Reflective visual journals as a means for promoting generalist preservice teachers’ professional identity in art education

In many countries, the subject of art in primary education is entrusted to generalist teachers rather than art specialists. This article explores ways of promoting in-depth learning in art education courses while simultaneously gaining an understanding of how preservice generalists develop their professional identities. This study focuses on the journey of five senior B.Ed. in primary education students from Frederick University in Cyprus, who were invited to engage with reflective practices through visual journaling on art, education and on art integration with social issues. The findings suggest that reflective visual journals can be used to promote generalist preservice teachers’ autonomy and self-reliance in their art making and art responding as well as in the design of art units for their future pupils. The implications of the study open up possibilities for teacher education as it recognizes the role of visual journaling in enhancing different forms of knowledge, acknowledging feelings of both tension and pleasure, promoting perceptions of self-efficacy and supporting inquiry. Overall, such efforts allow preservice teachers to transition from student to teacher identity.

Journaling for Mental Health

Mental health is one of the most common difficulties faced by young adults. The authors in this chapter want to bring the awareness needed in today's society by providing a personal experience along with four strategies that may be helpful for individuals struggling with mental health. The four suggested strategies are tell someone you trust, to not be afraid to talk to a professional, try journaling when you first begin to experience mental health-related problems, and lastly, to take a step back and recognize you have options to help your situation. Different types of journaling, including reflective writing and visual journaling, are discussed through the literature as they have been suggested to improve mental health-related problems.

Creating Space for Care

This chapter describes how a community of practice explored arts-based research and expression to examine issues of inequity in education. Through visual journaling, the authors found growth within their scholarly practices and care towards their emotional selves at work. Using a hybrid of self-study methodology, arts-based research, and narrative inquiry, the authors examine the outcomes of their work, illuminating how visual journaling may be used to grow one's scholarly teaching. Ultimately, the authors found their process was generative, reflective, and one that serves to generate conversations about emotional workspaces in higher education. Further, this chapter provides practical guidance for readers seeking to develop communities of self-care through visual journaling in higher education.

Building Nurses' Resilience to Trauma Through Contemplative Practices

Nurses can benefit from strategies that build resilience to counterbalance trauma exposures. Adverse childhood experiences (ACEs) and adverse community environments are common; nurses frequently encounter trauma victims and hear trauma narratives in most care settings. Having skills to manage the triggers present in health-care environments is essential. Contemplative practices can help to meet these needs. Breathing exercises can be used as needed throughout the work day; gratitude practices are simple but powerful; and visual journaling can help nurses process experiences. These practices are easy to implement and can profoundly affect health outcomes for nurses.