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The joy of art-based reflection: building shared academic wellbeing literacy through collage.

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Title: The joy of art-based reflection: building shared academic wellbeing literacy through collage.
Authors: James, Rikki1 (AUTHOR) rikki.james@ecu.edu.au, Gray, Christina C.1 (AUTHOR), Goopy, Jason1 (AUTHOR), Clayden, Delyse1 (AUTHOR), Meng, Han1 (AUTHOR), Lemon, Narelle1 (AUTHOR), Tytler, Cassandra2 (AUTHOR), Sanbrook, Carli1 (AUTHOR), Ghosh, Manonita3 (AUTHOR), Brooks, Melanie1 (AUTHOR), Selkrig, Mark4 (AUTHOR)
Source: Reflective Practice. Aug2026, Vol. 27 Issue 4, p490-506. 17p.
Subject Terms: *Criticism, *Qualitative research, *College teachers, *Professional employee training, *Interpersonal relations, *Experiential learning, *Employees' workload, *COVID-19 pandemic, Work, Life, Art, Health status indicators, Labor productivity, Positive psychology, Psychological well-being, Reflection (Philosophy), Loneliness, Descriptive statistics, Thematic analysis, Cognition disorders, Social support, Perfectionism (Personality trait)
Geographic Terms: Australia
Abstract: This paper explores how academics individually and collectively reflect on their wellbeing using arts-based approaches to support wellbeing literacy development in professional contexts. Eleven academics from an Australian university engaged in a two-day off-campus retreat using collage as an arts-based inquiry method. Participants created visual representations of their past, present, and future academic experiences, followed by reflective dialogue. Data were analysed using thematic inductive analysis. Three key themes emerged: arts-based approaches facilitated deep reflection through metaphorical thinking; academics' wellbeing trajectories revealed evolution from past confusion toward more intentional futures; and collective reflection fostered shared wellbeing literacy development. The process illuminated multiple PERMAH dimensions, particularly relationships, meaning, and health. This study demonstrates how arts-based reflection functions simultaneously as professional development and wellbeing practice, developing critical wellbeing literacy that can help embed wellbeing as a core component of academic practice rather than an optional add-on. [ABSTRACT FROM AUTHOR]
Copyright of Reflective Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: This paper explores how academics individually and collectively reflect on their wellbeing using arts-based approaches to support wellbeing literacy development in professional contexts. Eleven academics from an Australian university engaged in a two-day off-campus retreat using collage as an arts-based inquiry method. Participants created visual representations of their past, present, and future academic experiences, followed by reflective dialogue. Data were analysed using thematic inductive analysis. Three key themes emerged: arts-based approaches facilitated deep reflection through metaphorical thinking; academics' wellbeing trajectories revealed evolution from past confusion toward more intentional futures; and collective reflection fostered shared wellbeing literacy development. The process illuminated multiple PERMAH dimensions, particularly relationships, meaning, and health. This study demonstrates how arts-based reflection functions simultaneously as professional development and wellbeing practice, developing critical wellbeing literacy that can help embed wellbeing as a core component of academic practice rather than an optional add-on. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reflective Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195895240
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/14623943.2025.2607104
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      – Code: eng
        Text: English
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      – SubjectFull: College teachers
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      – SubjectFull: Employees' workload
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      – SubjectFull: Positive psychology
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      – SubjectFull: Psychological well-being
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      – SubjectFull: Reflection (Philosophy)
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      – SubjectFull: Loneliness
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