1. The Benefits of Using the Creative Arts in Social Care Practice and Training IASCE Conference 2008 Denise Lyons

2. Benefits in Theory CREATIVE STUDIES IN SOCIAL CARE EDUCATION

4. AITITBCITDITDKITLITPATSITCITSITTWIT Year 1 Curriculum Creative Studies ●●●●●●● Drama ● Interactional Approaches ● Year 2 Curriculum Creative Studies ●●●●●●●● Drama ● Interactional Approaches ● Year 3 Curriculum Creative Studies ●●●●●● Interactional Approaches ●

6.  Personal Development  Confidence  Self-awareness  Professional Development  Creative Skills  Group Facilitation Skills  Relationship Development Skills BENEFITS

7. Benefits in Practice CREATIVE STUDIES IN SOCIAL CARE

10. 2008 Pilot Study 141 Placement Agencies / 42 Respondents ServiceNo. SentNo. Received Disability62 44%18 34% Residential Children 42 30%13 32% Special School/ high support 152 7.5% Family Support31 Drug treatment32 Youth Work112 Women’s Refuge31 Other23 Total14142 34%

11. Creativity in Practice Yes 83.3% (n = 35) Details of ServicesTotal 35 Disability18 Residential Children 6 Special School/ high support2 Family Support1 Drug treatment1 Youth Work2 Women’s Refuge1 Other3

12. Creativity in Practice No16.7%(n =7) Details of Respondents Answering No Hostel Unaccompanied Minors 12-16 years 1 Hostel Minors with addiction 16 -21 years 1 Residential Care 11-17yrs 4 4 Aftercare Housing 18 + 1

13. Benefits for Service Users Fun Relieves boredom Gives them confidence Allows service users to relax and express themselves. We use it to build self esteem with plenty of encouragement. Used for social interaction, and good calming technique for service users especially after an incident.

14. What the Worker Needs Patience Sense of humour Confidence Problem solving skills Facilitation skills Creative skills –knowledge of games and activities Flexibility An interest in being creative

16. Implications for Training Creative Training directed towards Disability Sector Increased emphasise on skill development Aim to increase confidence and develop interest

17. Implications for Practice 45% of respondents from residential care of children 11-17 years do no creative activities Activity Theory –Boredom and challenging behaviour