The use of “art” as a resource in recovery from the impact of sexual abuse in childhood: A qualitative systematic review (2022)
Journal Article
Rouse, A., Jenkinson, E., & Warner, C. (2023). The use of “art” as a resource in recovery from the impact of sexual abuse in childhood: A qualitative systematic review. Arts and Health: An International Journal for Research, Policy and Practice, 15(1), 86-109. https://doi.org/10.1080/17533015.2022.2034900

Background: A qualitative systematic review was undertaken to identify the therapeutic impact of arts-based activities as experienced by adults sexually abused in childhood. Methods: Sixteen studies, identified through a systematic search protocol, w... Read More about The use of “art” as a resource in recovery from the impact of sexual abuse in childhood: A qualitative systematic review.

Learning how to learn: The role of music and other expressive arts in responding to Early Leaving from Education and Training (ELET) in the STALWARTS project (2020)
Journal Article
Krüger, V., Macedo, E., Rita Addessi, A., Rüütel, E., Warner, C., Carvalho, A., & Bunt, L. (2020). Learning how to learn: The role of music and other expressive arts in responding to Early Leaving from Education and Training (ELET) in the STALWARTS project. Voices: A World Forum for Music Therapy, 20(3), https://doi.org/10.15845/voices.v20i3.3084

This project report describes policy, practice and theory related to a cross-sectoral international project funded by the European Union’s Erasmus+ programme. STALWARTS – Sustaining Teachers and Learners with the Arts: Relational Health in European... Read More about Learning how to learn: The role of music and other expressive arts in responding to Early Leaving from Education and Training (ELET) in the STALWARTS project.

A neuroscience-informed approach equipping educators to support young learners affected by trauma through music in the classroom (2020)
Presentation / Conference
Zook, N., Warner, C., & Bunt, L. (2020, May). A neuroscience-informed approach equipping educators to support young learners affected by trauma through music in the classroom. Poster presented at Brain Cognition, Emotion, Music (BCEM), University of Kent (Online)

An interdisciplinary approach (music therapy, neuroscience) was adopted for the development of postgraduate continuing education modules for educators (teachers of any subjects or SENCOs) working with young people with adverse life events. The goals... Read More about A neuroscience-informed approach equipping educators to support young learners affected by trauma through music in the classroom.