIV, and my methods in approach and discussion. Interventions should have priority as it can uplift the health setting into moving away from identifying patients based on their illnesses, conditions, and/or disease and rather as them on the fundamental basis of human beings. There is more to people than their positive status for HIV and forces there to be discussion of stigma, prejudice, and attitudes and beliefs surrounding the status and health in general. Potentially, it could decrease stigma, boost morale and well-being not only for healthcare professions, students, and those living with HIV, but also, change perspectives on being more neutral and/or advocating positively.
Cueva, M., Kuhnley, R., Lanier, A., Dignan, M., Revels, L., Schoenberg, N. E., & Cueva, K. (2016). Promoting Culturally Respectful Cancer Education Through Digital Storytelling. International Journal of Indigenous Health, 11(1), 34–49. https://doi.org/10.18357/ijih111201616013
I’m currently taking a course relating to cancer biology as I’m not versed in the basics of what cancer is, its history, how it affects the body biologically and outwardly, and such. It’s a topic that is quite sensitive and affect the world including the United States. The advocacy and incorporation of storytelling shows its flexibility and applicability in various settings and. The scholarly article is a great resource on the topic of advocating the health of Alaska Native people and digital storytelling as a way to learn more about cancer education. Alaska Native people are highly infected by this indiscriminate manifestation of disease and through a digital story, can learn ways to upkeep their health, promote individual and community health, and share/reflect their experiences and knowledge. The digital storytelling courses is a unique approach and method in engaging its participants in spreading information, embracing indigenous communities, and how digital storytelling is a respectful, inclusive way in advocating cancer awareness and education. Learning is a endless, infinite process in which everyone can gain from and for these courses to applicated in a community setting heavily affected by cancer, it’s a great way for domino effect and increasing the comfort around talking about cancer to people and their families. There’s a large potential in its broad use and application in a culturally appropriate way.
Yu, J., Taverner, N., & Madden, K. (2011). Young people’s views on sharing health-related stories on the Internet.Health & Social Care in the Community, 19(3), 326–334. https://doi.org/10.1111/j.1365-2524.2010.00987.x
From my realization in taking BHLTH 435, connection and effectiveness in communicating topics is imperative with storytelling, dialogue, and learning. Storytelling can be beneficial to health professions setting in spreading knowledge, personal stories, and improving methods in terms of quality of life and well-being. The transparency in this, especially to young people, is vital in breaking from the social opaqueness of generalization. The scholarly article is about a study involving facilitating data collection in the effects of storytelling and digital stories among 13 young people. The study believes well-provided stories can be a useful learning resource and acknowledges the concerns involving digital media, personal stories, and online safety. All in all, it’s another way in understanding the perceptions of young people that can be applied to future groups of this age in storytelling.
STENHOUSE, R., TAIT, J., HARDY, P., & SUMNER, T. (2013). Dangling conversations: reflections on the process of creating digital stories during a workshop with people with early-stage dementia. Journal of Psychiatric & Mental Health Nursing, 20(2), 134–141. https://doi.org/10.1111/j.1365-2850.2012.01900.x
Digital stories provide a creative platform in engaging people through shared stories, usage of voice, image, and music, and in this case, can be used to engage nurses in a education setting. The scholarly article focused on seven people with early-stage dementia and one carer and their participation in making their stories during a digital storytelling workshop. There were positive changes observed among the participants including a increase in confidence and connection, a sense of purpose, and improved speech. The fundamental basis of the artilarticle revolved around reports of the lack of compassion in the care and treatment of older people. Nurses had learned through this engagement to understanding the theories involving dementia, those affected by it, and their reflection with using storytelling.
With my culture and beliefs, I always have taken care of others first and put myself last. In view of this, there’s a understanding of the disparities in health care and especially for older adults and having dementia, the lack of connection and frigid relationship traditions between carer-patient. The use of storytelling can bridge the challenges faced in this type of carer-patient relationship, allowing a deeper sense of communication and emotional connective-ness as both engage in telling their stories and personal experiences. Digital storytelling, yet again, is applied in a unique, potentially great way in overcoming the age/status/occupation boundaries often made by the health care setting and social/political standards.