Art Therapy As An Intervention Strategy To Minimize Academic Stress Among Secondary School Children

Review of Literature

The purpose of this research is to investigate the impact of Art therapy as an intervention on the management of academic stress among secondary school children. Despite the availability of sufficient studies on the effect of following school based interventions for academic stress, none of them explored the effectiveness of art therapy as intervention strategies. Therefore it is important to develop an intervention program based on Art Therapy in school settings to minimize academic stress and ensure the health and wellbeing in secondary school children.

School attendance shapes and fosters individual careers and future, though many students experience stress due to their academic events. While tolerable level of stress enhances the academic performance (Sinha 2014), students’ reviews emphasize that academic episodes such as exams, ranking, grading, presentations (Murphy & Archer, 1996) huge academic load (Rawson, Bloomer & Kendall, 1999; Burnett and Fanshawe 1997), exam results (Erkutlu&Chafra, 2006), school hours, coaching schedules (Rohilla, 2018), assignments, peer competition, and disputes with friends and teachers, become the main sources of academic stress in schools.  Also some external factors such as parental divorce and separation and parental pressure on children can be identified as stressors that trigger the academic stress in many ways (Kaur, 2014; Huan, See, Ang, &Har, 2008). Many researchers pointed out that adolescence is a transitional period from childhood to adulthood, consisting of a series of dramatic psychosocial, physical and physiological transformations (Subramani, 2017). Academically, students are burdened to plan their choices and decisions for senior high schools before they enter real world. Fear of failure, increment in academic standards, large school size, bigger social circle, decisions to pursue a career, learning and attention, are the most stressful events that senior high school children experience in their academic life. However, these stressors lead to a decrease in academic performance, which may potentially lead to substance abuse such as alcohol, cannabis use and smoking, including a high risk of suicide and bullying behaviors (Ang and Huan 2006b; Ma 2001; McCormack 1996; Weidner et al. 1996), dropouts (Sutherland, Waldman & Collins, 2010) and crime offenders (Jones, 1993). Stress related psychological and behavioral negative effects might cause high blood pressure, asthma, stomach ulcers (Aheneku et al., 2000; Bossy, 2000) and common cold (Selve, 1975). Also, stress induces psychological complications such as schizophrenia, suicidal feelings ( Dixen et al.,1991), social phobia, aggressiveness, anger issues, shyness, anxiety, lack of interest, depression and sleeping disorders. Previous empirical researches have linked academic stress with poor health (Greenberg, 1981; Lesko& Summerfield, 1989), decrease in academic performance and lower course grades (Clark &Rieker, 1986; Linn &Zeppa, 1984; Struthers, Perry &Menec, 2000). Also chronic stress leads to early brain development obstructions, nervous and immune system coordination disorders, and some late life stress relate diseases such as cancer, depression and eating disorders (Middlebrooks &Audage, 2008). Severity of the causes of academic stress may depend on individual factors, age, physical fitness, genetics, personality and childhood experience (Kalat, 2013). Also, intensity of the stressors is proportional to the magnitude of the dangerous behaviors (Panchanath&Shanmugaganiesan, 1992) resulting from autonomic nervous system activation by stress. A recent experiment revealed that international students also experienced academic stress as stress levels were dependant on the student’s characteristics and ability to converse in English, and their academic and problem solving skills that emphasized the correlational relationship of academic stress with cultural background and language. Furthermore, Negga, Applewhitr, & Livingston (2007) reported that the academic stress management interventions also need to address specifically, student’s race and cultural diversity.

Early research data suggest that positive cognitive appraisals such as having more resources (Govaerts&Gregoire, 2005) can reduce the negative effects of academic stress (Akgun&Ciarrochi, 2003).  Also, hopelessness strongly triggers academic stress in students, which reduces academic performance significantly (Dixon et al., 1993). Early researchers explored the effectiveness of some interventions on academic stress such as physical exercises, meditation techniques, music therapy and Yoga therapy (Rohilla 2018). Research conducted by Agarwal, Chowdhry&Mullerpatan (2014) revealed Yoga therapy reduces the stress levels of students significantly in the school settings. Also Das, Nayak& Margaret (2011) proved, acupressure therapy can reduce academic stress. Though, following interventions revealed satisfactory results, practical implementation becomes problematic due to special circumstances, and have not resulted in sustainable and  satisfactory management levels.

