Finding yourself through art education students experiences of an arts-based mindfulness group program

Abstract

Postsecondary students’ mental health is a pressing concern on campuses across the country as young adults are experiencing alarmingly high rates of stress-related challenges such as anxiety and depression. A recent report released through the Council of Ontario Universities recommends postsecondary institutions work together with mental health systems to break down silos, find collaborative solutions, and implement programs focused on building resilience. My research study explored the suitability and effectiveness of an innovative mindfulness-based intervention (MBIs) called the Holistic Arts-Based Program (HAP) to teach mindfulness skills to education students. Arts-based methods are enjoyable and engaging, and enable individuals to express feelings/thoughts that might otherwise be difficult to elicit; this information is rich and interesting, even powerful. Results of qualitative thematic analysis of pre- and post-group group interviews led to the development of three main themes: (1) increased self-awareness and mindfulness, (2) benefits of arts-based methods, and (3) benefits of group work. Participation in HAP helped students mitigate the negative impacts of stress, and taught them mindfulness concepts and activities that they were inspired to introduce into their education practicum. My research demonstrates how interventions such as the HAP could make a difference in student’s mental health. As MBIs may not have universal appeal they should not be a mandatory program requirement, but consideration may be given to offer mindfulness interventions as self-care options for postsecondary students.