Playing A/Part: investigating the experiences of autistic girls through drama, interactive media and participatory arts.
Lead Research Organisation:
University of Kent
Department Name: Sch of Arts
Abstract
Playing A/Part is an interdisciplinary collaboration (drama, media arts, psychology) working with autistic girls (aged 11-18) and women to investigate the female face of autism through innovative, creative and participatory approaches pioneered by members of the research team. Improvisatory performance and interactive media are used as creative tools for articulating the lived experience of the female autistic community. The project responds to calls for more research and novel methods to document the distinctive experiences and characteristics of this under-represented group. As Sarah Wild states, headteacher at Limpsfield Grange (the only UK specialist school for autistic girls and a project partner):
'We're trying to get politicians to understand that this is a group who are massively under-diagnosed, but also that there are not the right services out there for them or the awareness, including GPs who don't understand what female autism looks like.'
Autistic women describe experiences of invisibility, masking their identities and "faking it" to be socially compliant. This results in high levels of anxiety, which impact on mental well-being, self-confidence and self-worth, leading to increased rates of depression, self-harm and eating disorders. There is, therefore, a need to support self-development and well-being in autistic females, especially during adolescence; a crucial time for identity formation during which autistic difficulties and differences can become more pronounced in the face of increasing socio-emotional pressures.
Through its interdisciplinary and participatory approach, the project will produce new knowledge about the female autistic experience that will be of value to the autism community, the creative industries, education, health and social care. This has the potential to inform the development of more female-sensitive diagnostic measures and services, highlighting the creative contribution of this community and challenging existing stereotypes. The project aims to fully engage the female autistic community in the research about them and to transform public understanding and awareness. To achieve this we will:
1. Co-create a programme of participatory arts workshops and creative toolkit, enabling autistic female adolescents to articulate their lived experiences and identities;
2. Conduct a specially designed survey amongst a) autistic women and b) autism experts to achieve consensus on commonly shared features of female autism.
3. Deliver and trial a programme of participatory arts workshops in different educational settings;
4. Evaluate the efficacy of participatory arts workshops to enhance self-perception, mental well-being and self-esteem using new and established measures;
5. Co-produce and test the feasibility of a participatory arts peer mentoring model in educational and community settings, involving autistic girls and women in collaborative and creative activities;
6. Engage the female autistic community in participatory research and dissemination;
7. Create an international interdisciplinary participatory research network
8.Disseminate research findings to stakeholders and the wider public through a programme of impact and public engagement.
The project builds on the team's previous work exploring autistic identities, perception and creativity, and on methods successfully trialled in a pilot programme of participatory arts workshops using drama and interactive media to explore how female autistic students perceived and engaged with their environments and each other. A public engagement programme includes symposia, roundtables, films, educational resources, a media installation, performances and interactive website. Through this collaboration across disciplinary boundaries, using established and novel methods, we will produce outcomes that are more than the sum of their parts, transforming the face of autism research through female autistic voices.
'We're trying to get politicians to understand that this is a group who are massively under-diagnosed, but also that there are not the right services out there for them or the awareness, including GPs who don't understand what female autism looks like.'
Autistic women describe experiences of invisibility, masking their identities and "faking it" to be socially compliant. This results in high levels of anxiety, which impact on mental well-being, self-confidence and self-worth, leading to increased rates of depression, self-harm and eating disorders. There is, therefore, a need to support self-development and well-being in autistic females, especially during adolescence; a crucial time for identity formation during which autistic difficulties and differences can become more pronounced in the face of increasing socio-emotional pressures.
Through its interdisciplinary and participatory approach, the project will produce new knowledge about the female autistic experience that will be of value to the autism community, the creative industries, education, health and social care. This has the potential to inform the development of more female-sensitive diagnostic measures and services, highlighting the creative contribution of this community and challenging existing stereotypes. The project aims to fully engage the female autistic community in the research about them and to transform public understanding and awareness. To achieve this we will:
1. Co-create a programme of participatory arts workshops and creative toolkit, enabling autistic female adolescents to articulate their lived experiences and identities;
2. Conduct a specially designed survey amongst a) autistic women and b) autism experts to achieve consensus on commonly shared features of female autism.
3. Deliver and trial a programme of participatory arts workshops in different educational settings;
4. Evaluate the efficacy of participatory arts workshops to enhance self-perception, mental well-being and self-esteem using new and established measures;
5. Co-produce and test the feasibility of a participatory arts peer mentoring model in educational and community settings, involving autistic girls and women in collaborative and creative activities;
6. Engage the female autistic community in participatory research and dissemination;
7. Create an international interdisciplinary participatory research network
8.Disseminate research findings to stakeholders and the wider public through a programme of impact and public engagement.
The project builds on the team's previous work exploring autistic identities, perception and creativity, and on methods successfully trialled in a pilot programme of participatory arts workshops using drama and interactive media to explore how female autistic students perceived and engaged with their environments and each other. A public engagement programme includes symposia, roundtables, films, educational resources, a media installation, performances and interactive website. Through this collaboration across disciplinary boundaries, using established and novel methods, we will produce outcomes that are more than the sum of their parts, transforming the face of autism research through female autistic voices.
