Using Arts-Based Methods and Reflection to Support Postgraduate International Students' Wellbeing and Employability through Challenging Times

Authors

DOI:

https://doi.org/10.32674/jis.v10iS2.2849

Keywords:

international students, reflection, wellbeing, challenges, future, employment

Abstract

This paper reports on an arts-based research study that aimed to support international students to reflect on their studies and personal working lives during the COVID-19 global pandemic. The authors implemented a reflective process involving mindfulness and body mapping to support international students in expressing their experiences and feelings during this time. Results show that the international students gained a deeper understanding of what they experienced personally and how these experiences were both different and similar to their peers. The process enabled students to acknowledge and accept challenges faced as well as provided a safe avenue to do so. They reported the powerful nature of the arts-based methods in helping them think positively about their studies and future working lives.

 

Downloads

Download data is not yet available.

Author Biographies

Marthy Watson

MARTHY WATSON is a Lecturer at the University of Southern Queensland. She has been an arts educator for over 20 years and taught the arts in secondary and primary schools South Africa, New Zealand and Australia. Marthy has extensive experience in leading and developing course materials in the area of literacy and arts education.  She has worked on numerous research projects supporting culturally and linguistically diverse communities. Her current research focuses on reflective practice thought arts-based learning.  She strongly advocates for the arts and regularly presents at conferences and arts workshops in schools. Email: marthy.watson@usq.edu.au

Georgina Barton

GEORGINA BARTON, PhD, is a Professor of literacies and pedagogy in the School of Education at the University of Southern Queensland, Brisbane, Australia. Before being an academic, Georgina taught in schools for over 20 years including teaching English in South India with Australian Volunteers International. She has been an acting principal, coordinator of international students, and a lead teacher in the area of literacy. Georgina also has extensive experience in teaching the arts in schools and universities and often utilises the arts to support students’ literacy learning outcomes. She has over 120 publications in the areas of the arts and literacy. She is an editor of a book titled Professional Learning for International Students: Exploring Theory and Practice. Email: georgina.barton@usq.edu.au

References

Altinyelken, H. K., Hoek, L., & Jiang, L. (2019). Improving the psychosocial wellbeing of international students: The relevance of mindfulness. British Journal of Guidance & Counselling, 1-13.

Arts Health Network (2020). About the banksia initiative: recovering, rebuilding, reimagining. Retrieved from: https://www.artshealthnetwork.com.au/about-the-banksia-initiative-recovering-rebuilding-reimagining/

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.

Austin, D., & Forinash, M. (2005). Arts-based research. Music Therapy Research, 2, 458-471.

Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: the student perspective. Higher Education Research & Development, 38(4), 674-687. DOI: 10.1080/07294360.2019.1576596

Barone, T., & Eisner, E. W. (2011). Arts based research. Sage.

Barton G. M., Hartwig, K., & Cain, M. (2015). International students’ experience of practicum in teacher education: An exploration through internationalisation and professional socialisation. Australian Journal of Teacher Education, 40(8), 149-163.

Barton, G. M., Hartwig, K., Bennett, D., Cain, M., Campbell, M., Ferns, S., Jones, L., Joseph, D., Kavanagh, M., Kelly, A., Larkin, I., O’Connor, E., Podorova, A., Tangen, D., & Westerveld, M. (2017). Work placement for international students: A model of effective practice. In G. M. Barton & K. Hartwig (Eds.), professional learning in the workplace for international students: Exploring theory and practice, (pp. 13-34). Springer.

Barton, G. M., McKay, L., Garvis, S., & Sappa, V (2019). Introduction: Defining and theorising key concepts of resilience and well-being and arts-based research. In L. McKay, G. M. Barton, S. Garvis & V. Sappa (Eds.), Arts-based research, resilience and well-being across the lifespan, (pp. 1-12). Palgrave.

Barton, G. M., & Ryan, M. (2013). Multimodal approaches to reflective teaching and assessment in higher education: a cross disciplinary approach in Creative Industries. Higher Education Research and Development, 33(3), 409-424.

Barton, G. M., & Ryan, M.E. (2017). Reflection and reflective practice for international students and their supervisors in context. In G. M. Barton & K. Hartwig (Eds.), Professional learning in the workplace for international students: Exploring theory and practice, (pp. 93-110). Springer.

