Link Between Creativity and Mental Illness

People in creative professions are treated more often for mental illness than the general population, there being a particularly salient connection between writing and schizophrenia. This according to researchers at Karolinska Institutet, whose large-scale Swedish registry study is the most comprehensive ever in its field.

Last year, the team showed that artists and scientists were more common amongst families where bipolar disorder and schizophrenia is present, compared to the population at large. They subsequently expanded their study to many more psychiatric diagnoses -- such as schizoaffective disorder, depression, anxiety syndrome, alcohol abuse, drug abuse, autism, ADHD, anorexia nervosa and suicide -- and to include people in outpatient care rather than exclusively hospital patients.

The present study tracked almost 1.2 million patients and their relatives, identified down to second-cousin level. Since all were matched with healthy controls, the study incorporated much of the Swedish population from the most recent decades. All data was anonymized and cannot be linked to any individuals.

The results confirmed those of their previous study, that certain mental illness -- bipolar disorder -- is more prevalent in the entire group of people with artistic or scientific professions, such as dancers, researchers, photographers and authors. Authors also specifically were more common among most of the other psychiatric diseases (including schizophrenia, depression, anxiety syndrome and substance abuse) and were almost 50 per cent more likely to commit suicide than the general population.

Further, the researchers observed that creative professions were more common in the relatives of patients with schizophrenia, bipolar disorder, anorexia nervosa and, to some extent, autism. According to Simon Kyaga, Consultant in psychiatry and Doctoral Student at the Department of Medical Epidemiology and Biostatistics, the results give cause to reconsider approaches to mental illness.

"If one takes the view that certain phenomena associated with the patient's illness are beneficial, it opens the way for a new approach to treatment," he says. "In that case, the doctor and patient must come to an agreement on what is to be treated, and at what cost. In psychiatry and medicine generally there has been a tradition to see the disease in black-and-white terms and to endeavour to treat the patient by removing everything regarded as morbid."

The study was financed with grants from the Swedish Research Council, the Swedish Psychiatry Foundation, the Bror Gadelius Foundation, the Stockholm Centre for Psychiatric Research and the Swedish Council for Working Life and Social Research.

Journal Reference:

Simon Kyaga, Mikael Landén, Marcus Boman, Christina M. Hultman, Niklas Långström, Paul Lichtenstein. Mental illness, suicide and creativity: 40-Year prospective total population study. Journal of Psychiatric Research, 2012.

Source: ScienceDaily.com 

"Drama & Sailing" in Rome

The sunny weather of October second week has been the perfect climate for the third workshop of the Evalt project. The location, Lake of Bracciano, has been kissed by a bright and warm sun that facilitated all the outdoor activities of the transnational team of the project.

In Rome from 3 to 7 of October 2012, after 2 days of cultural exchange the group moved to Trevignano for the methodological practice of the workshop delivered by Tecnopras. The topic was Drama & Sailing.

The workshop combined the two activities in a continuuous base on the same educational metaphors, firstly developed by the Drama session (in the morning) and implemented afterwards by the Sailing session (in the afternoon). With the project management of Cristina Miliacca (psychologist, trainer, Tecnopras project coordinator), the training activities were delivered by Sabrina Lilli (educator, theatre director, actress), as regards Drama, and Stefano Bertoldi (trainer, sociologist, skipper), for what concerns Sailing.

Clicking HERE it is possible to download the educational materials of the workshop from Evalt website.

The initial briefing of the workshop

Dramatization of sailing metaphors

Dramatization of sailing metaphors

Sailing session

Preparing for the meeting in Rome, 3-7 October 2012

Giovanni Paolo Pannini "Capriccio panoramico di Roma con il Colosseo,l'Arco di Costantino e il Tempio di Castore e Polluce"

Canaletto "Veduta di Piazza Navona, Roma"

William Turner "Modern Rome - Campo Vaccino"

  Ettore Roesler Franz "Ponte rotto"

Meeting in Siauliai, June 2012

The third meeting of Evalt project has been held in Siauliai from 6 to 10 of June 2012. The agenda foresaw moments of discussion - in order to monitor what has been accomplished until now and to agree the next actions to take - and two workshop on expressive arts (decoupage and painting) and crafts (making soaps, bread, etc.) as tools for education of disadvantaged adults.