Planned Impact
BENEFICIARIES
As the female autism community are under-represented and under diagnosed, they are core beneficiaries for this research. Moreover, autism funding has traditionally prioritised causes and intervention rather than education and support. There is little research dedicated to improving physical and mental well-being in autism or into how schools and services can contribute. Hence the development of tools and evaluation methods for working with autistic female teenagers could be flexibly applied in a range of educational and non-academic contexts, and would benefit a range of potential user groups:
1. Autistic individuals: direct beneficiaries are 150 participants (autistic female teenagers) their families and carers; 6 steering group members, autistic HE theatre students.
2.Members of the autistic community (autistic people, families and carers)
3. Educators (direct beneficiaries are participating and networked schools); all teachers engaged in educating autistic girls/teaching assistants/educational psychologists/speech therapists; school counselling services; Local Education Authorities, schools accommodating female autistic pupils (mainstream, special, units).
4.Health and social care services: Paediatricians, GPs, clinical psychologists and psychiatrists, mental health service providers and commissioners; family therapists; local authority social care employees, police and probation services whose work brings them into contact with autistic girls and women.
5.Arts professionals and the creative industries: conservatoires and HE theatre departments; performing arts professionals working with autistic women; practitioners in applied and social theatre; arts centres associated with the project.
6. Local communities; the general public and policymakers.
HOW MIGHT THEY BENEFIT?
The primary beneficiaries (autistic students and steering group) are included as researchers, participants, advisors and practitioners, taking their perspectives and needs into account in planning, delivery and outcomes. They will benefit from activities designed to enhance agency, creative expression and mental well-being. For the steering group, the project affords opportunities for community networking and career development. The autistic community would benefit from increased understanding by others of how female autism is experienced potentially informing structures for education, support and employment, particularly in the creative industries. For families and carers of participants, the benefits could translate into improved interpersonal relations and family well-being.
Other beneficiaries are health professionals such as GPs, clinicians involved in diagnosis and mental health practitioners as the research will increase knowledge and understanding of what female autism looks like (leading to earlier recognition) and how to support this community. This may reduce mental health problems and improve education and employment outcomes for autistic women. Education professionals will also benefit from new opportunities for training and access to the project's educational resources. The research findings on female autism in different educational settings and the impact of creative practices on well-being can inform curriculum development and pedagogy.
As the interests and capabilities of autistic females may lead them to pursue creative careers, arts professionals and educators will benefit from the project's potential to inform training and to make recommendations to improve the prospects for this population to realise their potential for a creative autistic life. The project's activities in community venues contribute to a wider community and public engagement programme with the ambition to change public perception of autism and gender so that autistic females are recognised and supported to benefit from employment, social relationships and community inclusion as keys to quality of life
As the female autism community are under-represented and under diagnosed, they are core beneficiaries for this research. Moreover, autism funding has traditionally prioritised causes and intervention rather than education and support. There is little research dedicated to improving physical and mental well-being in autism or into how schools and services can contribute. Hence the development of tools and evaluation methods for working with autistic female teenagers could be flexibly applied in a range of educational and non-academic contexts, and would benefit a range of potential user groups:
1. Autistic individuals: direct beneficiaries are 150 participants (autistic female teenagers) their families and carers; 6 steering group members, autistic HE theatre students.
2.Members of the autistic community (autistic people, families and carers)
3. Educators (direct beneficiaries are participating and networked schools); all teachers engaged in educating autistic girls/teaching assistants/educational psychologists/speech therapists; school counselling services; Local Education Authorities, schools accommodating female autistic pupils (mainstream, special, units).
4.Health and social care services: Paediatricians, GPs, clinical psychologists and psychiatrists, mental health service providers and commissioners; family therapists; local authority social care employees, police and probation services whose work brings them into contact with autistic girls and women.
5.Arts professionals and the creative industries: conservatoires and HE theatre departments; performing arts professionals working with autistic women; practitioners in applied and social theatre; arts centres associated with the project.
6. Local communities; the general public and policymakers.
HOW MIGHT THEY BENEFIT?
The primary beneficiaries (autistic students and steering group) are included as researchers, participants, advisors and practitioners, taking their perspectives and needs into account in planning, delivery and outcomes. They will benefit from activities designed to enhance agency, creative expression and mental well-being. For the steering group, the project affords opportunities for community networking and career development. The autistic community would benefit from increased understanding by others of how female autism is experienced potentially informing structures for education, support and employment, particularly in the creative industries. For families and carers of participants, the benefits could translate into improved interpersonal relations and family well-being.
Other beneficiaries are health professionals such as GPs, clinicians involved in diagnosis and mental health practitioners as the research will increase knowledge and understanding of what female autism looks like (leading to earlier recognition) and how to support this community. This may reduce mental health problems and improve education and employment outcomes for autistic women. Education professionals will also benefit from new opportunities for training and access to the project's educational resources. The research findings on female autism in different educational settings and the impact of creative practices on well-being can inform curriculum development and pedagogy.