While, several secondary school settings have been provided with various stress management programs by the administration, academic stress in high schools has been increasing remarkably (PISA, 2015). Stress better program is a stress management program running in New South Wales and Australian Capital Territory, aiming to help year 11 and 12 students to coping with stress. Program supporters are the volunteer educators, who help manage bottled up feelings of the students by sharing their own stories and giving an academic support (Kesteven& Allen 2017). Headspace program is another stress management program, implemented by the Victoria educational department as a resource program, to support students to reduce stress in exam conditions by encouraging students to engage with sports, enjoyable activities, exercise and advise to get nutritious foods.  Also Beyond Blue organization has designed several programs to help to reduce stress in schools such as “the desk” and secondary schools program year 8-10. Although, schools conducting many stress management programs, academic stress is increasing alarmingly highlighting the requirement of particular stress management strategy for the secondary schools.

Art is nonverbal media, allowing individuals to smoothly and safely express their range of emotions and feelings within an integrated platform. Also art allows participants to utilize art media in free minds without any limitations and simultaneously expressions which help to breakthrough mental blockades. Also, historical cave art emphasizes that art was the primarily used communication and self-expressed method of humans since the dawn of the human civilization (Rubin, 1978). Humans tend to express daily hassle related fears and frustrations in comfort zones. Art is a powerful medicine that can heal deepest fears and pains by stimulating meditation mind set (Logman, 1990). Art therapy is a psychoeducational therapeutic strategy that art media allows to express through communication of individual feelings, thoughts and emotions (Shostak, 1985). In general human verbal expressions are not completely contained as pure thoughts due to some interpersonal defenses and limitations of language (Albert-Puleo& Osha, 1976). Art therapy allows individuals to open up and avoid defenses by establishing a free mind. Also art media is an unlimited platform for expressing unique, personal feelings using colors and shapes. Art therapy can develop cognitive skills, upgrade self-esteem, self-awareness, help to construe reality (Palmera, 2007), improve social skills (Epp, 2008) and reconcile social conflicts (Ballou, 1995). Art therapy permits safe and comfort zone to express original human mind by releasing competence and force (Malchiodi, 2007). Also art therapy helps to see individual inside by expressing art works to understand the persons inside. (Kaplan, 2000; Moon, 1995). Art therapy suits with school setting because children naturally use art as a language and drawing skills manifest before the speaking ability in children (Hass-Cohen, 1999). Art therapy plays a vital role in children development of thinking pattern, sensitivity and creativity (Feeny, 1991). Also Art therapy facilitates an appropriate environment for the students to improve health and social behaviors leading to more attending to leaning and realize academic capabilities (Stepney, 2001). Sutherland, Waldman & Collins, (2010) research of art therapy applied on high school students found that art therapy intervention helps to increase the attendance, adaptive skills, motivation and academic performance.

Bush (1997) claimed that art therapy in school setting can open new viewpoints in students to explore their problems creative mode.  According to previous research findings art therapy is a unique source for stress management. Exploring the application of an Art therapy program within a high school setting may fill the gap of unexplored chapter in academic stress management. Rozum (2001) noted group art therapy allows children to practice self-regulating skills in academic backgrounds. Art is an expression that can minimize emotional numbness and feelings of emptiness. It makes internal conflicts visible – memories, experiences, emotions, sensations, dreams, anxieties, struggles, and pain. Art perform as a bridge incorporate the unconscious and conscious levels of the mind (Gnezda, 2015). Briefly Art therapy create a safe, non-judgmental setting for children to exchange their experiences, constructively express anger, and release their feelings. Also, it enhances peer relationships. Art therapy school setting programs enable to nurture and guide at-risk adolescents towards proper self-understanding and meaningful self-exploration. Art therapy settings allow students to express their emotions creatively and liberally( Hutson, 2007). Research revealed, increased reduction of cortisol levels in participants who used clay compared with participants using collage or markers (Kaimal, Ray, & Muniz, 2016). Research has shown that Art enables children to be more regulated and more dedicated towards learning and increases awareness in school setting (Gross, 2013).

Research Aim and Statement: Hence, as evident from the above literature review, despite the documented benefits of art therapy, there lies a dearth of sufficient evidence concerning the usage of art therapy as an intervention strategy for the management of academic stress in students. Hence, the purpose of this research is to investigate the impact of Art therapy as an intervention on the management of academic stress among secondary school children, with the rationale concerning the lack of creative therapy usage in existing academic stress management and the need to improve the health and wellbeing of secondary school students.

This research paper aims to obtain useful findings on the following research questions, based on the limitations observed from the literature review:  

1. Can Art therapy reduce academic stress in secondary school children?  
2. Can Art therapy increase the academic performance of academically stressed students?
3. Does art therapy help to release secondary school students’ stress related tp obstructed feelings and emotions?
4. Does Art therapy increase students’ enjoyment and interest for school subjects?
5. Does Art therapy help to change the distorted self-interpretation of the academic events?