Barton, G. M., & Ryan, M. (2020). What does reflection look and feel like for international students? An exploration of reflective thinking, reflexivity and employability. Journal of International Students, 10(S2), 1-15.

Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59, 20-28.

Botha, C. S. (2017). Using metaphoric body-mapping to encourage reflection on the developing identity of pre-service teachers. South African Journal of Education, 37(3).

Boydell, K. M., Volpe, T., Cox, S., Katz, A., Dow, R., Brunger, F., & Wong, L. (2012). Ethical challenges in arts-based health research. The International Journal of the Creative Arts in Interdisciplinary Practice, 11(1), 1-17.

Clift, S. (2012). Creative arts as a public health resource: moving from practice-based research to evidence-based practice. Perspectives in Public Health 132, 3, 120 – 127

Cox, S. M., Lafrenière, D., Brett-MacLean, P., Collie, K., Cooley, N., Dunbrack, J. & Frager, G. (2010). Tipping the iceberg? The state of arts and health in Canada, Arts & Health: An International Journal for Research, Policy and Practice, 2:2, 109-124.

Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of defining well-being. International Journal of Wellbeing, 2(3), 222-235. doi:10.5502/ijw.v2i3.4

Eisenberg, D., Hunt, J. & Speer, N. (2012). Help seeking for mental health on college campuses: review of evidence and next steps for research and practice. Harv Rev Psychiatry, 20, 222-232.

Ewing, R. (2010). The arts and Australian education: Realising potential. ACER.

Fergusson, L., Allred, T., & Dux, T. (2018). Work-based learning and research for mid-career professionals: Professional studies in Australia. Interdisciplinary Journal of E-skills and Lifelong Learning, 14, 1–17.

Fergusson, L., Van Der Laan, L., & Baker, S. (2019). Reflective practice and work-based research: a description of micro-and macro-reflective cycles. Reflective Practice, 20(2), 289-303.

Fischer, K. (2020). Confronting the seismic impact of COVID-19: The need for research. Journal of International Students, 10(2), 211.

Forbes-Mewett, H. & Sawyer, A. M. (2011). Mental health issues amongst international students in Australia: perspectives from professionals at the coal-face. The Australian Sociological Association Conference Local Lives/ Global Networks. University of Newcastle New South Wales.

Gibbs, G. (1988). Learning by doing: A guide to teaching learning methods. Oxford Brookes University.

Glass, C. R., Kociolek, E., Wongtrirat, R., Lynch, R. J., & Cong, S. (2015). Uneven experiences: The impact of student-faculty interactions on international students’ sense of belonging. Journal of International Students, 5(4), 353-367.

Gleeson, K. (2012). Polytextual thematic analysis for visual data. In P. Reavey (Ed.), Visual methods in Psychology: Using and Interpreting Images in Qualitative Research, (pp. 314-323). Psychology Press.

Harms, P. D., Brady, L., Wood, D., & Silard, A. (2018). Resilience and well-being. In E. Diener, S. Oishi, & L. Tay (Eds.), Handbook of well-Being. DEF Publishers.

Health Ministers and Cultural Ministers (2014). National arts and health framework, Perth, 2014, http://mcm.arts.gov.au/article/national-arts-and-health-framework-released

Hendrickson, B., Rosen, D., & Aune, R. K. (2011). An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students. International journal of intercultural relations, 35(3), 281-295.

Hertrampf, R. S., & Wärja, M. (2017). The effect of creative arts therapy and arts medicine on psychological outcomes in women with breast or gynecological cancer: A systematic review of arts-based interventions. The Arts in Psychotherapy, 56, 93-110.

Hodgetts, D., Chamberlain, K., & Groot, S. (2012). Reflections on the visual in community research and action. In P. Reavey (Ed.), Visual methods in psychology: Using and interpreting images in qualitative research, (pp. 299-313). Psychology Press.

Johns, C. (Ed.). (2017). Becoming a reflective practitioner, 5th ed. Wiley.

Khan, W. U., & Moss, H. (2017). Increasing public health awareness of and capacity for arts-based therapy in medicine. Jama Neurology, 74(9), 1029-1030.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice–Hall.