As the interests and capabilities of autistic females may lead them to pursue creative careers, arts professionals and educators will benefit from the project's potential to inform training and to make recommendations to improve the prospects for this population to realise their potential for a creative autistic life. The project's activities in community venues contribute to a wider community and public engagement programme with the ambition to change public perception of autism and gender so that autistic females are recognised and supported to benefit from employment, social relationships and community inclusion as keys to quality of life
Publications
Pavarini G
(2021)
Ethical issues in participatory arts methods for young people with adverse childhood experiences.
in Health expectations : an international journal of public participation in health care and health policy
Shaughnessy N
(2020)
Acting in a World of Difference: Drama, Autism, Gender
in Biblioteca Teatrale
Shaughnessy, NK
(2022)
Learning with Labyrinths: Neurodivergent journeying towards new concepts of care and creative pedagogy through participatory community autism research
in Critical Studies in Teaching and Learning
| Title | Current, flows: autism, creativity and learning: performance |
| Description | 'Current Flows' consisted of a reading from local and internationally acclaimed author Katherine May whose memoir of late-diagnosis, "The Electricity of Every Living Thing" was set amidst "Zones of Flow (iii)," a stunning light installation from Rocio von Jugenfeld, who is also Co-I on Playing A/Part. |
| Type Of Art | Performance (Music, Dance, Drama, etc) |
| Year Produced | 2021 |
| Impact | Requests for further information. |
| URL | https://playingapartautisticgirls.org/events/beyond-stereotypes-conference-2021/public-event/ |
| Title | Film Animation: I Feel Different |
| Description | Film Animation based on research from phase 1 of the project (interviews and workshops). The film explores the experiences of autistic girls and women in their own words. Based wholly on interviews, writings and original artwork by autistic individuals, it provides an insight into the intensity and sensory reality of experiencing life differently.Through animated scenes of everyday autistic life, autistic girls and women give voice to their unique sense of being in the world, playing roles, being outsiders, seeking safety, finding community and wanting to be accepted for who they are: sometimes fragile, sometimes inspiring, always profoundly human. The film is a Calling the Shots production for the Arts and Humanities Research Council supported by BBC Arts Culture in Quarantine. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2020 |
| Impact | The film was very positively received by the autistic community. It has been reported that it has led some viewers to recognise themselves or their daughters and to seek diagnosis. |
| URL | https://www.bbc.co.uk/programmes/p08z30ky |
| Title | Short film: Iterative film 1 |
| Description | Short film by autistic film artist Sonia Boue emerging from the practical workshops |
| Type Of Art | Artwork |
| Year Produced | 2019 |
| Impact | This is ongoing and will evaluated at a later stage. |
| URL | https://www.soniaboue.co.uk/section849608.html |
| Title | WoW - Welcome to our World (Exhibition) |
| Description | WOW was an exhibition showcasing some of the artworks that autistic girls from Kent and Surrey have created while participating in the Playing A/Part project. The exhibition space gave a taster of the creative worlds of autistic girls. During the visit, you saw objects, masks, light/sound installations, drawings, videos, projections, photos, etc. Studio 3 - Jarman Building (27th Aug - 10th Sep 2021) and open during the Gulbenkian BOing! Festival for families (27-29 August 2021) |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2021 |
| Impact | Audience reported change in views, opinions or behaviours |
| URL | https://playingapartautisticgirls.org/events/beyond-stereotypes-conference-2021/exhibition/ |
| Description | The research has identified some key features impacting on the identities and experiences of autistic girls which have implications for their well-being, education and support. FINDINGS ON SENSORY EXPERIENCE: Sensory stimuli were experienced as pervading, and having the potential to disrupt, all aspects of the lives of the adolescent autistic girls, including: physical (nausea, headaches, pain, dizziness), cognitive (focusing and concentration), emotional (resulting in anxiety, fear, sadness, and anger) and social (perception of responding to stimuli differently to other people). Most girls reported experiencing heightened sensitivities around food and mealtimes, in particular difficulties with textures and smells of certain foods and sounds associated with eating and mealtimes. Sensitivities around food and mealtimes appeared to have a very marked impact on some girls, to the point that they avoided eating with other people and consuming or being in the vicinity of certain foods. FINDINGS ON SELF ESTEEM AND WELLBEING Quantitative data: Mental wellbeing (WEMWBS) and self-esteem (RSES) in adolescent autistic girls were both found to be significantly higher in girls attending a specialist school setting compared to those attending a mainstream setting. The assimilation component of the camouflaging measure (CAT_Q) was also significantly higher in mainstream, suggesting these girl made more use of strategies to try and fit in with others in social situations. Overall, camouflaging was negatively associated with wellbeing (more camouflaging linked to lower wellbeing). Qualitative data: Those with a high self-esteem score reported having close friends who accept them, emphasise their similarity to other people, construe autism as a positive identity (conferring advantages), and harness creativity for self-expression. Those with a very low self-esteem score emphasised difference, made unfavourable comparisons between themselves and peers, feared others viewed them negatively, and associated their diagnosis with deficits and difficulties. FINDINGS ON SENSE_MAKING ABOUT THE SELF IN RELATION TO SCHOOL SETTINGS Secondary school adolescent girls in mainstream settings overall made sense of themselves in more negative ways than those in specialist settings, linking autism to being different and viewing themselves less favourably in comparison to their peers. Those in specialist setting overall highlighted positive aspects of autism and felt accepted by peers. |
