Positive arts interventions: creative clinical tools promoting psychological well-being

Impact of arts activities on psychological well-being: Emotional intelligence as mediator and perceived stress as moderator

This study aims to investigate the impact of engaging in arts activities on the psychological well-being of Chinese university students, focusing on the mediating role of emotional intelligence, specifically perceived stress, as a moderator. Purposive and convenience sampling techniques were used to collect data from 723 public and private Chinese university students. The partial least squares-structural equation modelling (PLS-SEM) technique was used to analyze Smart PLS 4 software. The result revealed that participation in arts activities positively and significantly influences university students' psychological well-being and emotional intelligence. Additionally, emotional intelligence positively and significantly mediates the relationship between participation in arts activities and psychological well-being. Lastly, perceived stress significantly negatively moderates the association between engagement in arts activities and emotional intelligence but does not significantly affect the relationship between participation in arts activities and psychological well-being. Empirical evidence indicates that participation in arts activities has a beneficial impact on students' stress levels, feelings of achievement, and general state of well-being. In addition, art activities are crucial for developing self-awareness, emotional intelligence, confidence, problem-solving abilities, creative thinking, and mindfulness practices. These findings have significant implications for educators and policymakers, underscoring the need to prioritize and advocate for integrating arts into the curriculum to enhance children's general well-being and cognitive growth. This study's limitations include its reliance on self-reported data, and lack of longitudinal design, which restricts the generalizability and depth of its findings.

Artmaking in Elementary School Art Therapy: Associations with Pre-Treatment Behavioral Problems and Therapy Outcomes

Engaging in artmaking is one of the key components of art therapy. Theoretical conceptualizations posit that artmaking is not only influenced by the mental state of the artmaker, but can also modify it. The quantitative longitudinal study reported here examined these assumptions in the context of school art therapy. Seventy-seven elementary school students in art therapy in Israel completed the Art Based Intervention Questionnaire (ABI) three times during the therapy year. Their parents and homeroom teachers reported on the students’ behavioral and emotional problems on the Child Behavior Checklist (CBCL for parents, and TRF version for teachers). The results indicated an inverse correlation between the students’ externalizing and mixed problems before starting treatment and these clients’ experiences of artmaking during the first month of therapy. A regression model for predicting gain scores on the TRF internalizing problem indices was significant, whereas the significant regression predictor was the students’ experience of artmaking at T1. These findings provide initial support for an association between the experience of artmaking and mental state, and an improvement in mental state, and are discussed in relation to the context of school art therapy.

Creating Compassion: Using Art for Empathy Learning with Urban Youth

Social-emotional learning (SEL) curricula are being increasingly implemented with young children; however, access to comprehensive programs can be prohibitive for programs limited by finances, time, or other factors. This article describes an exploratory case study that investigates the use of creative activity in the direct promotion of empathy and indirect promotion of other social-emotional skills for early elementary children in an urban-based after-school setting. A novel curriculum, Creating Compassion, which combines art engagement with explicit behavioral instruction, serves as a promising avenue for social-emotional skill development, and has particular importance for children from low-income households. Five children from racially minoritized backgrounds in grades kindergarten and first attended the Creating Compassion group intervention. Group-level data and individual data of direct behavior ratings suggested a modest increase in empathy development, responsible decision-making, and self-management skills and thereby provide a preliminary basis for further effectiveness investigation. Suggestions for future research in this area are discussed in addition to social justice implications.

Strengthening the Healthy Adult Self in Art Therapy: Using Schema Therapy as a Positive Psychological Intervention for People Diagnosed With Personality Disorders

This article reviews recent theoretical contributions and studies about art therapy that attempt to capture aspects of healthy ego functioning and presents an inventory of art therapy interventions to strengthen the Healthy Adult. It discusses how art therapy can offer interventions that focus specifically and directly on the integration and growth of the whole person, and which interventions are suitable for this purpose in the treatment of people diagnosed with severe personality disorders. A link is made between the Healthy Adult as a familiar concept from Schema Therapy, and Positive Psychology, with its focus on well-being, strength and positive affect. On the basis of our present knowledge, available studies and experiences, art therapy seems promising in contributing to the development of Healthy Adult functioning. Art therapy addresses the different areas of healthy adult functioning. Specific art therapy interventions are discussed on a concrete level. Art therapy appears to offer ways to strengthen the Healthy Adult and helps people to free themselves from destructive patterns and to work on satisfying their basic needs as independent and responsibly functioning individuals in a positive connectedness with themselves and their surroundings. The strength of art therapy may be the experiential level and the appeal to the capacity to play, to flexibility, and to be creative. This makes experiences easier to reach, and developing from there into a Healthy Adult mode is possible in a manner that is more felt than thought. Creativity can be regarded as the ability of the Healthy Adult to be flexible and to find different solutions to a problem. This appeal of art therapy fits well the therapeutic goal of empowerment and well-being, which is at the heart of positive psychology. More research is needed to verify the effects and working mechanisms of art therapy interventions.