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Place branding refers to the creation of value in space by reinforcing and representing place assets in a cohesive manner, as a narrative image of the place itself. Such narratives of place are important in planning as well, when developing (strategic) spatial strategies. We argue that place branding and planning can be bridged, through cultural narratives built on local knowledge and the perceived meanings and images of place. However, there is a knowledge gap on how to build cultural narratives in multi-stakeholder processes. While participatory planning methods are increasingly applied, we argue for a greater role of art and arts-based methods. Accordingly, our key question is, how can arts-based methods support the creation of cultural narratives for place branding and planning? To address this question, we outline an approach based on the principles of Appreciative Inquiry. The approach is illustrated through a case study in Finland where we initiated a process of co-creation of place-based narratives. We analyse how the process was organized and facilitated, and what the challenges and lessons learnt were. The paper ends with a discussion, and draws conclusions on the relevance of arts-based methods for the wider debate on place branding and spatial planning.

[EN] The paper aims to investigate the use of arts in teaching, specifically the art of theater, to provide the new skills searched from the job market. Our work compares the two experiences of the Theatre Teaches performed at University of Brescia and of Business Theatre at University of Catania. The idea of the paper is based on the scientific collaboration among the two co-authors involved, during the last 10 years, on the development of innovative method of teaching focused on non- technical skills. After depicting the incumbent needs of non-technical skills searched from the job market, the comparison on the use of theatre in the two Universities highlighted how both methods support the development of relational, cognitive and managerial soft skills, even if in a different way: when using Theatre Teaches the major skills concern the cognitive ones, while when using Business Theatre the major skills concern the relational ones. Furthermore, it emerges that Theatre Teaches is more effective with cognitive engagement while Business Theatre with emotional engagement. Both are effective in the behavioral engagement (i.e. physical participation in an activity), which emerges as the distinctive characteristic of theatre art-based method.

[EN] The paper aims to investigate the use of arts in teaching, specifically the art of theater, to provide the new skills searched from the job market. Our work compares the two experiences of the Theatre Teaches performed at University of Brescia and of Business Theatre at University of Catania. The idea of the paper is based on the scientific collaboration among the two co-authors involved, during the last 10 years, on the development of innovative method of teaching focused on non- technical skills. After depicting the incumbent needs of non-technical skills searched from the job market, the comparison on the use of theatre in the two Universities highlighted how both methods support the development of relational, cognitive and managerial soft skills, even if in a different way: when using Theatre Teaches the major skills concern the cognitive ones, while when using Business Theatre the major skills concern the relational ones. Furthermore, it emerges that Theatre Teaches is more effective with cognitive engagement while Business Theatre with emotional engagement. Both are effective in the behavioral engagement (i.e. physical participation in an activity), which emerges as the distinctive characteristic of theatre art-based method.

[EN] The paper aims to investigate the use of arts in teaching, specifically the art of theater, to provide the new skills searched from the job market. Our work compares the two experiences of the Theatre Teaches performed at University of Brescia and of Business Theatre at University of Catania. The idea of the paper is based on the scientific collaboration among the two co-authors involved, during the last 10 years, on the development of innovative method of teaching focused on non- technical skills. After depicting the incumbent needs of non-technical skills searched from the job market, the comparison on the use of theatre in the two Universities highlighted how both methods support the development of relational, cognitive and managerial soft skills, even if in a different way: when using Theatre Teaches the major skills concern the cognitive ones, while when using Business Theatre the major skills concern the relational ones. Furthermore, it emerges that Theatre Teaches is more effective with cognitive engagement while Business Theatre with emotional engagement. Both are effective in the behavioral engagement (i.e. physical participation in an activity), which emerges as the distinctive characteristic of theatre art-based method.

[EN] The paper aims to investigate the use of arts in teaching, specifically the art of theater, to provide the new skills searched from the job market. Our work compares the two experiences of the Theatre Teaches performed at University of Brescia and of Business Theatre at University of Catania. The idea of the paper is based on the scientific collaboration among the two co-authors involved, during the last 10 years, on the development of innovative method of teaching focused on non- technical skills. After depicting the incumbent needs of non-technical skills searched from the job market, the comparison on the use of theatre in the two Universities highlighted how both methods support the development of relational, cognitive and managerial soft skills, even if in a different way: when using Theatre Teaches the major skills concern the cognitive ones, while when using Business Theatre the major skills concern the relational ones. Furthermore, it emerges that Theatre Teaches is more effective with cognitive engagement while Business Theatre with emotional engagement. Both are effective in the behavioral engagement (i.e. physical participation in an activity), which emerges as the distinctive characteristic of theatre art-based method.

[EN] The paper aims to investigate the use of arts in teaching, specifically the art of theater, to provide the new skills searched from the job market. Our work compares the two experiences of the Theatre Teaches performed at University of Brescia and of Business Theatre at University of Catania. The idea of the paper is based on the scientific collaboration among the two co-authors involved, during the last 10 years, on the development of innovative method of teaching focused on non- technical skills. After depicting the incumbent needs of non-technical skills searched from the job market, the comparison on the use of theatre in the two Universities highlighted how both methods support the development of relational, cognitive and managerial soft skills, even if in a different way: when using Theatre Teaches the major skills concern the cognitive ones, while when using Business Theatre the major skills concern the relational ones. Furthermore, it emerges that Theatre Teaches is more effective with cognitive engagement while Business Theatre with emotional engagement. Both are effective in the behavioral engagement (i.e. physical participation in an activity), which emerges as the distinctive characteristic of theatre art-based method.