| Exploitation Route | 1. Creative resources will be available through a platform for creative pedagogy and digital learning : Prospero: https://prospero.digital/ We are also publishing the creative resources as a text book (proposal under review) 2. Guidance for health professionals on what to be aware of in relation to adolescent girls that are indicative of autism. Presentations have already been delivered to NHS representatives (presentation to MHLDA Clinical and Professional Advisory Board, 21/07/22 as well as meetings with Dr Faye Hinsley, 27/07/22 (NHS Kent and Medway Clinical Lead for LD, Autism and ADHD, and West Kent Clinical Lead for Children) as well as Dr Sarah Temple (EMCC Coach and Director EHCAP Ltd) 3. The Film animation (I feel Different) is being disseminated via other websites, e.g. www.mindfulemotioncoaching.co.uk 4. Engagement of cultural organisations such Royal Opera House Bridge and the Women's Institute, both of whom have collaborated with us 5. Development of the research through academic and professional networks such as the Autism Ethics Network. Through this forum a collaboration is in development with ProfJonathan Green, autism specialists and autistic scholars participating in the Playing a/Part conference, leading to publications and an expert network exploring phenomenology of autistic experience. |
| Sectors | Communities and Social Services/Policy,Creative Economy,Education,Healthcare |
| URL | http://www.playingapartautisticgirls.org |
| Description | 1. IMPACT ON SCHOOLS & INDIVIDUALS: We are continuing data analysis so our findings are preliminary. However, in terms of non academic impact there is evidence of significant change for individual participants and schools who engaged with the project. This will emerge in the qualitative data but is also evident in the keynote presentation (publicly available) given by Sarah Wild, Headteacher of Limpsfield Grange School (project partner and the only school for autistic girls in the UK) in which she spoke about the impact of the project on individuals and the school as a whole. She included videos of participants talking about the project and its impact. Examples included a girl who was selectively mute, had been at the school for 3 years and who was featured speaking about her experience in the videos: 'she is really opening up to us as a result of being in this project and now we can talk to her in school. It's a most transformational, incredible thing. [the project] has had an impact on her life.' Sarah Wild also talked about the value of creative practices for autistic girls and the ways in which the school curriculum had been impacted with den building as an example of a creative practice the school would continue to use. The keynote is on the project website: https://www.youtube.com/watch?v=e8wHh5q6i3E&list=PLkaRdACy6KTGeyHV-gxD3WWYvCOig-XHH?dex=20. Influence on education has also included collaborations with organisations delivering training to teachers and educational professionals. We worked with The Royal Opera House Bridge, delivering training on neurodiversity and gender as part of their Opening the Box programme. The feedback included comments from teachers on how the new knowledge and resources had changed their practice, particularly in relation to sensory environments and sensory profiles and the value of creative practices to neurodivergent pedagogy. Additionally, a series of training workshops delivered to teachers, trainees and social workers in the Czech Republic has led to continuing consultation about the use of labyrinths as a learning tool in training teachers. The findings on sensory experience have been important to these training sessions as teachers become aware of the role of sensory environments for autistic learners and the extent to which sensory preferences contribute to learning styles. The findings on self esteem and sense making in school settings have also been important to understanding why autistic girls in specialist settings enjoy higher levels of mental well being and view their identities more positively than girls in mainstream settings. Understanding the importance of community and peer education has led to innovative programmes such as the autistic peer mentoring project (commissioned by NHS Barnet and the Barnet Education and Learning Service) that is being led by Annette Foster and Chloe Farahar, both of whom were members of the Playing A/Part steering group. This is running in 2022 and 2023 2. Impact on Individuals through public engagement activities: Dr Helen Kara, an independent academic participated in the first conference (July 2019) as a creative facilitator. In the second conference (September 2021) she was a presenter who spoke about the impact of the conference on her professionally and personally as she discovered and was diagnosed as an autistic woman: https://www.youtube.com/watch?v=nldLaHkWVvI&list=PLkaRdACy6KTGeyHV-gxD3WWYvCOig-XHH?dex=3 3. IMPACT ON HEALTH PROFESSIONALS: the findings on sensory experience, mental well being, camouflaging and sense making have implications for health professionals, particularly GPs as the gatekeepers to diagnosis. Contributions to committees (e.g. MHLDA Clinical and Professional Advisory Board) have generated new understanding of the need for new resources for training and continuing professional development which the team will contributing to through ongoing work as part of our impact and public engagement activities. Individuals have also benefitted: Dr Elizabeth Lilija, a therapist in Salt Lake City consulted with Professor Shaughnessy and was included the film animation "I feel different' in the resources she uses with clients. Additionally, a leading clinician in autism and child development, Professor Jonathan Green has testified to the impact of the work on his practice after participating in the first Playing A/Part conference: Inside Out. Professor Green continued a dialogue with autistic scholars (Dr Damian Milton, the late Dinah Murray and Dr Jo Bervoets) leading to a publication (Murray D, Milton D, Green J, Bervoets J. The Human Spectrum: A Phenomenological Enquiry within Neurodiversity. Psychopathology. 