Non-clinical community interventions: a systematised review of social prescribing schemes

Abstract Background: This review focused on evaluation of United Kingdom social prescribing schemes published in peer-reviewed journals and reports. Schemes, including arts, books, education, and exercise ‘on prescription’ refer patients to community sources of non-clinical intervention. Method: A systematised review protocol appraised primary research material evaluating social prescribing schemes published 2000-15. Searches were performed in electronic databases using keywords, and articles were screened for evaluation of patient data, referral process, assessment method and outcomes; non-evaluated articles were excluded. Results: Of 86 schemes located including pilots, 40 evaluated primary research material: 17 used quantitative methods including six randomised controlled trials; 16 qualitative methods, and seven mixed methods; 9 exclusively involved arts on prescription. Conclusions: Outcomes included increase in self-esteem and confidence; improvement in mental wellbeing and positive mood; and reduction in anxiety, depression and negative mood. Despite positive findings, the review identifies a number of gaps in the evidence base and makes recommendations for future evaluation and implementation of referral pathways

Critical links : learning in the arts and student academic and social development /

Funded by the National Endowment for the Arts and the U.S. Dept. of Education.Summaries of the studies prepared by James S. Catterall, Lois Hetland, and Ellen Winner.Includes bibliographical references.Mode of access: Internet

Keeping up with our students: The evolution of technology and standards in art education

This article addresses the standards of technology in the visual arts, arguing the standards function as de facto policy, the guidelines that shape what teachers teach. In this study, we investigate how art education standards approach technology as a teaching tool and artmaking medium, analyzing the current National Visual Arts Standards, the 21st Century Skills, the National Art Education Association (NAEA) Standards for Art Teacher Preparation, the NAEA Professional Standards for Visual Arts Educators, and how 26 university art education programs teach technology. Because a new set of digital standards were developed as media arts, separate from the visual arts, we believe that media arts should be considered a subset of the larger umbrella of visual arts, seeing visual art educators are the best equipped to address the new digital media arts standards and forms of making. Finally the article makes suggestions about how university art teacher preparation programs can redirect their courses to better relate to contemporary art practices, current educational uses of technology, and the world of ubiquitous computing