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The feasibility of occupational therapy visual art groups for children (8 – 12 years) with learning differences in a low-resource setting in the Western Cape, South Africa
Thesis (MOccTher)--Stellenbosch University, 2024.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2024
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| _version_ | 1867613988200644608 |
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| access_status_str | Open Access |
| author | Conolly, Naomi Beth |
| author2 | Hoosain, Munira |
| author_browse | Conolly, Naomi Beth Hoosain, Munira |
| author_facet | Hoosain, Munira Conolly, Naomi Beth |
| author_sort | Conolly, Naomi Beth |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MOccTher)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/130323 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:52.743Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/130323 The feasibility of occupational therapy visual art groups for children (8 – 12 years) with learning differences in a low-resource setting in the Western Cape, South Africa Conolly, Naomi Beth Hoosain, Munira Plastow, Nicola Ann Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Health and Rehabilitation Sciences. Occupational Therapy. Learning, Psychology of -- Western Cape (South Africa) Art therapy for children -- Western Cape (South Africa) Children with disabilities -- Education -- Western Cape (South Africa) Art in education -- Western Cape (South Africa) Early childhood education -- Western Cape (South Africa) Child development -- Western Cape (South Africa) UCTD Thesis (MOccTher)--Stellenbosch University, 2024. ENGLISH SUMMARY: Introduction: There has been a worldwide increase in the prevalence of learning differences, increasing the demand for feasible and effective services that support these children’s development and functioning. However, very few children have access to specialised individual interventions. Art is a well-known therapeutic medium that has the advantage of being adaptable to different clients, cultures, and settings, to develop prerequisite skills required for individual growth and participation in everyday life. Group interventions may be more feasible for low-resource settings regarding time, human resources, and costs. However, feasibility testing is needed before high-quality effectiveness evaluations can be recommended for art group programs in low-resource settings. Aim: To determine the feasibility of occupational therapy visual art groups for children aged 8 to 12 years with learning differences in a low-resource setting in the Western Cape, South Africa by 1) synthesising the available international research and 2) conducting a feasibility study. Methods and analysis: The systematic review was structured according to the PRISMA 2020 systematic review reporting guidelines, and registered on PROSPERO. Eight electronic databases were screened for eligible primary data sources, with no limiters. Two independent reviewers completed the title/ abstract and then full-text screening phases, using Rayyan software. The feasibility study used a case series design with convenience sampling to select eight participants (aged 8 to 12 years) with learning difference/s within a low-resource community in the Western Cape, South Africa. The SPIRIT guidelines for interventional trials were used to improve reporting. Participants attended eight weekly 45-minute visual art groups designed by the primary author. Feasibility was assessed in terms of demand, acceptability, and practicality through Likert-scale measures during caregiver interviews. Limited efficacy was evaluated using the Creative Participation Assessment (CPA), the Canadian Occupational Performance Measure (COPM) with caregivers, and the Child Occupational Self-Assessment (COSA) with participants. Results: All 20 articles included in the systematic review reported effectiveness outcomes, indicating decreased problem behaviours, and improved emotional well-being, social interaction, self-expression, cognitive and motor development, and caregiver attachment for children with learning differences. The heterogeneity of the data prevented a meta-analysis of effectiveness outcomes. Six articles reported feasibility criteria. Evidence synthesis led to the AR3T principles, which serve as a framework to guide the development of the art group intervention. The pilot study found the intervention was in demand, acceptable, and practical, and could be effectively implemented in the low-resource community selected for the study. The data also showed signs of limited efficacy, as participants made a clinically and statistically significant improvement in their level of creative participation (CPA) and occupational performance (COPM) from pre- to post-intervention. The COSA showed trends of improvement, especially for older children, but the results did not reach significance. Conclusion: Art group interventions have the potential to be a feasible and effective low-resource intervention that can be utilised to promote the development of children affected by learning differences. Further feasibility and effectiveness testing with larger sample sizes are required to refine the intervention and determine the extent of its therapeutic effect. AFRIKAANSE OPSOMMING: Inleiding: Daar is 'n wereldwye toename in leerverskille onder kinders. Dit lei tot ‘n verhoging in die behoefte aan haalbare en effektiewe dienste wat hierdie kinders se ontwikkeling en funksionering kan ondersteun. Baie min kinders het egter toegang tot gespesialiseerde individuele ingryping. Kuns is 'n bekende terapeutiese metode wat aanpasbaar tot elke klient se omstandighede is. Dit het die potensiaal om die nodige vaardighede, wat