Diana Coholic – författare

Art-based activities can develop resilience and self-esteem, enabling children in need to cope better with ongoing stress and loss. Arts Activities for Children and Young People in Need offers interventions and exercises drawn from practice and research, for practitioners to use as a basis for their own arts-based groups or one-to-one sessions.Holistic arts activities facilitate a spiritually sensitive approach. Mindfulness-based exercises underpin the approach, and include guided meditations in which a group imagines that they are clouds, or draw feelings and emotions while listening to music, to encourage awareness of the senses. The activities help the group to relax and become more self-aware, encourage an exploration of feelings, values and understanding and are beneficial for children not ready to embrace traditional therapies or counselling.This book is accessible and suitable for helping, health and education practitioners and students from a variety of disciplines, such as social work, psychology and counselling.

Over the past ten years, the fields of social work and education have grappled separately with definitions of spirituality, ways to integrate spirituality into the classroom, and the rendering of spirituality as a meaningful concept for practitioners, students, and researchers. Social work and education have many commonalities in areas of engagement with children, families, and communities. For the first time, this book brings together these two professional disciplines for interdisciplinary discussions that advance our knowledge in the broad area of ""spirituality."" The book's three sections reflect broad topic areas created to facilitate dialogue between the contributors, all of whom have established expertise in exploring spirituality in education or social work. The first section of the book explores the historical and theoretical underpinnings of spirituality in education and social work. Examination of our respective heritages uncovers the religious roots within our professions and reveals a present understanding of spirituality that calls for active engagement in challenging oppression and working toward social justice. The second section shifts the focus to the pedagogical implications of incorporating spirituality into higher-education classrooms. The varied level of acceptance and the tensions that come from including spirituality, implicitly or explicitly, in the programs and coursework in our respective faculties are illuminated by authors in both professions. The final section explores issues related to practising and teaching in the field from a spiritually sensitive perspective.