Catherine Malboeuf-Hurtubise1, Terra Léger-Goodes2, Geneviève A Mageau3, Geneviève Taylor4, Catherine M Herba5, Nicholas Chadi6, David Lefrançois7. 1. Department of Psychology, Bishop's University, 2600 College St., Sherbrooke, QC, J1M 1Z7, Canada. catherine.malboeuf-hurtubise@ubishops.ca. 2. Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Canada. 3. Department of Psychology, Université de Montréal, Montreal, Canada. 4. Department of Education and Pedagogy, Université du Québec à Montréal, Montreal, Canada. 5. Department of Psychology, Université du Québec à Montréal, Montreal, Canada. 6. Department of Paediatrics, Sainte-Justine University Hospital Centre, Montreal, Canada. 7. Department of Educational Sciences, Université du Québec en Outaouais, Gatineau, Canada.
Abstract
BACKGROUND: Emerging literature on the current COVID-19 crisis suggests that children may experience increased anxiety and depression as a result of the pandemic. To prevent such school and mental health-related problems, there is a timely need to develop preventive strategies and interventions to address potential negative impacts of COVID-19 on children's mental health, especially in school settings. Results from previous child clinical research indicate that art-based therapies, including mindfulness-based art therapy, have shown promise to increase children's well-being and reduce psychological distress. OBJECTIVE: The goal of the present pilot and feasibility study was to compare the impact of an emotion-based directed drawing intervention and a mandala drawing intervention, on mental health in elementary school children (N = 22), in the context of the COVID-19 pandemic. Both interventions were group-based and delivered online and remotely. A pilot study using a randomized cluster design was implemented to evaluate and compare both interventions in relation to child anxiety, depression, inattention and hyperactivity symptoms. RESULTS: Analyses of covariance revealed a significant effect of the type of drawing intervention on levels of inattention, after controlling for baseline levels. Participants in the emotion-based directed drawing group showed lower inattention scores at post-test, when compared to participants in the mandala group. Post-hoc sensitivity analyses showed significant decreases in pre-to-post scores for levels of hyperactivity for the complete sample. CONCLUSION: Overall, results from this pilot and feasibility study showed that both an emotion-based directed drawing intervention and a mandala drawing intervention may be beneficial to improve mental health in elementary school children, in the context of the current COVID-19 pandemic. From a feasibility standpoint, results indicate that the implementation of both interventions online and remotely, through a videoconference platform, is feasible and adequate in school-based settings. Further work incorporating larger sample sizes, longitudinal data and ensuring sufficient statistical power is warranted to evaluate the long-term impact of both interventions on children's mental health.
RCT Entities:
BACKGROUND: Emerging literature on the current COVID-19 crisis suggests that children may experience increased anxiety and depression as a result of the pandemic. To prevent such school and mental health-related problems, there is a timely need to develop preventive strategies and interventions to address potential negative impacts of COVID-19 on children's mental health, especially in school settings. Results from previous child clinical research indicate that art-based therapies, including mindfulness-based art therapy, have shown promise to increase children's well-being and reduce psychological distress. OBJECTIVE: The goal of the present pilot and feasibility study was to compare the impact of an emotion-based directed drawing intervention and a mandala drawing intervention, on mental health in elementary school children (N = 22), in the context of the COVID-19 pandemic. Both interventions were group-based and delivered online and remotely. A pilot study using a randomized cluster design was implemented to evaluate and compare both interventions in relation to childanxiety, depression, inattention and hyperactivity symptoms. RESULTS: Analyses of covariance revealed a significant effect of the type of drawing intervention on levels of inattention, after controlling for baseline levels. Participants in the emotion-based directed drawing group showed lower inattention scores at post-test, when compared to participants in the mandala group. Post-hoc sensitivity analyses showed significant decreases in pre-to-post scores for levels of hyperactivity for the complete sample. CONCLUSION: Overall, results from this pilot and feasibility study showed that both an emotion-based directed drawing intervention and a mandala drawing intervention may be beneficial to improve mental health in elementary school children, in the context of the current COVID-19 pandemic. From a feasibility standpoint, results indicate that the implementation of both interventions online and remotely, through a videoconference platform, is feasible and adequate in school-based settings. Further work incorporating larger sample sizes, longitudinal data and ensuring sufficient statistical power is warranted to evaluate the long-term impact of both interventions on children's mental health.
Authors: Minh Ngoc Le Vu; Anh Linh Do; Laurent Boyer; Quy Chi Tran; Stefan Kohler; Syed Ishtiaque Ahmed; Andreea Molnar; Tung Son Vu; Nhan Trong Huynh Vo; Linh Mai Vu Nguyen; Linh Gia Vu; Vu Anh Trong Dam; Thomy Duong; Dan Linh Nguyen Do; Ngoc Minh Do; Roger S Mclntyre; Carl Latkin; Roger Chun Man Ho; Cyrus Su Hui Ho Journal: Int J Environ Res Public Health Date: 2022-09-15 Impact factor: 4.614