2022 Sep 30:1-11). This is now being followed up through the formation of an expert interdisciplinary network, led by Prof Green and which includes members of the Playing A/Part team (Shaughnessy and Williams). This has the potential to develop an evidence base that could impact on diagnosis 4. IMPACT ON CREATIVE INDUSTRIES: consultation with Frozen Light Theatre as part of their sensory studio project has generated new understanding and new resources for young people with PMLD and their families to benefit from increased access to creative and participatory theatre. Prof Shaughnessy represented the research team at synposiums on consent and evaluation, developing and sharing strategies and tools to ensure young people with PMLD can meaningfully engage in consent and in evaluation of their experiences of creative practices. IMPACT ON PUBLIC; The film animation "I Feel Different" based on the research, featuring interviews with autistic girls (and involving autistic girls as performers) was hosted on BBCiplayer for a year (Nov 2020-2021) and the film has continued to be used in training and shared with a range of organisations in education and health. Examples include Dr Sarah Temple (MRCGO EMCC Coach and Director EHCAP Ltd) who has added the animation to her website www.mindfulemotioncoaching.co.uk. |
| First Year Of Impact | 2022 |
| Sector | Communities and Social Services/Policy,Creative Economy,Education,Healthcare,Leisure Activities, including Sports, Recreation and Tourism |
| Impact Types | Cultural,Societal,Policy & public services |
| Description | Advising National Theatre as Autism and Neurodiversity consultant |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | The changes to understanding and practice are evident in the differences between the previous NT production and the current tour. The company are working with neurodivergent performers and are adopting inclusive and accessible practices in all aspects of production. The trigger warnings and sensitivity notes have been updated. There has been training and discussion in relation to neurodiversity and representations of disability. All of this impacts on the audience experience as the production seeks to challenge stereotypes of autism and disability and to promote understanding and awareness of neurodiversity and neurodivergent people. As this is a set text in schools the production attracts school groups and is very influential on adolescent understanding of autism. Evaluation is ongoing as the production continues. |
| URL | https://www.nationaltheatre.org.uk/shows/the-curious-incident-on-tour |
| Description | Advising the South East Mental Health Learning Disability and Autism Cell (MHLDA) |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Contribution to Audible Drama adaptation of The Electricity of Every Living Thing |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | Member of Advisory panel for the UK Office of National Statistics (ONS) |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Royal Opera House Bridge |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Contribution to new or improved professional practice |
| Impact | 41 teachers attended or had the opportunity to watch the session afterwards on a private link. The session included the screening of the film animation "I Feel Different" and a Q&A on challenges and solutions. An evaluation was conducted by the organisers which was extremely positive. Comments cited in the feedback (via Tina Tray.Rampello, the School Engagement Officer) included these: 'really refreshing- have already passed on some of the resources to staff members who have found them helpful and inspiring too;' 'I attended the neurodivergence training and found it extremely helpful to reflect on my practice and to plan for changes.' |
| Description | Sensory theatre for young people with PMLD |
| Geographic Reach | National |
| Policy Influence Type | Contribution to new or improved professional practice |
| URL | https://www.frozenlighttheatre.com/sensorystudio |
| Description | Training researchers and trainee social workers in the Czech Republic: PEDAL |
| Geographic Reach | Europe |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | ATTUNE : Understanding mechanisms and mental health impacts of Adverse Childhood Experiences to co-design preventive arts and digital interventions. |
| Amount | £3,899,086 (GBP) |
| Funding ID | MR/W002183/1 |
| Organisation | Medical Research Council (MRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 09/2021 |
| End | 08/2025 |
| Description | Arts and Humanities in Quarantine Public Engagement Urgency Call |
| Amount | £19,395 (GBP) |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 07/2020 |
| End | 10/2020 |
| Description | Creating Research Ecologies to Advance Transdiciplinary lEarning (CREATE) on arts-based programs through the study of adolescent loneliness |
| Amount | £124,999,507 (GBP) |
| Funding ID | MR/X003116/1 |
| Organisation | Medical Research Council (MRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 11/2022 |
| End | 10/2025 |
| Description | UKRI COVID-19 Grant Extension Allocation (CoA) - University of Kent |
| Amount | £15,543 (GBP) |
| Organisation | United Kingdom Research and Innovation |
| Sector | Public |
| Country | United Kingdom |
| Start | 03/2021 |
| End | 09/2021 |
| Description | UKRI COVID-19 Grant Extension Allocation (CoA) - University of Surrey |
| Amount | £15,920 (GBP) |
| Organisation | United Kingdom Research and Innovation |
| Sector | Public |
| Country | United Kingdom |
| Start | 03/2021 |
| End | 09/2021 |
| Description | UKRI Covid 19 Grant Extension |
| Amount | £2,497,870 (GBP) |
| Funding ID | AH/S001158/1 |
| Organisation | United Kingdom Research and Innovation |
| Sector | Public |
| Country | United Kingdom |
| Start | 05/2021 |
| End | 09/2021 |
| Description | Understanding the Cel: Vulnerability, Violence and In(ter)vention |
| Amount | £248,260 (GBP) |
| Funding ID | AH/W007398/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 02/2023 |
| End | 01/2025 |
| Title | Development of new participatory outcome measure |