Kolb, A. Y. & Kolb, D. A. (2017). The experiential educator: Principles and practices of experiential learning. EBLS Press.

Li, H. (2017). Academic integration of mainland Chinese students in Germany. Social Inclusion, 5(1), 80–92. doi: 10.17645/si.v5i1.824

Li, A., & Gasser, M. B. (2005). Predicting Asian international students' sociocultural adjustment: A test of two mediation models. International Journal of Intercultural Relations, 29, 561–576.10.1016/j.ijintrel.2005.06.003

Luhmann, M., Hofmann, W., Eid, M., & Lucas, R. E. (2012). Subjective well-being and adaptation to life events: a meta-analysis. Journal of personality and social psychology, 102(3), 592.

MacCormack, C. P., & Draper, A. (1987). Social and cognitive aspects of female sexuality in Jamaica. In C. MacCormack & A. Draper (Eds.), Social and Cognitive Aspects of Female Sexuality in Jamaica, (pp. 143-65).Routledge.

McKay, L., & Barton, G. M. (2018). Exploring how arts-based reflection can support teachers’ resilience and wellbeing. Teaching and Teacher Education, 75, 356-365. https://doi.org/10.1016/j.tate.2018.07.012

Martin, F. (2020). Chinese international students' wellbeing in Australia: The road to recovery. The University of Melbourne.

Moffatt, A., Barton, G., & Ryan, M. (2016). Multimodal reflection for creative facilitators: An approach to improving self-care. Reflective Practice, 17(6), 762-778.

Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice.Routledge.

Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517.

O’Connor, P. (2020). An arts-based approach to student resilience. Retrieved from: https://www.teachermagazine.com.au/articles/an-arts-based-approach-to-student-resilience

Ørngreen R and Levinsen K. (2017). Workshops as a research methodology. The Electronic Journal of e-Learning, 15(1), 70-81.

Richardson, G .E. (2002). The metatheory of resilience and resiliency, Journal of Clinical Psychology, 58 (3), 307-321.

Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers college record, 104(4), 842-866.

Rosenthal, D., Russell, J., & Thomson, G. (2008). The health and well-being of international Students at an Australian university. Higher Education, 55, 51-67.

Ryan, J., & Hellmundt, S. (2007). Maximising international students’ ‘cultural capital’. In J. Carroll & J. Ryan (Eds.), Teaching International Students: Improving Learning for all, (pp. 25-28). Routledge.

Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books, Inc.

Siegel, D. (2018). Aware: The science and practice of presence--the groundbreaking meditation practice. Penguin.

Storrie, K., Ahern, K. & Tuckett, A. (2010). A systematic review: Students with mental health problems—A growing problem. International Journal of Nursing Practice, 16, 1-6.

The Orygen report (2017). Innovation driving reform: Annual report, 2017. Parkville, Victoria, Australia: The National Centre of Excellence in youth Mental Health.

Tran, L. T., & Gomes, C. (2017). Student mobility, connectedness and identity. In International student connectedness and identity (pp. 1-11). Springer.

Ward, C., Masgoret, A.‐M. and Gezentsvey, M. (2009). Investigating attitudes toward international students: Program and policy implications for social integration and international education. Social Issues and Policy Review, 3: 79-102. doi:10.1111/j.1751-2409.2009.01011.x

Wright, P.P., & Palmer, D. (2007). People now me for something positive: An evaluation of Big hART's work at the John Northcote Estate: Murdock University.

Wynaden, D., Wichmann, H., & Murray, S. (2013). A synopsis of the mental health concerns of university students: Results of a text-based online survey from one Australian university. Higher Education Research & Development, 32(5), 846-860.

Zhai, Y., & Du, X. (2020). Mental health care for international Chinese students affected by the COVID-19 outbreak. The Lancet Psychiatry, 7(4), e22.

Downloads

Published

2020-11-10

How to Cite

Watson, M., & Barton, G. (2020). Using Arts-Based Methods and Reflection to Support Postgraduate International Students’ Wellbeing and Employability through Challenging Times. Journal of International Students, 10(S2), 101–118. https://doi.org/10.32674/jis.v10iS2.2849

Issue

Section

Special Issue |Reflection and Reflective Thinking