PDF(Pubmed)
Abstract：
UNASSIGNED: Mobilizing existing creative, cultural and community assets is seen as a crucial pathway to improving public health. Schools have been identified as key institutional community assets and arts-in-nature practice has been shown to promote children\'s mental health. The \'Branching Out\' research investigated how an established arts-in-nature practice called \'Artscaping\' could be scaled up through the mobilization of community assets including school staff and local volunteers to reach more children in primary schools.
UNASSIGNED: The Branching Out model was piloted in six primary schools across Cambridgeshire with \'Community Artscapers\' delivering 1.5-h Artscaping sessions with children outdoors for 8 weeks. Interviews were conducted with 11 Community Artscapers (six school staff and five volunteers) and four school leaders reflecting on their experiences of the Branching Out model and the data was subject to a reflexive thematic analysis.
UNASSIGNED: The findings presented here discuss themes relating to mobilizing community assets, including framing the opportunity, recruiting and sustaining volunteers, training and supporting Community Artscapers, and tensions in roles and responsibilities. They also cover impacts for the children, including mental health provision, freedom in creativity and being outside, personal development, emotional impacts, and social connection, as well as impacts for the Community Artscapers, including making a difference, emotional wellbeing, personal and professional development, and connection and community.
UNASSIGNED: These findings are considered in terms of their alignment with public health policy drivers and the potential for the Branching Out model to become replicable and self-sustaining across schools to promote children\'s mental health as a public health intervention.
UNASSIGNED: The Branching Out model was piloted in six primary schools across Cambridgeshire with \'Community Artscapers\' delivering 1.5-h Artscaping sessions with children outdoors for 8 weeks. Interviews were conducted with 11 Community Artscapers (six school staff and five volunteers) and four school leaders reflecting on their experiences of the Branching Out model and the data was subject to a reflexive thematic analysis.
UNASSIGNED: The findings presented here discuss themes relating to mobilizing community assets, including framing the opportunity, recruiting and sustaining volunteers, training and supporting Community Artscapers, and tensions in roles and responsibilities. They also cover impacts for the children, including mental health provision, freedom in creativity and being outside, personal development, emotional impacts, and social connection, as well as impacts for the Community Artscapers, including making a difference, emotional wellbeing, personal and professional development, and connection and community.
UNASSIGNED: These findings are considered in terms of their alignment with public health policy drivers and the potential for the Branching Out model to become replicable and self-sustaining across schools to promote children\'s mental health as a public health intervention.
摘要：
■动员现有创意，文化和社区资产被视为改善公共卫生的重要途径。学校已被确定为重要的机构社区资产和艺术在自然实践已被证明可以促进儿童的心理健康。“分支”研究调查了如何通过动员包括学校工作人员和当地志愿者在内的社区资产来扩大既定的自然艺术实践，以覆盖更多的小学儿童。
■分支模型在剑桥郡的六所小学中进行了试点，其中“社区Artscapers”与孩子们在户外进行了1.5小时的Artscaping课程，为期8周。对11名社区艺术家（6名学校工作人员和5名志愿者）和4名学校领导进行了访谈，以反映他们对分支模型的经验，并对数据进行了反身性主题分析。
■这里提出的调查结果讨论了与动员社区资产有关的主题，包括设定机会，招募和维持志愿者，培训和支持社区艺术家，角色和责任的紧张关系。它们还涵盖对儿童的影响，包括心理健康提供，自由的创造力和在外面，个人发展,情感影响,和社会关系，以及对社区艺术家的影响，包括有所作为，情感幸福，个人和职业发展，连接和社区。
这些发现是根据其与公共卫生政策驱动因素的一致性以及分支模式在学校之间可复制和自我维持的潜力来考虑的，以促进儿童的心理健康作为公共卫生干预措施。
■分支模型在剑桥郡的六所小学中进行了试点，其中“社区Artscapers”与孩子们在户外进行了1.5小时的Artscaping课程，为期8周。对11名社区艺术家（6名学校工作人员和5名志愿者）和4名学校领导进行了访谈，以反映他们对分支模型的经验，并对数据进行了反身性主题分析。
■这里提出的调查结果讨论了与动员社区资产有关的主题，包括设定机会，招募和维持志愿者，培训和支持社区艺术家，角色和责任的紧张关系。它们还涵盖对儿童的影响，包括心理健康提供，自由的创造力和在外面，个人发展,情感影响,和社会关系，以及对社区艺术家的影响，包括有所作为，情感幸福，个人和职业发展，连接和社区。
这些发现是根据其与公共卫生政策驱动因素的一致性以及分支模式在学校之间可复制和自我维持的潜力来考虑的，以促进儿童的心理健康作为公共卫生干预措施。
