Australian Occupational Therapy Journal (2008) 55, 287–290 doi: 10.1111/j.1440-1630.2007.00713.x InBlackwell Publishing AsiaPractice Occupational therapy and circus: Potential partners in enhancing the health and well-being of today’s youth Jill Maglio and Carol McKinstry Faculty of Health Sciences, School of Occupational Therapy, La Trobe University, Melbourne, Victoria, Australia KEY WORDS community circus, education, life skills, Research conducted by the Victorian Curriculum and occupational therapy, young people. Assessment Authority (VCAA) led to the establishment of a framework, the ‘Victorian Essential Learning Stand- Introduction ards’ (VELS) that aims to promote holistic education for young people (VCAA, 2005). The success of this educa- This paper describes and discusses the benefits of a tional reform requires a collaboration of disciplines to project involving a community circus program developed meet the complex needs of young people. Occupational for Victorian schools to assist in addressing students’ therapists’ knowledge of program development, service needs for life skills acquisition. A program logic model delivery and evaluation can enable them to work in col- framework (CAOT, 1999), together with an occupational laboration with community organisations, providing perspective, was used to develop an evaluation tool for varied and innovative input into educational programs. Westside Circus’ ‘Circus in Schools’ program. The project was unique in that it introduced an occupational Background perspective to the evaluation of this innovative educa- tional program. Although the project’s focus was primarily Westside Circus is a not-for-profit community circus on program evaluation, it also demonstrated a connection organisation that works in partnership with the commu- between the core beliefs of community circus, education, nity to provide a variety of programs, workshops, and occupational therapy, and health promotion. performance opportunities for young people throughout The occupational therapy profession can play a key Victoria. ‘Community Circus’, also known as ‘Recreational role in education reform, which includes working in Circus’, ‘Social Circus’, or ‘New Circus’ (Bolton, 1999), partnership with community organisations to develop focuses on teaching, empowering, and communicating innovative programs that meet the needs of young people. using circus as a medium, featuring physical activities Educational and allied health professionals agree that and no animals. Community circus provides an environ- effective teaching strategies which seek to promote over- ment of personal artistic expression and group solidarity, all health and well-being need to be implemented in creating opportunities for young people to forge new ties schools to provide students with skills that will enable with society. them to be healthy and positive contributors to society Westside Circus recently implemented the ‘Circus in (Struthers, 2005). With an understanding of the dynamic Schools’ program across a range of Victorian primary interdependence of the person, occupation, and environment and secondary schools. The program included a variety (CAOT, 1999), occupational therapists are equipped with of games and circus disciplines with physical and coordi- skills that enable them to advise on educational program nation components that were pursued individually, in development, implementation and evaluation. pairs, and within larger groups. The two-hour weekly program occurred during a school term at either the school or the Westside Circus training space. The program aimed to use circus as a constructive model to build Jill Maglio BA Psych, MOTherapyPrac; Occupational resilience, develop life-long learning, and encourage Therapist. Carol McKinstry BAppSc(OT), MHlthSc; excellence in students incorporating the VELS. Lecturer. National and international research completed by the Correspondence: Jill Maglio, 124 Gore Street, Fitzroy, Vic. VCAA (2005) led to the development of the VELS, pro- 3065, Australia. Email: [email protected] moting life-long learning through curriculum design. Accepted for publication 25 May 2007. The new approach closely links traditional subject areas © 2008 The Authors to life skills such as the development of physical, personal Journal compilation © 2008 Australian Association of and social skills, and the ability to apply knowledge in Occupational Therapists workplace situations and future learning (VCAA). Life 288 J. MAGLIO AND C. MCKINSTRY skills contribute to the successful independent function- expected to modify practices to work with students ing of an individual and are needed for the transition holistically, as well as develop community partnerships into adulthood. A review of the literature by Cronin to meet the VELS requirements. Occupational therapists (1996) reported that many students do not learn life skills can assist in program development, enabling essential by themselves and require increased life skills content learning for students and also in evaluating these pro- throughout their school careers. ‘Personal and Social gram components and student acquisition of life skills. Skills’ and ‘Interdisciplinary Skills’ are new focus areas Although there is a lack of literature relating to circus that schools are encouraged to include in their curricu- programs, particularly in Australia, Bolton (1999) high- lum to address students’ need for life skills acquisition. lighted the use of recreational circus by humanitarian Under this framework schools are given the autonomy to and peace-making groups as well as by schools and the determine the most appropriate way for students to increasing number of new circus companies emerging acquire knowledge and skills in these areas (VCAA). The throughout the world. In addition, many organisations ‘Circus in Schools’ program has strategies that provide are providing circus training for various populations of multiple ways in which schools can meet the VEL stand- people in need of social justice and support. For exam- ards and promotes the learning of life skills. ple, Cirque du Soleil has formed a program dedicated to To assist schools implementing the VELS and increas- allying with youth at risk (Cirque du Soleil, 2007). The ing health promotion, an opportunity exists for occupa- Women’s Circus in Victoria prioritises working with sur- tional therapists to adopt a consultancy approach, vivors of physical and sexual abuse as well as women marketing their services to schools rather than working aged over 50 years (Andrea Ousley, personal communi- only with individual students. Occupational therapists cation, 22 February 2007). The Westside Circus outreach can assist in Victoria’s educational transition to a more program also provides circus training experiences to holistic view of students and the skills they require. people with emotional and mental health issues, intellec- Occupational therapy skills and strategies can promote tual and physical disability, as well as to mainstream school and student success in accordance with the society. Further research and published literature are Ottawa Charter’s strategies for health promotion (World needed to promote the effectiveness of circus programs Health Organization, 1986) and VELS; occupational to the overall health and well-being of individuals (Bolton). therapists can assist schools in the following ways: With continued development and evaluation of com- 1. Collaborating as part of a multidisciplinary team at munity circus programs, it is proposed that evidence of all levels of the education system from policy-makers the effectiveness of circus as a suitable occupational to specific program delivery and evaluation (World therapy intervention will aid the profession to develop Health Organization, 1986). future partnerships with schools, and community circus 2. Understanding the importance of occupational bal- organisations. Given that this project’s evaluation was ance to overall well-being, and specifically related to completed from an occupational perspective, the occupa- learning as the main productive role of youth. tional elements are also clearly evident. 3. Assessing personal components involved in occupa- tional performance within social, cultural, institu- Project methods tional, and physical environments (CAOT, 2002). 4. Involvement in school management and governing The overall aim of the project was to conduct a process bodies, working in partnership with community evaluation using a program logic model framework organisations, parents, and as advocates (Struthers, (CAOT, 1999), in addition to developing an evaluation 2005). tool that could assess outcomes of future programs 5. Assisting school systems in the transition process of against VELS criteria. implementing programs like the ‘Circus in Schools’ program, that meet the VELS. Phase 1 6. Assessing learning environments, assisting teachers in identifying essential program components for the Information gathering population, and suggesting programs to address To identify the connections between the circus program local and social issues present that will fit with and VELS standards relating to the development of individual or group needs. students’ life skills throughout their education, VELS Traditionally, occupational therapists have intervened documents were analysed and circus trainers were inter- to assist individuals to meet their needs within the viewed. Program sessions were also observed and school school context (Case-Smith, 2005).