 The group at the opening moment of the meeting

The workshop on expressive arts: in blue jersey, the trainer

Liuda Radzeviciene (in red) and Lina Miliuniene (in black) of the Lithuanian team, coordinator of the meeting

Moments of the workshop

 Moments of the workshop

Developing the Innovative Mind

From 20 to 23 September 2012, in Coronado, CA (San Diego), Marriott Coronado Island, the 2012 EdTA Annual Conference will take place. The Educational Theatre Association (EdTA) is a national nonprofit organization (with approximately 90,000 student and professional members) whose mission is shaping lives through theatre education.

The 4Cs of creativity, critical thinking, collaboration, and communication are the cornerstone 21st century skills that every college- and career-ready student needs to possess. A professional theatre educator has the "job" to cultivate and model these lifelong traits. To do so, he/she must be innovative, in the classroom and on the stage. In the 2012 EdTA Conference it will be explored the broad challenges that today’s theatre teacher educator must meet in order to succeed in our ever-changing world.

 

Conference 2012 will feature:

• Opening keynote speaker, Ben Cameron, known for his dynamic and compelling presentations on the value of the arts.

• Presentation of findings from the first national landscape study in more than twenty years of theatre teachers and school administrators on the state of theatre education, conducted by EdTA and Utah State University.

• Overview of the Next Generation Arts Standards Project.

• Practical workshops and educational opportunities to augment educator's skills for the classroom.

• Opportunities to network and exchange ideas with other educators. 

• Inspiration from the newest class of EdTA Hall of Fame inductees.

 

To see what else the conference has to offer or to find out more about the host city, explore the link: http://schooltheatre.org/events/edta-conference/

 

Which key to educational success?

New research carried out by Newcastle University challenges the idea that raising aspirations is the key to improving the education of children from low-income families. Liz Todd, Professor of Educational Inclusion at Newcastle University, led a multi-disciplinary team that reviewed projects designed to raise aspirations and change attitudes as part of a Joseph Rowntree Foundation funded study. 

The project looked at whether the issue of low educational attainment by children from poorer backgrounds can be solved by schemes that aim to change aspirations and attitudes. 

The review found that while some interventions showed some change in attitudes and had an impact on educational attainment, there was no evidence that one led to the other.Importantly, the review found that low-income families already have aspirations for their children to go on to higher education but often other barriers can get in the way of them realising these ambitions. Liz Todd also found that teachers, policy makers and other education professionals underestimate the ambitions of young people and the aspirations that families have for their children.

Professor Todd said: “For more than 10 years national and local policy has focused attention on raising aspirations. But there is no evidence that if you want to impact on the attainment of lower-income pupils that changing attitudes and aspirations is the way to go. There is an urgent need to change direction.” She added: “It’s not that aspirations aren’t important. It’s not about turning them on but keeping them on track. It’s highly unlikely that any child starts school wanting to be unemployed.”

The research identified a number of programmes where there are strong indicators of success. It found that the most effective way of helping children from low-income households to achieve their ambitions is engaging parents in their children’s learning and in their own learning and in providing a range of support for children such as mentoring. Parents need to understand how the education system works and what choices are available for their children and, critically, how they can work with schools to help their children reach their full potential. It also stated that we need to develop approaches that don’t blame families and children for the effects of poverty on their education.

Professor Todd said: “If our education system is to give children and young people the best chance of achieving their goals, it is essential that they and their parents are offered different kinds of support when needed and not simply encouraged to have higher aspirations.We know that most young people value their education and want it to continue in order to get a good job when they leave school. The barrier for many is realising their ambitions."

Source: Phys.org

Metaskills: bringing learnt skills to life

What about Skills?

Skills are specific things we know how to do, like how to make origami, how to weave, how to paint, and so on. They are generally things you learn by doing, rather than by reading about in abstract. Sure, you can gain knowledge about them by reading general theory, but you have to actually get your hands dirty to get any level of mastery at all. The more skills you have, the more intelligent you become: the subconscious mind is always searching for patterns and analogies, and the more skills you have, the more sources there are for the subconscious mind to find these things. Thus, proficiency in one skill lends itself to solving unexpected problems, sometimes even without our being explicitly aware of it.

Metaskills are abstract skills which have to do with other skills. For example, an autodidact is a person who has the metaskill of being able to self-teach him or herself new skills without an outside teacher. A teacher is a person who has the metatalent to teach skills to others; here I speak of someone who is a teacher of a wide variety of things, not necessarily a teacher who focuses on one single topic. Teaching one single topic, like calculus, is a skill, but the ability to learn an arbitrary skill and then teach it to others, that is a meta-skill. Generalization is a metaskill where you look at a wide variety of skills and figure out the common underlying patterns. Specialization is one where you can take a skill and focus it more precisely, to get a new skill which is a special case of the broader original skill.

