Asiya Siddiquee

Eudaimonic well-being and community arts participation.

Aims: This article considers eudaimonic models of psychological well-being in relation to qualitative data previously gathered as part of Manchester Metropolitan University’s Invest to Save Arts in Health programme (2004–07). Methods: The research draws from 21 interviews with participants involved in Invest to Save arts projects for older people and adults with a mental health diagnosis. Using a collaborative team approach, a hybrid thematic analysis was undertaken alongside an updated literature review framed by positive psychology and with a focus on well-being. Results: The analysis identified eudaimonic themes of autonomy/intrinsic motivation and challenge to be particularly pertinent to participants’ experiences of the scheme. Findings suggest that the programme provided a sense of purposeful occupation, cognitive and creative challenge and opportunities for autonomous self-expression and heightened concentration (flow). Many participants identified with the arts activities on offer and, while not necessarily aspiring to achieve any particular status, were intrinsically motivated to develop what they considered to be their innate creative potential. Some also reported that sustained engagement was important to their continued psychological well-being. Conclusions: Arts and health researchers might usefully draw from theories of well-being from positive psychology. Both fields are compatible in that they share an interest in human flourishing and understanding of wellness as more than an absence of dysfunction or disease. Further research is needed to ascertain whether the limited results presented here are representative of other populations. What does seem evident is that arts projects have a broad appeal and can be highly inclusive, accommodating participants with diverse needs. More generally the investigation raises questions about the cultural scaffolds that are in place to support eudaimonic well-being across the lifespan, as well as the consequences of restricting such opportunities for individuals and communities.

Paid work, life-work and leisure: a study of wellbeing in the context of academic lives in higher education

Living, working, leisure, and well-being are of increasing concern to educators, policy-makers, governments and people generally. The aim of this research note is to investigate the relationships between paid work, life work and leisure in terms of well-being associated with activity. The research used a modified experience sampling method for a one-week period with a staff group based in an educational institution. The data collection period included a bank holiday (three days holiday and four days work). A mobile phone was used to collect data eight times a day, over seven days, on activity, enjoyment, interest, visual interest, challenge, skill and happiness. Data analysis showed a significant correlation between enjoyment and happiness; enjoyment and interest; and visual interest, which also correlated with happiness. Enjoyment and happiness were experienced more in leisure than in paid work and life work. Level of enjoyment was greatest when skills were greater than moderate challenge in activity, though high enjoyment was more frequent when moderate and high challenge were met with equal skills (satisfying conditions of ‘flow’). High enjoyment came as much from paid work as from leisure. The findings replicate and extend earlier research, and the research note emphasises the importance of measures of enjoyment in the investigation of national wellbeing.