| Description | An inductive outcome measure has been developed for use in assessing change in a participatory creative arts intervention for young people. The tool was developed inductively through input of young people, arts practitioners and researchers. It comprises a short questionnaire to be completed by young people at the start and end of a creative session and a short questionnaire to be completed by practitioners at the end of each session. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2022 |
| Provided To Others? | Yes |
| Impact | Information about the P/Arts/OM has been shared with other researchers who are using creative methods to find out more about the experiences and pathways of young people with adverse care experiences (ACE), as part of the ATTUNE project funded by UKRI wide funding for investigating adolescent mental health. At the current time it is too early to determine impact. |
| Title | Labyrinth learning |
| Description | Specially designed resources using labyrinth floor cloths and finger labyrinth thinking tools as a novel method for working with neurodivergent students. Autistic learners process information differently and the labyrinth approach offers opportunities for creative reflection whilst thinking and walking. It is still being experimented with but there is some evidence that it also helps students with hyper mobility and ADHD. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2020 |
| Provided To Others? | No |
| Impact | This is still emerging. Autistic students show higher levels of creative engagement when using the labyrinth; they find it helps them to process ideas, creates focus and reduces anxiety. |
| Title | Playing A/Part Online |
| Description | Educational Online Resources for researching identity and gender with autistic participants. Using "smartscripts" as structure for workshops hosted on Prospero, a specialist platform for creativity and pedagogy. Currently this is only available to participants and we are continuing to develop it this year. In the future it will be adapted to be publicly available as an educational resource. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2021 |
| Provided To Others? | No |
| Impact | not yet applicable |
| URL | https://prospero.digital/library/6JzuYNSNaeNoJapgh/nmMdw4qZPSws4XtoY |
| Title | The 'P' Framework |
| Description | The 'Modes of Playing Framework ('P' Framework) is a novel analytical framework that has emerged from detailed thematic analysis of video footage of Playing A/Part workshops. It identifies what are termed 'modes of playing' (spontaneous and volitional responses/examples of agency, understood as encompassing musical behaviours and general/performative behaviours (e.g. 'masking'), within a group context. The framework is in the process of further development. It will form a valuable addition to interdisciplinary literature centred on the dynamics of participation, particularly as the focus of a significant proportion of that literature is on participatory frameworks relating to neurotypical populations. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2021 |
| Provided To Others? | No |
| Impact | The P-Framework has had an impact on the work of the research team, serving as an aid to analysis of participatory workshops by researchers and practitioners. It is not yet publicly available, but will be in future (it will feature in a number of planned outputs, including journal articles and book chapters). |
| Description | Limpsfield Grange School |
| Organisation | Limpsfield Grange School - Oxted |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Delivery of workshop programme for autistic students designed to enhance mental well-being and creativity; training for teachers to disseminate practice; access to autistic artists and community representatives to enhance understanding and awareness of the autistic experience and neurodivergent creativity. |
| Collaborator Contribution | Consultations with senior staff; use of facilities for workshops; use of supervising staff; participation in interviews, Delphi survey and meetings of the Advisory Board |
| Impact | BBC TV News Feature: 6/12/2018 pic.twitter.com/q2DbX2TrjY |
| Start Year | 2018 |
| Description | National Theatre |
| Organisation | Royal National Theatre |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Consultancy on autism and neurodiversity for touring production of the Curious Incident of the Dog in the Nightime: Sensitivity reading for script; advice on casting and inclusive practice; advice on staging; editing and guidance for trigger warnings and sensitivity notes on website and in programme. |
| Collaborator Contribution | Access to production team for interviews connected to publications; planning for potential collaborative event (platform) on neurodiversity and the theatre industry (postponed due to Covid). Discussion of collaborative tools such as sensory scripts with NT and Access All Areas. |
| Impact | https://www.curiousonstage.com/content/uploads/2021/11/Easy-Read-Curious-Trigger-Warning.pdf Publication forthcoming: 'Curiouser and curiouser: reflections on the narratives surrounding autism and staging autistic identity.' |
| Start Year | 2021 |
| Description | Royal Opera House Bridge Opening the Box series: Neurodivergence |
| Organisation | Royal Opera House |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Contributed to Royal Opera House Bridge Opening the Box programme. Designed and delivered a virtual presentation for an audience of primary, secondary and SEND teachers addressing neurodiversity in schools with a particular focus on autistic girls. |
| Collaborator Contribution | Access to network of schools and teachers. Shared Playing A/Part film animation and recording of presentation is hosted on Royal Opera House Bridge You Tube channel |
| Impact | Recording of presentation on ROHB's Youtube account. Recording and film animation shared with members of ROHB mailing list |
| Start Year | 2022 |
