Author
Department of General Psychology, faculty of humanities and education science, Islamic Azad University-Tabriz Branch, Tabriz, Iran
Abstract
Background and Objectives:
Anxiety is a common psychological disorder among elementary school children, negatively affecting their academic and emotional development. This study aimed to investigate the effectiveness of drawing therapy as a non-pharmacological intervention for reducing anxiety in children.
Methods:
A quasi-experimental design with pre-test and post-test measures was used, including a control group. Forty elementary students with anxiety symptoms (based on the SCARED questionnaire) were randomly assigned to an experimental group (n = 20) or a control group (n = 20). The experimental group participated in 10 drawing therapy sessions, while the control group received no intervention. Data were analyzed using ANCOVA.
Findings:
Anxiety scores in the experimental group significantly decreased (from 42.8 to 28.3; p < 0.001), while no significant change occurred in the control group (from 41.9 to 40.7). ANCOVA confirmed the intervention's significant effect (F(1,37) = 25.4, p < 0.001, η² = 0.41). Reductions were also observed in social and generalized anxiety.
Conclusion:
Drawing therapy is an effective educational intervention for reducing anxiety in elementary school children. Its simplicity, low cost, and adaptability make it suitable for school-based mental health programs. Future research with larger samples is recommended.
Keywords
Main Subjects