Mental health wellness in post-secondary institutions is a growing concern as students are prone to experiencing mental health related challenges such as stress, anxiety, and depression. Educational institutions lack comprehensive support services in order to effectively meet students’ mental health care needs. Post-secondary institutions have the obligation to ensure that mental health supports are in place in order to help students effectively manage their stress, enhance their psychological well-being, and develop coping skills so that they can achieve academic success. My study explored the suitability and the effectiveness of the Holistic Arts- Based Program (HAP) with university students. HAP is a 12-week arts-based mindfulness-based intervention (MBI). Arts-based mindfulness methods can help to promote health and psychological well-being. Furthermore, they are fun, engaging, and can help facilitate a deeper understanding of emotions, thoughts, and feelings. Fifteen students participated in two different HAP groups. Pre- and post-HAP individual interviews were conducted, and students completed the Five Facet Mindfulness Questionnaire, and the Ryff Psychological Well-Being scale. Paired t-tests indicated a statistically significant increase in participants’ level of mindfulness and psychological well-being after taking part in the program. Results of the qualitative thematic analysis revealed four main themes: (1) the benefits of HAP in a group format, (2) the cultivation of mindfulness, (3) the benefits of making art, and (4) the impact of HAP on participants' relationships with others. I conclude that HAP can contribute to the improvement of students’ mental health by providing them with effective coping strategies in order to more effectively manage the stressors associated with university life. Post-secondary institutions are encouraged to consider implementing HAP as a strengths-based mental health promotion initiative.

Mental health wellness in post-secondary institutions is a growing concern as students are prone to experiencing mental health related challenges such as stress, anxiety, and depression. Educational institutions lack comprehensive support services in order to effectively meet students’ mental health care needs. Post-secondary institutions have the obligation to ensure that mental health supports are in place in order to help students effectively manage their stress, enhance their psychological well-being, and develop coping skills so that they can achieve academic success. My study explored the suitability and the effectiveness of the Holistic Arts- Based Program (HAP) with university students. HAP is a 12-week arts-based mindfulness-based intervention (MBI). Arts-based mindfulness methods can help to promote health and psychological well-being. Furthermore, they are fun, engaging, and can help facilitate a deeper understanding of emotions, thoughts, and feelings. Fifteen students participated in two different HAP groups. Pre- and post-HAP individual interviews were conducted, and students completed the Five Facet Mindfulness Questionnaire, and the Ryff Psychological Well-Being scale. Paired t-tests indicated a statistically significant increase in participants’ level of mindfulness and psychological well-being after taking part in the program. Results of the qualitative thematic analysis revealed four main themes: (1) the benefits of HAP in a group format, (2) the cultivation of mindfulness, (3) the benefits of making art, and (4) the impact of HAP on participants' relationships with others. I conclude that HAP can contribute to the improvement of students’ mental health by providing them with effective coping strategies in order to more effectively manage the stressors associated with university life. Post-secondary institutions are encouraged to consider implementing HAP as a strengths-based mental health promotion initiative.

This chapter describes some workshops connected to MAKE, a project fostered by a group of artists and researchers affiliated with Harvard and MIT and a host of global partners, who together created a series of workshops to explore themes such as copyright, privacy, danger, and gender equality.

This chapter describes some workshops connected to MAKE, a project fostered by a group of artists and researchers affiliated with Harvard and MIT and a host of global partners, who together created a series of workshops to explore themes such as copyright, privacy, danger, and gender equality.

Författarna diskuterar med utgångspunkt från sin egen forskning på vilket sätt ledaren på en arbetsplats kan påverka de anställdas hälsa och vilka faktorer som enligt forskningen tycks har störst betydelse. Passiva och auktoritära ledarstilar visar sig i epidemiologiska studier ha samband med dålig psykisk hälsa hos de anställda, särskilt upplevelse av mobbning, depressiva symptom, känslomässig utmattning och ökad sjukskrivning. I en prospektiv studie har man även visat samband mellan vad den anställde upplever som gott ledarskap (bedömt med en standardiserad skala) och minskad hjärtinfarktrisk hos de anställda under en uppföljningstid. I ett par kontrollerade interventionsstudier har det visat sig möjligt att påverka chefsbeteende så att hälsoeffekter för de anställda kan påvisas. Det är dock viktigt att utveckla den typ av interventioner som används. Om man vill öka känsla av ansvar och engagemang (med minskad låt-gå-mentalitet, ”laissez-faire”) hos chefen i relation till de anställda räcker förmodligen inte de pedagogiska metoder som för närvarande används i chefsutvecklingsprogram. Vi föreslår att man utnyttjar den emotionella och etiska potential att öka engagemang som finns i konstnärliga upplevelser.