| Description | Beyond Stereotypes (Conference) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | The conference, Beyond Stereotypes, shared research about autism and gender, and how we are challenging the stereotypes with three themes: recognition, education and futures. The conference took place online (due to the ongoing Covid situation and in consultation with the advisory board, steering group and research team), streamed via YouTube, across two and a half days (8th - 10th September 2021) and was supported by Discord, an online platform that enabled more informal discussion throughout the conference and for a week beyond. This platform was suggested by our autistic Steering Group. There were 41 presenters from a range of settings including HE, schools, healthcare, charities, families and autistic people. Over 400 people pre-booked and across the three days there were 1,627 views of the livestream. 25 presentations have been uploaded to YouTube and to date have 1,052 views. 130 delegates engaged with Discord. Of our attendees, 13% were international. Feedback was provided from 45 delegates in the following categories, demonstrating the breadth of individuals who attended: academic/researcher/student; autism support & training; health/social work; education; arts professionals; charity sector; and other. Individuals noted their knowledge on the subject matter was increased and they would use this knowledge to filter into their personal and/or professional lives. The conference also occurred alongside other public engagement activities "WoW - Welcome to our World" an exhibition, Current, Flows: autism, creativity and learning, a performance and a screening of our animation "I Feel Different" and a roundtable discussion (see separate entries). |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://playingapartautisticgirls.org/events/beyond-stereotypes-conference-2021/ |
| Description | CPD Training/Workshops for teachers |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Over 100 teachers attended two training days, led by the Playing A/Part project team, at St Anselm's Catholic School (3/10/19), Canterbury and Simon Langton Grammar School for Girls Canterbury (5/2/19). These professional training events promoted changes in attitude and empathetic responses towards those with autism, giving teachers practical strategies to engage pupils through creativity in new ways. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Conference festival |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | A diverse range of people engaged with this event with approximately 40% of delegates from the autistic community. It was an inclusive conference, attracting attention on social media for its innovative organisation and content in terms of spaces, accessibility and activities. These included practical workshops, performances, films, exhibitions of creative artefacts as well as panel presentations. There was a creative facilitator and a conference poet . |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://www.playingapartautisticgirls.org |
| Description | Conversations about arts, health humanities and interdisciplinary research |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Interview with Dr Dieter Declercq (Aesthetics) , and Professor Ian Sabroe (Clinician) to launch the medical humanities podcast series "Conversations about arts, humanities and health. Recorded on 30 April 2021 (duration: 1 hour 1 minute). Viewings are currently 119, alongside an audience of 50 for the live event. The data for the series indicates audiencesacross 35 countries. The majority are UK (52%) and US (27%). The podcast is part of a series of free online events where scholars, health professionals, and the public discuss how arts and humanities can inform healthcare. Hosted by the University of Kent and with the support of the Winston Churchill Memorial Trust, these conversations seek to develop meaningful dialogue and connection between humanities and medicine. Each podcast has a short follow up on the website. Imagining Autism, Autism Re-Imagined and Playing A/Part were discussed in the Podcast with follow up emails subsequently and an invitation to speak for a seminar at the Research and Pedagogy unit at Nanyang Academy of Fine Arts, Singapore. Reference was also made to the ATTUNE project consortium and the work done prior to securing the funding. There was also follow-up from education professionals interested in the resources and training (e.g. Matthew Velada-Billson, Headteacher, Edgebury Primary School, Bromley). The podcast is at: https://anchor.fm/convoartshealth/episodes/Episode-2---In-Conversation-with-Prof-Nicola-Shaughnessy-e1002ta April 2021 |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://research.kent.ac.uk/medicalhumanities/conversations-about-arts-humanities-and-health |
| Description | Current, flows: autism, creativity and learning: performance |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | 'Current Flows' consisted of a reading from local and internationally acclaimed author Katherine May whose memoir of late-diagnosis, "The Electricity of Every Living Thing" was set amidst "Zones of Flow (iii)," a stunning light installation from Rocio von Jugenfeld, who is also Co-I on Playing A/Part. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://playingapartautisticgirls.org/events/beyond-stereotypes-conference-2021/public-event/ |
| Description | Exhibition (artefacts and posters) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | A diverse range of people engaged with this event with approximately 40% of delegates from the autistic community. Creative artefacts were displayed that were submitted by artists and members of the autistic community. On display were a range of creative artefacts including media. This was a free event open to our conference delegates and members of the public. In addition to this, research posters were displayed that showcased autistic research. |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://www.playingapartautisticgirls.org |
| Description | Film animation: I feel Different |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Industry/Business |
| Results and Impact | I feel different is a film animation based on the project's research. It was funded through the Arts in Quarantine urgent public engagement call and is part of the "Animated Thinking" series. It was screened on 20 November 2020 via BBCI Player and will be hosted on this platform for 9 months. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.bbc.co.uk/programmes/p08z30ky |
