Objectives: This article describes the program evaluation of a group intervention combining reminiscence with literary creative writing instruction.
Method: This 10-week, 1-hour group was completed seven times in an outpatient geriatric mental health clinic. Each session introduced a different reminiscence theme and creative writing practice. Feasibility and acceptability were assessed through group monitoring and qualitative feedback. Effectiveness was assessed with pre- and post-test depression screening (PHQ-9) and qualitative feedback.
Results: A total of 34 veterans participated in the groups, with a mean group size of 4.86 (SD = .69). Participants were 85% male (n = 29) and 15% female (n = 5) with a mean age of 70.89 (SD = 8.30). To increase accessibility, several adaptations were made. There were statistically significant reductions in PHQ-9 depression scores (p = .005). Veterans reported qualitative improvements including increased motivation and self-expression.
Conclusions: This intervention was feasible and acceptable to the veterans being served. Randomized controlled research is needed to better understand efficacy.
Clinical Implications: Clinicians may consider ways to augment or adapt reminiscence interventions to meet the needs of their patient population. Clinicians may find it useful to integrate creative writing instruction into reminiscence interventions. 相似文献
Abstract This paper is based upon a keynote address given at the Conference ‘Crafting the Future’ on 8 October 2004, entitled ‘The Economics of Inclusion: How the policy of inclusion and the changing nature of funding schools offers unique opportunities for creative therapists’. The conference was held in London and organised by SESAME UK & International, The British Association of Drama Therapists and The British Association of Art Therapists. This paper also includes the findings from a research study carried out by Goncalves (2004
Goncalves , S(2004) . An Exploration of the Benefits of Using Approaches, Tools and Collaborative Work with Arts Therapists, in Future Educational Psychology Practice . Unpublished self-directed project as part of M.Sc. in Educational Psychology . University of East London .[Google Scholar]), which investigated the views of children about art therapy, and the attitudes of educational psychologists about working with creative arts therapists. It is argued that the changing educational scene offers unparalleled opportunities for creative arts therapists, but there is a major need to explain and market services in the interests of the children who need them. Indeed, children surveyed spoke positively about the impact of art therapy on their lives. Educational psychologists had limited knowledge of the work of creative arts therapies but would like to know more. 相似文献