Cross-sectional and longitudinal associations between arts engagement, loneliness, and social support in adolescence

The associations between arts and humanities engagement and well-being in a representative sample of United States residents during the COVID-19 pandemic

BACKGROUND

The COVID-19 pandemic led to widespread decreases in well-being, and people turned to various coping resources to mitigate declines in well-being.

METHOD

In a large (N = 873) representative US adult sample collected in the fall of 2020, we examined the degree to which people coped using the arts and humanities and the perceived impact of the pandemic and how these factors were associated with well-being.

RESULTS

We found coping with the arts was associated with many facets of well-being and, for many of these associations, the more people felt impacted by the pandemic, the stronger the relationship with coping with the arts. We further examined the nature of people's typical arts engagement (e.g. immersion, reflectiveness) with the use of arts to cope.

CONCLUSIONS

These findings suggest the arts may play a role in well-being experiences during challenging circumstances and the need for continued examination of the role the arts play in well-being.

Effects of a 16-week dance intervention on loneliness and self-esteem in left behind children: a randomised controlled trial

Loneliness and low self-esteem are among the more prominent mental health problems among left-behind children, but most of the current research stays in cross-sectional surveys, with fewer studies proposing specific solutions. In addition, although the effective impact of dance interventions on loneliness and self-esteem has been demonstrated, the impact in the group of left-behind children remains under-explored. Therefore, this study validated the effectiveness of a dance intervention on loneliness and self-esteem in left-behind children through a 16-week randomised controlled trial. Stratified sampling was used to select one primary school from each of the 14 cities in Hunan Province, with a maximum of 100 children recruited from each primary school. Independent researchers used SPSS 29.0 to randomly assign the eligible 1270 participants to the Experimental group (n = 635) and Control group (n = 635) in a 1:1 ratio. The Experimental group performed 45 min of moderate-intensity dance training five times a week. The Control group maintained their original living conditions. Participants were measured three times using the Children's Loneliness Scale and Rosenberg's Self-Esteem Scale: baseline (T0), after 8 weeks (T1), and post-intervention (16 weeks, T2). Linear mixed-effects models for repeated measures were used to test the effects of time, group and time × group interactions. (a) The average age of the 1261 participants was 10 years (SD = 3.52), with high levels of loneliness (42.48 ± 12.04) and low levels of self-esteem (26.75 ± 6.39). (b) There was a significant negative correlation between loneliness and self-esteem among the LBC (p < 0.001, r = - 0.390). (c) After the dance intervention, the LBC's loneliness significantly decreased [F (2, 1258) = 74.516, ηp2 = 0.106, p < 0.001] and their self-esteem significantly increased [F (2, 1258) = 73.64, ηp2 = 0.104, p < 0.001]. A 16-week dance intervention is an effective strategy to improve loneliness and self-esteem in LBC. Given the acceptability and practicality of the dance intervention, it could be included in a health programme to improve loneliness and self-esteem in LBC.

A comprehensive scoping review of intergenerational dance programmes for cohorts with a generational gap

INTRODUCTION

Loneliness and physical inactivity are issues that affect both young people and older adults. This can have negative health outcomes and well as high costs on health services. Physical activity can positively influence both physical and psychosocial health outcomes, however enjoyment is necessary for adherence. Combining exercise with arts-based activities can improve enjoyment for older adults and young people. Dance has been found to be a safe and enjoyable form of physical activity that can be equally or more effective than conventional exercise options. Intergenerational interventions can improve relationships between generations. The aim of this scoping review was to collate and map the available evidence for intergenerational dance.

METHODS

This scoping review followed the guidance outlined by the Joanna Briggs Institute. A systematic search of nine multidisciplinary databases and four repositories was conducted. Inclusion criteria were intergenerational dance or movement to music programmes. Exclusion criteria included dance movement therapy or groups with less than one generational gap. Data were extracted and summarised using narrative synthesis and research papers were appraised using the Mixed Methods Appraisal Tool.

RESULTS

The search identified eleven research studies, seven expert opinion/practice expertise and 13 sources from the grey literature. Dance classes were typically 11-12 weeks long. Genres varied with some programmes including co-creation through choreography. Experiences and social outcomes were the most assessed outcomes, with a lack of studies examining physical outcomes. Participants reported enjoying the programmes stating they felt proud for taking part and looked forward to sessions. The term intergenerational was not defined in any paper.

CONCLUSIONS

Intergenerational dance is an emerging area of research. Many programmes run in communities but are not researched, therefore several gaps remain. More large-scale trials are needed around intergenerational dance. Definitions and descriptions of dance and intergenerational activity should be considered in future studies to ensure consistency.

