The Effects of Sandplay Therapy on Visually Disabled University Students’ Anxiety, Depression, and Psychological Well-being

Abstract

University years when students’ transition from adolescence to adulthood occurs are when their psychological, physical, and cognitive development is active. In all areas of life, they are separated from the protection of their parents, become responsible for themselves as adults, and are faced with a diversity of problems in their overall life in addition to their studies (Moon, Kim & Park, 2006). During this period, they come to encounter educational and social environments different from previous years and start to contemplate their values and identity. They are apt to be under severe stress or psychologically unstable (Lim, 2007). In particular, disabled university students may feel increased anxiety and depression due to uncertainty about their present and future, weak self-control, and feelings of isolation (Jang, 2001; Kazdin, 1998; Kwon, 2000; Rutter, 1991). In addition, for the reason that they are disabled, they experience anxiety and depression resulting from discrimination in competition, a sense of alienation, low grades, difficulty in friendly relations, and anxiety over their career (Jang, 2001; Kwon & Kim, 2004; Lee, 2004). Visually disabled university students are separated from protection by their parents or teachers and cannot request help from those surrounding them in planning and realizing their personal life. Therefore, they do not actively work but face their environment in a passive way, their autonomy is restricted and as a result, they may experience a low sense of competence, be socially withdrawn, and their power of concentration may decrease. They Original Article Symbols and Sandplay Therapy 2013;4(2):51-59 http://dx.doi.org/10.12964/jsst.130007 eISSN : 2288-5188 pISSN : 2234-0556