Datasheet1_Narratives of heritage and legacy: Child and adolescent mental health trainees portrayed.pdf

ObjectivesWe sought to embellish a child and adolescent mental health space by creating and displaying a large painting imbued with meaning and symbolism specific to the field. In it, we featured a broad array of trainees in the disciplines of child psychiatry, psychology, and social work. We used the portraiture sessions as opportunities for participants to reflect on their professional trajectories and developmental progression.MethodsThe lead author painted Heritage and Legacy, a 6 × 4 ft oil painting of 15 trainees (8 women), between February 2020 and December 2022. Each studio sitting lasted approximately four hours and included an in-depth interview that was recorded and transcribed for qualitative analysis. We used narrative inquiry as our analytic approach, a method that attends to unique stories and aims to make meaning out of individuals' life experiences.ResultsWe organized our analytic framework chronologically: (1) Heritage (past influences); (2) Becoming (the current process of professionalization); and (3) Legacy (reflections about the future). Through these life stages, we consider findings from three complementary vantage points: (1) the unique methodology of using a collective portrait as the basis for a qualitative study using narrative inquiry; (2) the participants' individual and collective trajectories of professionalization and professional identity formation; and (3) their transitions and legacy—including through mentorship and generativity, as much as through concrete objects and places, such as the oil painting itself and the space in which it will permanently reside.ConclusionsThe lengthy process of creating an oil canvas depicting a multidisciplinary group of professionals in training proved a powerful vehicle for self-reflection by those portrayed. It has yielded insights of broader relevance to the training and education of the next generation of practitioners.

目标：本研究的宗旨在于通过创作并展示一幅蕴含特定领域意义与象征的大型绘画，以丰富儿童与青少年心理健康领域。其中，我们描绘了包括儿童精神病学、心理学和社会工作等领域在内的众多培训者。我们将肖像拍摄过程视为参与者反思其职业生涯轨迹与成长进程的契机。方法：主导作者在2020年2月至2022年12月期间创作了《传承与遗产》，一幅描绘15名培训者（其中8位女性）的6英尺×4英尺油画。每次画室静物摄影持续约四小时，并进行了深入访谈，访谈内容被记录并转录以供定性分析。我们采用了叙事探究作为我们的分析方法，该方法关注独特的故事，旨在从个体的生活经历中提炼意义。结果：我们将分析框架按时间顺序组织：①传承（过往影响）；②成为（当前的专业化过程）；③遗产（对未来进行反思）。通过这些生命阶段，我们从三个互补的视角考虑了发现：①利用集体肖像作为叙事探究定性研究基础的独特方法论；②参与者的个体与集体专业化轨迹及专业身份的形成；③他们的过渡与遗产——包括通过导师制和创造力，以及具体的物体和地点，如油画本身及其永久居住的空间。结论：创作描绘多学科培训群体的油画长卷，对于被描绘者而言，是一种强有力的自我反思工具。它为下一代的培训与教育提供了更具普遍意义的洞见。