Research Aim and Objectives: The aim of this research to explore the effectiveness of art therapy as an intervention for reducing academic stress levels in secondary school children in years 11 and 12, with the following research objectives:

1. To help prevent academic stress amongst secondary school children in years 11 and 12.
2. To redirect the school’s emphasis on stressful academic events and awareness of stressed children  requiring support and the presence of students’ learning, social and behavioral problems.
3. To emphasize the need of a whole school approach collaborating with students, educators, parents and school counselors for management of the same.
4. To strengthen the relationships between educators, parents and students through group art therapy program.
5. To help teach students on valuing own self through usage of stress coping strategies and expression of strong emotions and feelings using artistic media in safe ways.
6. To teach children on how to distract themselves from stressful ruminating events and how can they incorporate their problems with art therapy to increase creativity and self expression.

Overall focus and aim of the proposed approach: This research study proposes that secondary school settings need an anti-stress Art therapy program such as “Coloring life”. This program aims to reduce academic stress by teaching students to relax and liberally and creatively express their emotions using artistic backgrounds, to further increase attentiveness, enjoy academics, collaborate with art in colorful ways and gain new perspectives and insights. The proposed intervention will be a 12 week school wide stress prevention program delivered to Year 11 and 12 students, secondary school teachers and staff. This Art therapy based intervention program is designed to reduce academic stress in secondary school students by releasing their stressful emotions and feelings through Art. This program also aims to encourage parents, teachers and caregivers to support student to reduce academic stress.

Innovation and Evaluation: The usage of a creative therapy such as art makes this stress intervention program innovative, considering the lack of studies evaluating the usage and effectiveness of art therapy for the management of student’s academic stress. Upon implementation, the effectiveness of the program will be evaluated by the school administration as well as by obtaining the views of the students and respective families through feedback procedures such as surveys and interviews.

Targeted population: Secondary school aged children in grade 11 – 12.

Name and Program Structure: Colors of life program consist of 3 stages of process.

Stage 1 – Setting up of a school wide framework, identifying the stressful events of the schools such as exam conditions, assignments deadlines, peer completion, academic load, inter personal conflicts, determine the stressors in classrooms, difficulties to concentrate and learning other external stressors such as parental divorce and separation, parental pressure on children, incorporates with educators and parents of the children. This stage aims to identify the complications around the program establishment and blend program structure, aims and objectives with school setting.

Stage 2 – All school staff and parents being delivered an teaching sessions about the academic stress amongst school children and trained to identify the stress indicators in children such as dramatic academic dropping related to stress, eating and sleeping disorders, relationship issues and impairments of school attendance. In this phase teachers are selected and trained to work with stressed children and all counsellors, administrators and teachers are learned effective skills to support students in stressful events. Also, coloring life program aims to gain and enhance coping skills in students through Art intervention. Parents will be informed to help and support to minimize stressors in home and aware emotions and feeling of the child and value those in safe manner.

Stage 3 – will consist of Art therapy sessions that are presented by myself incorporated with art teacher and other counsellors in school. Therapy sessions are arranged based on following art therapy stress reduction criteria.

• Engagement with a desired visual art work using art materials help to shifting the attention in to the present moment which lead to remove stressful thoughts and ruminations with past and future anxious events.
• Provision of a safe environment to release and express, repressed emotions which increase stress.
• Emphasis on stressful events and problems from a new perspectives by reframing.
• Provision of a platform to translate problems in to visual form it helps to change the perspectives of students to find the channels of the solution.
• Visual work background in Art therapy allowing access to unconscious mind where can identify our true self and increase self-knowledge which can understand why we stressed and when we stressed.
• Exploration of own beliefs which reasons for the pains and stress in order to identify resources of joy.
• Provision of a non-judgmental environment to enjoy own art creation which helps to exit the vicious cycle of the stress.

Sessions will be delivered weekly for 2 hour durations including 45 minute desired art work, 15 minute writing session of thoughts and feelings about the art work and 1 hour interview session. All the sessions conduct in art room of the school as a part of the school curriculum. 4 types of visual art mediums such as Painting, Drawing, Sculpture and Collage will provide to create art works.