Do Patterns of Adolescent Participation in Arts, Culture and Entertainment Activities Predict Later Wellbeing? A Latent Class Analysis

Participation in arts, culture, and entertainment (PACE) activities may promote adolescent wellbeing. However, little is known about how such activities cluster together, and previous research has used small samples, cross-sectional designs, focused on single activities, and/or has not considered the influence of socio-demographic factors on participation. Using latent class analysis, the aims of this study were to establish: (i) classes of adolescent PACE activities; (ii) associations between socio-demographic characteristics and PACE classification; and, (iii) whether PACE classification predicts later wellbeing. Longitudinal data from the #BeeWell study (N = 18,224 adolescents; mean age at T1 = 12 years 7 months (±3.56 months); 50.54% female) were analyzed. Four latent classes were established: the 'Dynamic Doers' (high, wide-ranging participation; 11.87%); the 'Mind and Body Crew' (reading, arts, videogames, sports/exercise; 39.81%); the 'Game and Gain Squad' (videogames and sports/exercise; 29.05%); and the 'Activity Free Adolescents' (uniformly low participation; 19.27%). Associations between socio-demographic characteristics and PACE classification were observed (e.g., socio-economic disadvantage increased the likelihood of Activity Free Adolescents classification, compared to Game and Gain Squad classification). Finally, PACE classification predicted later wellbeing (e.g., Dynamic Doers reported significantly higher wellbeing than Activity Free Adolescents). These findings are discussed in relation to the need to improve accessibility and appeal of arts, culture, and entertainment provision for adolescents as a means to optimize their wellbeing. PRE-REGISTRATION: The analysis plan for this study was pre-registered on the Open Science Framework and can be found here: https://osf.io/2jtpd.

The mediating role of social ostracism in the effect of social media addiction on loneliness in adolescents

OBJECTIVE

This study aimed to determine the mediating role of social ostracism in the effect of social media addiction on loneliness in adolescents.

METHODS

This descriptive and cross-sectional study was conducted with 1225 adolescent students attending high school in a province in Eastern Turkey between 30 May 2023 and 01 August 2023. The study data were collected using the "Personal Information Form", "Bergen Social Media Addiction Scale", "UCLA Loneliness Scale-Short Form" and "Ostracism Experience Scale for Adolescents". The analysis of the study data was performed by using SPSS 22.0, AMOS V 24.0, and G*Power 3.1 Statistical package software.

RESULTS

It was determined that the model created in line with the determining the mediating role of social ostracism in the effect of social media addiction on loneliness in adolescents was compatible and the model fit indices were within the desired limits x2/df = 4.481, RMSEA = 0.05, CFI = 0.96, GFI = 0.96, AGFI = 0.94, IFI = 0.96. Social media addiction has been found to affect loneliness and social ostracism (p < 0.05). It was found that social ostracism affected the level of loneliness (p < 0.05). It was determined that social ostracism had a mediating role in the effect of social media addiction on loneliness (p < 0.05).

CONCLUSION

As the level of social media addiction increases, the level of loneliness and social ostracism increases. As the level of social ostracism increases, the level of loneliness increases. Longitudinal studies on the factors affecting loneliness are recommended.

PRACTICE IMPLICATIONS

In order to reduce the loneliness and social ostracism levels of adolescents, their access to social media should be controlled. Programs to reduce social ostracism should be designed.

Expanding the social cure: a mixed-methods approach exploring the role of online group dance as support for young people (aged 16-24) living with anxiety

There is an increased interest in whether online arts interventions support mental health and social connections. This study explored eight weeks of online group dance as support for young people (aged 16-24) living with anxiety. The applicability of the 'social cure' theoretical framework to the novel context of an online dance class was sought. The study utilised an embedded QUAL+quan design, incorporating participatory focus group discussions (n = 3 groups; n = 11 participants) and one-on-one interviews (n = 2 participants), creative reflections (n = 16 participants) and ethnographic fieldnotes, and a repeated measures design with surveys at three timepoints (week 1, n = 27; week 4, n = 18; week 8, n = 14). Thematic analysis identified two overarching themes demonstrating how the dance classes (i) provided the opportunity to co-construct a meaningful shared identity and (ii) supported holistic wellbeing. The quantitative findings supported this, suggesting lower anxiety, depression, and loneliness and higher wellbeing, self-esteem, self-efficacy, and group closeness. This study expands the social cure to its application to an online dance context for the first time.