Canvas of Calm: A Pilot Study on Art-Based Interventions for Academic Stress Management in Higher Education

IF 1.2 Q3 PSYCHOLOGY, CLINICAL

Counselling & Psychotherapy Research Pub Date : 2025-02-18 DOI:10.1002/capr.12904

Komal Surana, Paramita Datta

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引用次数: 0

Abstract

Background

Art has long been recognised as a powerful medium for self-expression, emotional healing and stress reduction. In the context of academic stress, creative art-based interventions provide students with non-verbal outlets to process emotions and build resilience.

Aim

This pilot study aimed to evaluate the effectiveness of two art-based therapeutic techniques - scribbling and gratitude mandala colouring - in reducing academic stress among undergraduate students.

Method

A total of 51 undergraduate students (both male and female) from Salesian College, Siliguri, participated in this pre- and post-intervention pilot study. The Academic Stress Scale, developed by Jain and Dikshit, was administered before and after the 4 week intervention. Participants engaged in weekly 1-h sessions featuring intuitive scribbling, scribble swap, self-gratitude and family gratitude mandala colouring, with weekly assignments. Feedback was collected after each session to capture participants' reflections.

Results

Results showed a significant reduction in academic stress levels post-intervention (t = 3.44, p < 0.001), with a decrease in mean stress scores from 98.70 (SD = 8.96) to 90.35 (SD =13.75). Participants reported increased mindfulness, improved concentration, a sense of relaxation and strengthened relationships with family members.

Conclusion

The techniques enabled creative expression without fear of judgement, fostering self-assurance and better coping mechanisms. This study highlights the potential of art-based interventions addressing academic stress in higher education.

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平静的画布：高等教育中基于艺术的学业压力管理干预的试点研究

长期以来，艺术一直被认为是自我表达、情感治疗和减轻压力的强大媒介。在学术压力的背景下，创造性的艺术干预为学生提供了非语言的渠道来处理情绪和建立弹性。目的本初步研究旨在评估两种艺术治疗技术-涂鸦和感恩曼荼罗着色-在减轻大学生学业压力方面的有效性。方法对西里古里市慈幼学院51名本科生（男女均有）进行干预前和干预后的初步研究。由Jain和Dikshit开发的学业压力量表在4周干预前后进行。参与者每周进行1小时的课程，包括直觉涂鸦，涂鸦交换，自我感恩和家庭感恩曼陀罗涂色，每周作业。每次会议结束后都会收集反馈，以捕捉参与者的想法。结果干预后学业压力水平显著降低（t = 3.44, p < 0.001），平均压力评分由98.70分（SD = 8.96）降至90.35分（SD =13.75）。参与者报告说，他们的注意力增强了，注意力集中了，放松了，与家人的关系也加强了。结论：该技术使创造性表达不惧评判，培养自信和更好的应对机制。这项研究强调了以艺术为基础的干预措施解决高等教育中学业压力的潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Counselling & Psychotherapy Research PSYCHOLOGY, CLINICAL-

CiteScore

4.40

自引率

12.50%

发文量

期刊介绍： Counselling and Psychotherapy Research is an innovative international peer-reviewed journal dedicated to linking research with practice. Pluralist in orientation, the journal recognises the value of qualitative, quantitative and mixed methods strategies of inquiry and aims to promote high-quality, ethical research that informs and develops counselling and psychotherapy practice. CPR is a journal of the British Association of Counselling and Psychotherapy, promoting reflexive research strongly linked to practice. The journal has its own website: www.cprjournal.com. The aim of this site is to further develop links between counselling and psychotherapy research and practice by offering accessible information about both the specific contents of each issue of CPR, as well as wider developments in counselling and psychotherapy research. The aims are to ensure that research remains relevant to practice, and for practice to continue to inform research development.