kan lei tot individuele groei en deelname aan die alledaagse lewe, te ontwikkel. Groepsingryping kan in lae-hulpbron omgewings meer haalbaar as individuele ingryping wees, weens die verminderde vraag na tyd, menslike hulpbronne, en befondsing. Uitvoerbaarheidstoetsing is egter nodig voordat evaluerings van hoe gehalte doeltreffendheid vir kunsgroepprogramme in lae-hulpbron omgewings aanbeveel kan word. Doel: Om die uitvoerbaarheid van arbeidsterapie visuele kunsgroepe vir kinders tussen 8 en 12 jaar met leerverskille in 'n laehulpbronomgewing in die Wes-Kaap, Suid-Afrika te bepaal deur 1) die beskikbare internasionale navorsing te sintetiseer en 2) 'n uitvoerbaarheidstudie te doen. Metodes en analise: Die sistematiese oorsig is gestruktureer volgens die PRISMA 2020 sistematiese oorsigverslagdoeningsriglyne, en geregistreer op PROSPERO. Agt elektroniese databasisse is gekeur vir kwalifiserende primere databronne, sonder beperkerings. Twee onafhanklike beoordelaars het titel/ opsomming en daarna volledige tekssiftingsfases voltooi, met behulp van Rayyan-sagteware. Die uitvoerbaarheidstudie het 'n gevallereeksontwerp met geriefsteekproefneming gebruik om agt deelnemers (tussen 8 en 12 jaar) met leerverskil/le binne 'n laehulpbrongemeenskap in die Wes-Kaap, Suid-Afrika, te kies. Die SPIRIT-riglyne vir ingrypingsproewe is gebruik om verslagdoening te verbeter (29). Deelnemers het agt weeklikse visuele kunsgroepe van 45-minute bygewoon wat deur die primere skrywer ontwerp is. Uitvoerbaarheid is beoordeel in terme van behoefte, aanvaarbaarheid, en praktiese toepassing met Likert-skaalmaatreels tydens versorgeronderhoude. Beperkte doeltreffendheid is deur die Creative Participation Assessment (CPA), die Canadian Occupational Performance Measure (COPM) met voogde, en die Child Occupational Self-Assessment (COSA) met deelnemers geevalueer. Resultate: Al 20 artikels wat in die sistematiese oorsig ingesluit is, het effektiwiteitsuitkomste, wat op verminderde probleemgedrag en verbeterde emosionele welstand, sosiale interaksie, selfuitdrukking, kognitiewe en motoriese ontwikkeling, en versorgergehegtheid vir kinders met leerverskille dui, gerapporteer. Die heterogeniteit van die data het 'n meta-analise van effektiwiteitsuitkomste verhoed. Ses artikels het uitvoerbaarheidskriteria gerapporteer. Bewyssintese het gelei tot die ontwikkeling van die AR3T -beginsels, wat as raamwerk vir die ontwikkeling van die kunsgroepingryping dien. Die uitvoerbaarheidstudie het bevind die ingryping in aanvraag, aanvaarbaar, en prakties is, en dat dit effektief geïmplementeer kan word in die laehulpbrongemeenskap wat vir die studie gekies is. Die data het ook tekens van beperkte doeltreffendheid getoon, aangesien deelnemers 'n klinies en statisties beduidende verbetering in hul vlak van kreatiewe deelname (CPA) en beroepsprestasie (COPM) van voor- tot na-ingryping gemaak het. Die COSA het tendense van verbetering getoon, veral vir ouer kinders, maar resultate het nie die vlak van betekenisvol bereik nie. Gevolgtrekking: Kunsgroepingrypings het die potensiaal om 'n haalbare en effektiewe lae-hulpbron ingryping te wees. Dit kan aangewend word om die ontwikkeling van kinders wat deur leerverskille geraak word, te bevorder. Verdere uitvoerbaarheids- en effektiwiteitstoetsing met groter steekproefgroottes word benodig om die ingryping te verfyn en die omvang van die terapeutiese effek daarvan te bepaal. Masters 2024-02-19T19:14:24Z 2024-04-26T13:25:44Z 2024-02-19T19:14:24Z 2024-04-26T13:25:44Z 2024-03 Thesis https://scholar.sun.ac.za/handle/10019.1/130323 en_ZA Stellenbosch University 238 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Learning, Psychology of -- Western Cape (South Africa) Art therapy for children -- Western Cape (South Africa) Children with disabilities -- Education -- Western Cape (South Africa) Art in education -- Western Cape (South Africa) Early childhood education -- Western Cape (South Africa) Child development -- Western Cape (South Africa) UCTD Conolly, Naomi Beth The feasibility of occupational therapy visual art groups for children (8 – 12 years) with learning differences in a low-resource setting in the Western Cape, South Africa |
| title | The feasibility of occupational therapy visual art groups for children (8 – 12 years) with learning differences in a low-resource setting in the Western Cape, South Africa |
| title_full | The feasibility of occupational therapy visual art groups for children (8 – 12 years) with learning differences in a low-resource setting in the Western Cape, South Africa |
| title_fullStr | The feasibility of occupational therapy visual art groups for children (8 – 12 years) with learning differences in a low-resource setting in the Western Cape, South Africa |
| title_full_unstemmed | The feasibility of occupational therapy visual art groups for children (8 – 12 years) with learning differences in a low-resource setting in the Western Cape, South Africa |
| title_short | The feasibility of occupational therapy visual art groups for children (8 – 12 years) with learning differences in a low-resource setting in the Western Cape, South Africa |
| title_sort | feasibility of occupational therapy visual art groups for children 8 12 years with learning differences in a low resource setting in the western cape south africa |
| topic | Learning, Psychology of -- Western Cape (South Africa) Art therapy for children -- Western Cape (South Africa) Children with disabilities -- Education -- Western Cape (South Africa) Art in education -- Western Cape (South Africa) Early childhood education -- Western Cape (South Africa) Child development -- Western Cape (South Africa) UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/130323 |
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