Supervising Art and Design Students Who Integrate Mental Health Experiences with Autobiographical Research

Autor/in	Ings, Welby
Titel	Supervising Art and Design Students Who Integrate Mental Health Experiences with Autobiographical Research
Quelle	In: International Journal of Art & Design Education, 41 (2022) 2, S.227-241 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12410
Schlagwörter	Foreign Countries; Mental Health; Art Education; Design; Graduate Students; Creative Thinking; Supervisors; Theses; Persistence; Social Support Groups; Autobiographies; Research; Psychotherapy; Mental Disorders; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Psychohygiene; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kreatives Denken; These; Ausdauer; Social support; Soziale Unterstützung; Autobiography; Autobiografie; Autobiographie; Forschung; Psychotherapie; Mental illness; Geisteskrankheit; Neuseeland
Abstract	This article discusses some implications of working supportively with art and design students who manage mental health conditions in a postgraduate environment in a New Zealand University. The paper begins with a discussion of contesting research that considers relationships between highly creative thinkers and certain mental health conditions. It then proposes that, irrespective of arguments around correlations, supervisors are able to make a significant contribution to supporting candidates who combine autobiographically sourced knowledge with artistic inquiries into the experience of living with a mental health condition. In considering this proposition, the paper employs two case studies that illustrate certain strategies that proved useful when seeking to maximise the chances of successful and productive thesis completions. Working in tandem with wider institutional and therapeutic support, these strategies functioned alongside each candidate's research journey. Eight of these approaches are discussed in relation to a pedagogically responsive, informed and creatively supportive environment in which the students were able to develop complex and insightful research projects. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01