| Description | Film showing (I Feel Different) and Roundtable discussion |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | This Education Roundtable "Futures for Autistic Girls: diagnosis, education and beyond." took place on 8th Septemebr 2021, during the Playing A/Part online conference: Beyond Stereotypes. It was designed partly to reach out to any conference participants based in Kent, but directed primarily at local teachers/TAs, and parents/carers. The event took place in the Gulbenkian Cinema on campus, allowing a full screen showing of the Playing A/Part animated film 'I Feel Different'. It was followed by a buffet meal, and the performance Current Flows (see separate entry). Attendees also had the opportunity to visit the exhibition WOW-Welcome to Our World (see separate entry).The panel consisted of 2 psychologists, a speech and language specialist, a neurodivergent artist, and a teacher and TA from a local special school who took part in the Playing A/Part workshops. They were each asked to respond to the film, focussing particularly on the education of autistic girls and their experiences of school; followed by a lively Q & A session from the floor, where the autistic community seemed well represented, also some parents. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://playingapartautisticgirls.org/events/beyond-stereotypes-conference-2021/public-event/ |
| Description | ICMPC-ESCOM2021 International Conference on Connectivity and Diversity in Cognition |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The 16th International Conference on Music Perception and Cognition was jointly organised with the 11th triennial conference of ESCOM and was held fully virtually from 28-31 July 2021. The aim of the joint conference was to provide an interdisciplinary and intercultural platform for the dissemination of most recent developments in music cognition research. To offer inclusivity to researchers, the conference was held online and organised across multiple hubs. Members of the Playing A/Part team (Dr Ruth Herbert, Dr Jackie Walduck, Dr Hannah Newman & Professor Nicola Shaughnessy) gave a presentation on a series of innovative project workshops delivered at the UK's only specialist school for autistic girls, using music and sound as creative tools for probing the lived experience of autistic girls, together with their perceived value in negotiating everyday life. The purpose was to disseminate preliminary findings from the project. The recorded submission attracted circa 100 views after initial delivery. Outcomes and impacts arising from the project will occur beyond the period of this Research Fish submission, but include a peer-reviewed journal article and invitation to give a Keynote at an international conference on interdisciplinary musicology, plus plans for future outputs. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://icmpc2021.sites.sheffield.ac.uk/ |
| Description | International Women's Day Presentation #BreakTheBias |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Other audiences |
| Results and Impact | The psychology team presented the research as part of the IWD celebration. This was as part of the "Behind the Research" series put on by the School of Psychology at the University of Surrey. The team were invited to share their research as it complemented the IWD2022 theme of #BreakTheBias, with the focus of the talk being on how the research is challenging views and stereotypes about autism in girls, women and those with marginalised gender identities. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.eventbrite.co.uk/e/2022-international-womens-day-symposium-tickets-276651360667 |
| Description | Playing A/Part - Meridian TV News |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Playing A/Part featured as part of Meridian TV news segment. The journalists joined the research team in a school where they were working with autistic/neurodiverse girls. This provided a showcase for the project and gave both the creative practitioners and the girls an opportunity to discuss the positive effects of the project on their wellbeing. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Talk for Interdisciplinary Autism Research (IAR) Festival 2021 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Talk given by Professor Nicola Shaughnessy and Dr Emma Williams at the online Interdisciplinary Autism Research (IAR) Festival 2021 (held on 19-21 May) at the University of Leeds. The talk was entitled 'Playing A/Part: Whose play, whose part and whose art? A provocation and reflection on the challenges of participatory arts research' based on the research work form the Playing A/Part project. The conference organisers reported that 600 participants accessed the conference. The audience was primarily researchers and members of the autistic community and those who worked with them. The talk was video recorded and made available on YouTube, enabling reach to an even wider audience. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.youtube.com/watch?v=UqoOcuGe3YY |
| Description | WOW- Welcome to our World - Exhibition |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | WOW was an exhibition showcasing some of the artworks that autistic girls from Kent and Surrey have created while participating in the Playing A/Part project. The exhibition space gave a taster of the creative worlds of autistic girls. During the visit, you saw objects, masks, light/sound installations, drawings, videos, projections, photos, etc. Studio 3 - Jarman Building (27th Aug - 10th Sep 2021) and open during the Gulbenkian BOing! Festival for families (27-29 August 2021) |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://playingapartautisticgirls.org/events/beyond-stereotypes-conference-2021/exhibition/ |
| Description | Workshop on consent for young people with PMLD |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Expert group meeting/workshop focussed on ethics and practices for seeking consent when working with people with profound and multiple learning disabilities. How we can ensure we are working in an ethically sound way; sharing practices, prior to developing tools. Co-ordinated by Frozen Light Theatre in connection with a new project, 'The Sensory Studio" (funded by Paul Hamlyn Foundation)a collaboration with adult artists with profound and multiple learning disabilities. Invitation only with contributions from specialists in arts, education, health, parents, carers/advocates. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.frozenlighttheatre.com |