Creating Purpose and Social Connection Through Crocheting and Knitting for People With Visual Impairments

Abstract

Two factors identified in populations that live the longest healthiest lives include having a purpose for living and good social connections (Buettner, 2012). When vision loss occurs, individuals face changes that affect their entire lives. For instance, loss of a driver’s license reduces a person’s independence by curtailing their ability to go out where and whenever they desire, leading to limited opportunities to participate in social and leisure activities (Berger, 2012). Participation in leisure activities has been found to be a predictor of independence in instrumental activities of daily living (Chen & Chippendale, 2017). The role of the vision rehabilitation therapist (VRT) is to help consumers to adapt household, work, and leisure activities so that they can be completed safely, accurately, and independently (ACVREP, 2020). Crocheting and knitting are leisure activities that have purpose. The result of the activity is a product such as a hat, scarf, or blanket that can be used and enjoyed. Additionally, handmade items are unique and often cherished by the people who receive them. The time and energy expended is a labor of love that is also therapeutic to the one whomade it. Johnson and Post (2017) assert that medical professionals should prescribe giving to others and volunteerism because they increase physical and emotional well-being, opportunities for social connections, and provide meaning and purpose to life. Researchers have found that two or more hours of participation in creative arts each week results in increased well-being (Davies et al., 2016). Over 3000 knitters who were surveyed and who knitted three or more times per week, reported better moods (Corckhill et al., 2013). Additionally, those knitters who knitted with a group were more confident, had a sense of belonging, made new social connections, and were more likely to learn new skills (Corckhill et al., 2013). Historically, individuals who are visually impaired (i.e., those who are blind or have low vision) have been taught handicrafts like chaircaning or weaving (Nordstrom, 1986). Vocational skills, like knitting and broom making, were taught at schools for blind students (Apple, 2006) and provided unique outlets for contributing to community needs (Welland,