Inside and Out: Influence of Eco-Art Therapy on University Student Anxiety (Dedans comme dehors : influence de l’éco-art-thérapie sur l’anxiété des étudiants universitaires)

Abstract

Anxiety is a rising concern of university students seeking counseling services with new service approaches needed to address this growing mental health crisis (Xiao et al., 2017). This mixed methods randomized control study was a modification of Sandmire et al. (2012); the pilot study was conducted to ascertain the potential for eco-art therapy to reduce university student anxiety. A week before exams, 15 university students were randomly assigned to one of four conditions for 30 minutes: art therapy inside (n = 4), sitting quietly inside (n = 3), eco-art therapy (n = 5), or sitting quietly outside (n = 3). Participants in the art therapy conditions had free choice to color a mandala, draw, paint, collage, or work with clay. Two quantitative assessments, the State-Trait Anxiety Inventory (STAI) and Positive and Negative Affect Schedule (PANAS) were administered pre-intervention. Both scales were also administered post-intervention, and again after 48 hours. Participant artwork and responses to open-ended questions were collected. Qualitative analysis of art and writing indicated eco-art therapy reduced anxiety compared to the ‘sitting quietly’ control condition, strengthened nature connection, and fostered self-awareness. Quantitative assessments also indicated a reduction in anxiety and increase in positive affect. Both art therapy conditions (inside and outside) reduced student’s anxiety. Eco-art therapy reduced anxiety at a statistically significant greater rate than the three other control conditions. Eco-art therapy open studio provided an accessible delivery model of mental health services. As a preventative approach, the eco-art therapy intervention can also reduce anxiety for university students who regularly experience high levels of stress.