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Creativity
Published in Justin Amery, The Integrated Practitioner, 2022
This suddenness and mystery of creative ideas can lead us to assume that creativity is a rather arbitrary, even magical, thing, which just ‘comes upon us’. As practitioners, we want to be practical. Few of us would deny that creative thinking and creative planning can be very useful in health practice. However, if we are led to believe that this creativity is mysterious and unknowable, it ceases to be of any practical use: if we can’t learn it, we can’t use it, and we can’t master it.
Storytelling and narratives: sitting comfortably with learning
Published in Jan Woodhouse, Dorothy Marriss, Strategies for Healthcare Education, 2019
It has been pointed out that storytelling gives meaning to our lives beyond the technological age.8 It has also been reported that its use increases students’ enjoyment of literature, improves their speaking and listening skills, contributes to the development of reading and writing skills, and aids creative thinking.8 Livo and Reitz have emphasised that students are learning to think creatively: creative thinking derives from their ability not only to look, but to see; not only to hear, but to listen; not only to imitate, but to innovate; not only to observe, but to experience the excitement of fresh perception.8(p.348)
My First Year as an Art Therapist in India
Published in Audrey Di Maria, Exploring Ethical Dilemmas in Art Therapy, 2019
My art therapy training in the West provided me with a very different perspective concerning education, disabilities, and art, and I wondered if the creation of the kind of artwork described above might meet a need that was similar to that met by the stereotypic superheroes and cartoon characters found in the artwork of children in the West. I had to learn to see these images from a cultural standpoint. Should I encourage creative thinking within the framework of existing art forms? How does this culture view creativity and how does this view fit into the value system of the culture? If people are told what to do in an art class and need to follow the instructor’s directions, what role does creative thinking play within this environment? Should I encourage creative thinking or skill building? What contributes to the development of self-esteem?
Creativity: A viable and valuable competency in medicine? A qualitative exploratory study
Published in Medical Teacher, 2022
Annabel ten Haven, Elien Pragt, Scheltus Jan van Luijk, Diana H. J. M. Dolmans, Walther N. K. A. van Mook
In this theme, we discussed participants’ perceptions. The majority of participants found it difficult to define creativity in the medical setting. They reported many different perceptions of creativity and commented that these perceptions, indeed, differed across individuals and contexts. Nevertheless, we were able to discern three main perceptions of the construct. First, many participants associated creativity with various forms of art, such as playing an instrument, painting and writing. Second, they held the view that creativity involved a process of thinking that takes place ‘out of the box’. Such process required dynamic adaptability and was enabled by the mechanisms of freethinking and seeing or making connections. Moreover, participants regarded creative thinking as a way to approach an issue from various angles and perspectives. Third, they added that there was more to creativity than this thinking process, as the ideas resulting from it had yet to be translated into real products or solutions. Hence, creativity was also perceived to encompass an action process. The said perceptions of 'thinking' and 'acting' were the expressions of creativity that were most frequently mentioned. Figure 2 gives a precise overview of each of the three main participant perceptions. Quotes to illustrate these perceptions are included in Table 1.
Art Therapy and the Malnourished Brain: The Development of the Nourishment Framework
Published in Art Therapy, 2021
Art therapy is an active therapeutic process that integrates the mind and body, allowing an individual to uncover, explore, and process emotional content through art making. Art therapy often pairs fear-arousing emotions with positive new sensory experiences as a means of coping, regulating, and integrating (Hass-Cohen, 2008). Art therapists encourage spontaneous engagement, support attention and logical understanding, and create a holding space for overwhelming experiential states (Shore, 2014). Such assumptions may be validated by understanding how creativity provides insight into the ways in which art making may activate neural networks. Creative thinking requires methodological problem solving, organization, cognitive flexibility, abstract thinking, planning, willed action, and source and working memory (Dietrich, 2004; Ellamil et al., 2012). Engaging in creative activities heightens a person’s “ability to engage in contradictory modes of thought, including cognitive, affective, deliberate, and spontaneous processing” (Ellamil, et al., 2012, pp. 1791–1792).
Chronotype: implications for sleep quality in medical students
Published in Chronobiology International, 2019
Jinbin Sun, Ming Chen, Weijie Cai, Zhong Wang, Shaoning Wu, Xiao Sun, Hongbo Liu
A large proportion of medical students suffered from poor sleep quality (Azad et al. 2015). Our results herein demonstrated that sleep quality showed a decreasing trend from freshman year to senior year, and there were no differences in the proportion of chronotype between different genders and grades. These findings were opposite to a previous study (Lee et al. 2017). More pronounced evening-types were associated with worse sleep quality and sleep disturbance in university students (Vitale et al. 2015). In our study, evening-types students had more problems in sleep, such as poor sleep quality, troubles in falling asleep, which were specifically manifested as subjective sleep quality, sleep duration, daytime dysfunction as compared to morning-types (Barclay et al. 2010; López-Soto et al. 2018), even if the effect size was small. They might develop more depressive symptoms primarily because they had not been satisfied with their sleep or had experienced sleep disturbance previously (Au and Reece 2017). Additionally, the evening-types students were reported to have greater variations in their mood and spend little time in physical activities than morning-types, which could have a great influence on their sleep quality (Nakade et al. 2009; Patterson et al. 2016; Randler et al. 2016; Urbán et al. 2011). Creative thinking and research are called to evaluate innovative ways to assist medical students and address a range of the most common real-life sleep and circadian problems.