Co-Producing Narratives on Access to Care in Rural Communities: Using Digital Storytelling to Foster Social Inclusion of Young People Experiencing Psychosis (Dispatch)

Authors

  • Katherine M Boydell Black Dog Institute
  • Chi Cheng Centre for Applied Health Research
  • Brenda M. Gladstone University of Toronto
  • Shevaun Nadin Lakehead University
  • Elaine Stasiulis The Hospital for Sick Children

DOI:

https://doi.org/10.26522/ssj.v11i2.1395

Keywords:

digital storytelling, psychosis, narrative

Abstract

N/A

Author Biography

Katherine M Boydell, Black Dog Institute

Dr. Boydell is a Professor of Mental Health at The Black Dog Institute, University of New South Wales. Her research is both methodological and substantive; substantively, it focuses on understanding the complex pathways to care for young people experiencing a first episode of psychosis, the use of new technologies in child and youth mental health, and the ‘science’ of knowledge translation. Methodologically, it focuses on advancing qualitative inquiry, specifically, in the area of arts-based health research. Professor Boydell explores the use of a wide variety of art genres in the creation and dissemination of empirical research - including documentary film, dance, digital storytelling, found poetry, installation art and body mapping. Her work takes a critical perspective and focuses on the theoretical, methodological and ethical challenges of engaging in arts-based health research. She has published more than 150 journal articles and book chapters and has published a recent text titled Hearing Voices: Qualitative Inquiry in Early Psychosis.

References

Boydell, K.M., Gladstone, B.M., Volpe, T., Allemang, B., & Stasiulis, E. (2012). The production and dissemination of knowledge: A scoping review of arts-based health research. Forum Qualitative Sozialforchung/Forum: Qualitative Social Research, 13(1), Art. 32.

Boydell, K.M., et al. (2006). Family perspectives on pathways to mental health care for children and youth in rural communities. Journal of Rural Health. 21(2),182-188.

Burgess, J. (2006). Hearing ordinary voices: Cultural studies vernacular creativity and digital storytelling. Continuum: Journal of Media and Cultural Studies, 20(2), 201-214.

Clarke, S. (2015). A "child's rights perspective": The "right" of children and young people to participate in health care research. Issues in Comprehensive Pediatric Nursing, 38(3), 161-180.

Conrad, D. (2006). Entangled in the sticks: Ethical conundrums of popular theatre as pedagogy and research. Qualitative Inquiry,12(3), 437-458.

Cunsolo Willox, A., Harper, S. L., & Edge, V. L. (2013). Storytelling in a digital age: digital storytelling as an emerging narrative method for preserving and promoting indigenous oral wisdom. Qualitative Research, 13(2), 127-147.

DeVecchi, N., Kenny, A., Dickson-Swift, V., & Kidd. S. (2016). How digital storytelling is used in mental health: A scoping review. International Journal of Mental Health Nursing, 25(3), 183-193.

Gardner, K., & Lewis, D. (1996). Anthropology, development and the post-modern challenge, London: Pluto Press.

Gladstone, B.M. (2010). “All in the same boat”: An analysis of a support group for children of parents with mental illnesses (Unpublished doctoral dissertation). University of Toronto, Toronto, ON. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/24755/5/Gladstone_Brenda_M_201006_PhD_Thesis.pdf

Gladstone, B. M., Boydell, K. M., Seeman, M. V., & McKeever, P. D. (2011). Children's experiences of parental mental illness: A literature review. Early Intervention in Psychiatry, 5(4), 271-289.

Gubrium, A. (2009). Digital storytelling as a method for engaged scholarship in anthropology. Practicing Anthropology, 31(4), 5-9.

Hennessy, E., & Heary, C. (2005). Exploring children's views through focus groups. In S. Greene & D. Hogan (Eds.), Researching children's experience: Methods and approaches. (pp. 236-252). London: Sage Publications.

Heron, J., & Reason, P. (1997). A participatory inquiry paradigm. Qualitative Inquiry, 3(3), 274-294.

Kontos, P., & Poland, B. (2009). Mapping new theoretical and methodological terrain for knowledge translation: Contributions from critical realism and the arts. Implementation Science, 4(1), 1.

Langhout, R. D., & Thomas, E. (2010). Imagining participatory action research in collaboration with children: An introduction. American Journal of Community Psychology. 46, 60-66.

MacDonald, J. A., Gagnon, A. J., Mitchell, C., Di Meglio, G., Rennick, J.E., & Cox, J. (2011). Include them and they will tell you: Learnings from a participatory process with youth. Qualitative Health Research. 21(8), 1127-1135.

Mendenhall, T. J., Gagner, N. E., & Hunt, Q. A. (2015). A call to engage youth in health research. Families, Systems & Health, 33(4), 410-412.

Minore, B., Hill, M. E., Pugliese, I., & Gauld, T. (2008). Rurality literature review: Building ‘rurality’ into health systems funding formulas. Thunder Bay, ON: Centre for Health and Northern Health Research. Retrieved from www.ontla.on.ca/library/repository/mon/24003/299628.pdf

Powers, J. L., & Tiffany, J. S. (2006). Engaging youth in participatory research and evaluation. Journal of Public Health Management & Practice, 12, S79-S87.

Reason, P. (1998). Political, epistemological, ecological and spiritual dimensions of participation. Studies in Cultures, Organizations & Societies, 4, 147-67.

Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research: Participative inquiry and practice. Sage.

Rice, C., Chandler, E., Harrison, E., Liddiard, K, & Ferrari, M. (2015). Project re-vision: disability at the edges of representation. Disability & Society, 30(4), 513-527.

Starfield, B. (2002). Equality in health. Journal of Epidemiology and Community Health. 56, 483-484.

Downloads

Published

2018-03-03

Issue

Vol. 11 No. 2 (2017): Visual Research and Social Justice

Section

Visual Research & Social Justice

License

Articles are published in Studies in Social Justice under the Creative Commons "Attribution/Non-Commercial/No Derivative Works" Canada licence.

The copyright for the articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles may be used, with proper attribution, in educational and other non-commercial settings. The submission of a manuscript to Studies in Social Justice will be taken to mean that the author understands and agrees to the following:

  • the manuscript represents original work not previously published;
  • the manuscript is not being considered elsewhere for publication in the same language (publication elsewhere in an alternate language does not preclude acceptance of submission to Studies in Social Justice); 
  • appropriate written copyright permissions have been secured for republication of any copyrighted material contained in the manuscript; 
  • copyright for this article is retained by the author, with first publication rights granted to Studies in Social Justice; 
  • by virtue of its appearance in this open access journal, it is understood that the article is freely available for use, with proper attribution, for educational and other non-commercial purposes; 
  • reuse of the article for commercial purposes by anyone other than the author requires permission of the author; 
  • the author agrees to cite Studies in Social Justice as a source whenever h/she later republishes or reuses the article in other platforms.