The Goals and objectives over a 12-week period of the Colors of life program as follows:

Weeks	Tasks	Goals related to the Activities
Week 1 & 2	Establishment of the stress reduction program in school setting as a part of the school art program.	· Identifying stressful events in academic setting. · Clearly understanding disadvantages of academic stress. · Blending program structure with school setting.
Week 3 & 4	Train and Teach educators and parents.	· Educating about academic stress and support ways to help stressed student. · Identifying stress indicators. · Minimizing stressors in school and home backgrounds.
Week 5 & 6 Dream Art	Think of a dream and do an art work using any provided art materials and writing down thoughts elicited from the art work.	· Improving concentration. · Understanding emotional self-regulation. · Increasing attentiveness in to subject. · Inculcating stress coping strategies of physical rest and relaxation.
Week 7 & 8 Rocks and Roses	Express feelings of pain and anger in to an art creation and write down thoughts and feelings related with the art work.	· Teaching to convert strong emotions and feelings into valuable visual forms. · Allowing students to explore own beliefs and resources of joy. · Changing unhelpful interpretation of the academic events. · Teaching release of strong emotions in a safe way. · Increasing student’s self-knowledge.
Week 9 & 10 Sense of stress	Defined drawing of  four shapes – Circle, Line-Curvy, Color – Bright, Mood- Happy, which will give the participants to emboss their stress as image of themselves in to physical form. Also, draw the most stressful academic event in school. After the art work, discuss about the stressful events.	· Visual representation of experienced stress. · Encouraging change of stress perception. · Understanding stressful events in the school.
Week 11 & 12 Dual stress drawing	Participants will be given a half folded paper to draw the image of themselves and the part of the body they experience the stress. On the other part of the paper they were instructed to draw the image of themselves participating in the stress releasing activity. Following the task discuss about the physical sensation of the stress and stress release activities.	· Identifying the stress relate physical illnesses. · Encouraging participation in pre identified stress release activity.

Aim of the evaluation: The aim of the research is to explore the effectiveness of the implementation of art therapy as an intervention strategy for the management of academic stress in secondary school students, resulting in positive health outcomes such as reduced stress, improved perception and improved academic performance. Hence the aim of the evaluation is to monitor the achievement of these outcomes upon administration of art therapy as an academic stress coping strategy.

Rationale of the evaluation: The lack of sufficient scientific research considering the results of art therapy on the stress levels of secondary school students will serve as the rationale behind evaluation of its effectiveness.

Aspects for Evaluation

• Effectiveness of the art therapy program
• Students’ perception of stressful events before and after therapy
• Students’ academic grades before and after therapy

Effectiveness will be determined by the short and long term impact evaluation method, which will track the achievements of the program such as obtained anticipated benefits and goals, program implementation process compared with intended plans, expected outcomes, whether the program cost within the range and overall conclusion of the 12 weeks, through assessment of Impact evaluation. Change in the targeted population will be determined by the objective based evaluation process. Improvements in academic performance would be the program outcome.

• Implementation will consist of pre and post implementation process. Program outcomes will be measured based on the progress assessments within the intended achievements by the program organizers.
• Program delivery method compared with intended plans is an aspect of evaluation to precisely identify the deviations of the outcomes.The effectiveness of the program will also be evaluated by questioning whether the evaluation is timely, informative, influential and related to the targeted audience.  
• An overall school feedback approach will be applied and reviewed as a basis of an overall determination of success of the program.  Also, success of the program will be determined by an overall reduction of the academic stress in students and academic improvement, by assessing the grades of the selected students as well as conducting a feedback procedure among students and parents through questionnaires and interviews.

Methodology: A qualitative research and analysis method will be used for the proposed program. The dependent variable will be the changes in academic performance in academically stressed students and the independent variable will be the Coloring Life Program. These fluctuations will be observed and measured during pre and post program delivery.  

Data Collection: Data will be collected from all parties involving the targeted population group, parents, counsellors, and all school staff. Data collection methods that will be used will consist of smaller scale individual and group interviews, focus groups, journals, images, and secondary source data.  Textual and visual analysis will also be collected along with structured, semi structured and unstructured interviews. Pre and Post program surveys will also be carried out to determine any areas of concerns. The data will sustain a valuable indication as to whether there have been any benefits to the program such as increased support and knowledge of the teachers and parents for managing academic stress in students. Evaluation data will be collected alongside the implementation of the Colors of Life program and conclusions will be followed by the relevant evidence and findings of the program. Those findings and evidence will be the benchmarks of the obtained benefits of the program and according to those information the school can decide future stress intervention programs.

There have been no previous researches conducted in Australian secondary schools based on Art therapy intervention for academic stress management. Outcomes of the Colors of life program will lead to understanding the efficacy of the Art therapy intervention on academic stress. Through on-going evaluation of the program this could be a very useful approach to address academic stress and examine it. With the collection of information, program activities and outcomes, judgments can be made to improve the overall effectiveness of the future of the program and inform programming decisions for the purpose of enhancing academic performance by reducing academic stress amongst our school children and ultimately society at whole.

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