Skills Training and Metaskills Training

Skills training involves performing a skill over and over. As you perform a skill, your subconscious mind constantly tries to figure out how it can help you. At first, it doesn’t know how to help you at all, and you have to consciously think about every littlest detail. In time, the subconscious takes over more and more of the workload, allowing you to perform the skill with less and less conscious attention. This is sometimes referred to as muscle memory; you can do the skill without even thinking about it. To get to this point, you have to perform the skill quite a bit. Each time, it comes a little easier. Once your subconscious has completely taken over the performance of the skill, it shifts toward finding ways to optimize and improve the skill, and that’s how you evolve from a mere expert into a master.

Training a metaskill is the same. Just because a skill is meta, doesn’t make it any different from any other skill. The difference is that we don’t usually consciously train our meta-skills because most people don’t even recognize them as skills. Besides that, training a meta-talent is more difficult than training a skill, because you can’t as easily fall into a pattern of repetition. Whereas you can do basketball training by throwing a basketball through a hoop a whole lot of times, you can’t, for example, teach yourself calculus a whole lot of times. In order to train the meta ability of being an autodidact, you must consciously seek out new things to teach yourself. If mastering chess requires playing ten thousand games, then mastering autodidacticism requires teaching yourself ten thousand different skills.

The benefit of mastering a skill is that you get to use that one skill. It makes a contribution to your overall intelligence by giving you that much more referential material from which to draw patterns and analogies. By learning Japanese, I’ve gained the ability to talk to Japanese people in their native tongue. The benefit of mastering a metaskill is that you can get new regular skills more easily, or make better use of the regular skills you already have. When you train a skill, you are making a long term investment; when you train a meta-skill, you are making a “long long term” investment. You’re making an investment into your ability to make or profit from other long term investments.

The Reflexive Nature of Metaskills

The great thing about a meta-skill is that it’s reflexive. It’s something you apply to skills; but it is a skill, therefore, you can apply it to itself. For example, consider a master teacher who can skilfully teach every skill she possesses: in particular, she can teach how to teach. A master autodidact can, in principle, teach himself any skill: in particular, he can teach himself any metaskill. (In a very real sense, master autodidacts are like gods. They can do basically anything. I consider myself something of an intermediate level autodidact.)

Here’s another example of a metaskill. Skills analysis is the ability to take any skills you know, and break them down, analyzing them and figuring out exactly how they work. For different skills, it requires a different mastery of skills analysis to break them down. For example, just about anyone can analyze the “skill” of flipping coins. But it would take a very good skills analyst to analyze the skill of playing the harp. Skills analysis is itself just another skill, so in theory, a good enough skills analyst could break it down and analyze it.

The novel “Cheaper By The Dozen” tells the tale of the family of Frank Gilbreth, a self-described “Efficiency Expert”. He devoted his life to finding ways to make various tasks more efficient. He even invented a general system of “therbligs”, small undecomposable units of work, for analyzing general tasks. In fact, he was pioneering the “time and motion study” metaskill, which takes skills and finds ways to make them more efficient. What if someone was so good at time and motion study that they could apply it to itself, and find ways to make time and motion study itself more efficient? Then they could apply it to itself more efficiently, and make it even more efficient, and so on. How efficient could it get?

The Continuum Between Skills and Metaskills

I’ve actually been speaking of just “skills” and “meta skills” to simplify the discussion. There’s actually an entire continuous spectrum between the two. Take computer programming, for example. Programming computer games in Java is a specific skill. Programming arbitrary java applets is a slightly more meta skill, which includes the ability to program games, if you’re so inclined. Being able to program websites in arbitrary languages, learning the languages as you need ‘em, is a more meta skill. Going even more meta, you have the skill of programming any program, not just websites, in any language, learning the languages as you go.

One way to train a metaskill is to figure out the spectrum below it, and start low on the spectrum and work your way up. For example, if you want to learn to be a master teacher, you might start by simply learning how to teach your favorite subject, say, singing. Once you’re good at teaching people how to sing, you might generalize it to teaching people performance art in general. And from there, it’s not as big a jump to teaching people any arbitrary skill that you yourself possess. The master of a meta-ability probably got that way by applying the technique “by accident”, without actually being consciously aware of what was going on.

(published with kind permission of the Author, Sam Alexander, www.xamuel.com)