Arts-Based Research, Resilience and Well-being Across the Lifespan

<div>Chapter 1.&nbsp;Introduction: Defining and theorising key concepts of resilience and well-being and arts-based research;&nbsp;Georgina Barton, Loraine McKay, Susanne Garvis, Viviana Sappa.-&nbsp;Chapter 2. Early childhood education, arts-based research and resilience;&nbsp;Susanne Garvis.-&nbsp;Chapter 3. How arts-based methods are used to support the resilience and well-being of young people: A review of the literature;&nbsp;Abbey MacDonald, Margaret Baguley, Georgina Barton and Martin Kerby.-&nbsp;Chapter 4. Building resilience through listening to children and young people about their health preferences using arts-based methods;&nbsp;Jane Coad.-&nbsp;Chapter 5. Promoting resilience in youth through participation in an arts-based mindfulness group program;&nbsp;Diana Coholic.-&nbsp;Chapter 6. Engendering hope using photography in arts-based research with children and youth;&nbsp;Sophie Yohani.-&nbsp;Chapter 7. Using arts-based reflection to explore the resilience and well-beingof mature-age women in the initial year of preservice teacher education;&nbsp;Loraine McKay and Kathy Gibbs.-&nbsp;Chapter 8. Joint painting for understanding the development of emotional regulation and adjustment between mother and son in expressive arts therapy; Rainbow T. H. Ho and C. C. Wong.-&nbsp;Chapter 9. Empowering in-service teachers: A resilience-building intervention based on the forum theatre technique;&nbsp;Viviana Sappa and Antje Barabsch.-&nbsp;Chapter 10. Overcoming a lived experience of personal impasse by creating a theatrical drama: an example of promoting resilience in adult education;&nbsp;Deli Salini and Marc Durand.-&nbsp;Chapter 11. Clowning training to improve working conditions and increase the well-being of employees;&nbsp;Reinhard Tschiesner and Alessandra Farneti.-&nbsp;Chapter 12. The reflexive practitioner; using arts-based methods and research for professional development;&nbsp;Cecilie Meltzer.-&nbsp;Chapter 13. University teachers’ professional identity work and emotions in the context of an arts-based identity coaching program;&nbsp;Katja Vähäsantanen, Päivi Hökkä and Susanna Paloniemi.-&nbsp;Chapter 14. “Colouring outside the lines”: Employment and resilience for art-makers with disabilities;&nbsp;Tanya Riches, Vivienne Riches and Bruce O’Brien.-&nbsp;Chapter 15. Beating stress, the Swedish way: Time for a ‘fika’;&nbsp;Liisa Uusimaki.-&nbsp;Chapter 16. Using clay in Spiritually Ecological-Existential Art therapy: To “see”, to “listen” and to “understand” by hands;&nbsp;Jaroslava Anna Šicková-Fabrici.-&nbsp;Chapter 17. Picturing childhood connections: How arts-based reflection and representation strengthen preservice early childhood teachers’ understandings about well-being, belonging, and place;&nbsp;Alison L Black.-&nbsp;Chapter 18. Arts based research across the lifespan and its contribution to resilience and well-being;&nbsp;Loraine McKay, Georgina Barton, Viviana Sappa, Susanne Garvis.</div><div><br></div>