Abstract
ABSTRACTBackground: There are few research studies reporting findings from creative writing groups amongst refugees and people seeking asylum. This study evaluates the educational, wellbeing, social and satisfaction outcomes of writing groups across three cities in the UK.Methods: This study employs a mixed-method design comprising: a thematic analysis of writers’ (facilitators) diaries, demographic and satisfaction survey and 14 qualitative interviews.Results: The project delivered a creative writing programme for refugees and people seeking asylum in three UK cities. This evaluation has determined that it provided both educational and wellbeing outcomes for 144 attendees. Participants asserted that they had improved their English language and wellbeing. Satisfaction was extremely high across the cities. Participants reported increased confidence and an increased sense of hope.Conclusions: Professionally led creative writing groups may be effective in enabling people to help come to terms with past experiences and find ways of coping for the future.
Highlights
There are increasing numbers of people seeking asylum in European countries
One response has been the provision of participatory arts activities; these are occasionally reported in the press, but rarely researched
A search of the current literature reveals that there are few published studies on creative writing interventions with refugees and people seeking asylum studies exist where creative approaches have been used (e.g. Ely et al, 2017; Gould, 2005; McColl, 2004; O’Neill, 2004; Quinlan et al, 2017; Taylor, Leigh-Phippard and Grant 2014). This study evaluates such an intervention by eliciting the views of people engaging with a creative writing project across three cities in the East Midlands of the UK
Summary
There are increasing numbers of people seeking asylum in European countries. Whilst respective governments struggle to reconcile humanitarian responses with political expediency, local communities are often able to take local action to help manage potentially challenging situations and provide short or longer-term solutions to some of these challenges. Ely et al, 2017; Gould, 2005; McColl, 2004; O’Neill, 2004; Quinlan et al, 2017; Taylor, Leigh-Phippard and Grant 2014) This study evaluates such an intervention by eliciting the views of people engaging with a creative writing project across three cities in the East Midlands of the UK. Published research and evaluation report significant improvements in social participation (Sunderland et al, 2015) wellbeing through creative expression (Ely et al, 2017), confidence-building (O’Neill, 2004) and use of English language through spoken word, , and literacy skills ((Gould, 2005; McColl, 2004) feelings of increased safety (Ely et al, 2017), emotional resolution amongst young people (Quinlan et al, 2017) and identity formation (Taylor, Leigh-Phippard and Grant 2014). The most successful writing initiatives are those in which change occurs for the individuals, artists and in host communities (Sotor, 2016)
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