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Pairing Mindfulness & Art Therapy in School Can Ease Stress for Teen Girls

According to the American Psychological Association’s annual report, adolescents report higher stress levels than adults with school listed as the biggest contributor.

A pilot study investigated the use of mindfulness-based programs as a way to alleviate stress among their students. University of Washington researchers explored art-based mindfulness activities that schools could use to reduce headaches, a common side effect of stress in adolescent girls.

In the study, a test group of eight teenage girls gave feedback on which activities they preferred. The findings suggest a significant benefit from the mindfulness initiatives.

After three weeks of twice-weekly mindfulness and art therapy sessions, the girls reported experiencing significantly fewer headaches. At the beginning of the study, the girls reported 7.38 headaches, on average, within the previous two-week period.

At the end of the study, that number had dropped to 4.63  almost a 40 percent decrease! This drop remained even seven weeks after the study had ended. The research findings appear in the journal Art Therapy.

“This study highlights one of my main research missions: We should be making interventions in cooperation with teenagers if we want these strategies to work,” said corresponding author Dr. Elin Björling, a senior research scientist in the UW’s human centered design and engineering department.

“There’s something powerful about saying ‘I’m inviting you to start thinking about how you could get better. Come have a conversation with me about how we could do this,'” she said. “I think that’s why we saw such a strong response even in this tiny study.”

The team recruited eight girls between the ages of 14 to 17 from a high school in Seattle. All of the participants reported experiencing three or more headaches not related to an injury within a two-week period, and five of the eight mentioned tension or stress as the main reason for headaches.

During the program, the students met twice a week for a 50-minute session with the research team. Each session began with an activity in which students would map where they were feeling stressed on a drawing of a body. Then the teens would participate in mindfulness and art activities before closing the session with another body map.

“After the study, we looked at all the before and after body maps side by side. It was so clear that something significant was going on,” Björling said. “In the beginning everything was in pieces, and in the end everything was flowing through the whole body.”

During the investigation, teens tried different mindfulness techniques in each session so they could find which ones worked the best for them. The findings were interesting.

What teens liked: square breathing, a technique that encourages people to take slow breaths by concentrating and counting.

“I thought: ‘No teen ever wants to do counted breathing, and they’re never going to do it,'” Björling said. “But a few of them said ‘That’s my favorite. I do it all the time now.'”

What teens didn’t like: mindful eating, a technique that asks people to focus on what and how they’re eating.

“They hated it,” Björling said. “This was a technique straight out of a lot of mindfulness programs for teens, but it didn’t connect with them. It just annoyed them. It goes to show I need them to be experts in their own lives.”

The researchers also asked the students to participate in different mindful art activities. During each session, the students tried a new art medium — they particularly liked using oil pastels. They were also given different types of art therapy projects, including one where they worked together to create mandalas before and after a meditation exercise.

While the teens experienced fewer headaches after the study ended, their overall stress levels didn’t change much. But the students reported feeling better in the moment, saying that they felt like they could handle whatever happened for the rest of the day.

The team was surprised to see any differences, given the small size of the group.

“It’s not just about this study,” Björling said.

“This problem of teen mental health and headaches is so big that I’m worried about what happens if we don’t take it on. Some teens will want nothing to do with art mindfulness. So we need to come at this in lots of different ways. We’re going to need an army of people and a cornucopia of options.”

Christine Stevens, a nursing professor at UW Tacoma, and Narayan Singh, a psychology doctoral student at Seattle Pacific University, are also co-authors on this paper.

Source: University of Washington

Pairing Mindfulness & Art Therapy in School Can Ease Stress for Teen Girls

Rick Nauert PhD

Rick Nauert, PhDDr. Rick Nauert has over 25 years experience in clinical, administrative and academic healthcare. He is currently an associate professor for Rocky Mountain University of Health Professionals doctoral program in health promotion and wellness. Dr. Nauert began his career as a clinical physical therapist and served as a regional manager for a publicly traded multidisciplinary rehabilitation agency for 12 years. He has masters degrees in health-fitness management and healthcare administration and a doctoral degree from The University of Texas at Austin focused on health care informatics, health administration, health education and health policy. His research efforts included the area of telehealth with a specialty in disease management.

APA Reference
Nauert PhD, R. (2019). Pairing Mindfulness & Art Therapy in School Can Ease Stress for Teen Girls. Psych Central. Retrieved on October 14, 2019, from https://psychcentral.com/news/2019/07/31/pairing-mindfulness-art-therapy-in-school-can-ease-stress-for-teen-girls/149064.html
Scientifically Reviewed
Last updated: 1 Aug 2019
Last reviewed: By a member of our scientific advisory board on 1 Aug 2019
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