Author(s)

Pattie Ann Pryma, Michelle Briegel

Faculty of Health Community and Education, Mount Royal University, Calgary, Canada.

Students entering post-secondary education can often become overwhelmed, which can lead to feelings of stress and anxiety. As researchers with an interest in expressive and creative arts for the purpose of well-being we wanted to see if expressive and creative art would provide a positive impact on student learning and well-being. In particular, can the use of expressive arts and art journaling methods effectively engage and guide creative processes, while promoting self-care activities among students in health and public service professions? Moreover, can it potentially reduce anxiety and improve the overall psychological well-being of such students? A pilot project was undertaken with second year students studying in professional human service programs who were also doing a community practicum at an undergraduate university. Volunteers engaged in an eight-week facilitated creative art journaling program. The goal was to determine what impact expressive and creative arts might have on student stress and overall well-being. Data was collected by way of observation, photographs of student art journals, pre-post surveys, and post interviews. Although the pilot was interrupted by Covid-19, enough data was collected to recommend the potential for a positive impact on the well-being of students who engage in creative arts-based journaling practice.

Creative Teaching, Student Well-Being, Student Stress, Innovation, Creativity, Art-Journaling

Pryma, P. and Briegel, M. (2024) Student Self-Care and Mental Health Well-Being through Creative Art and Art Journaling: Facilitating Self-Care Opportunities through Creative Art for Students in the Helping Professions. Creative Education, 15, 503-511. doi: 10.4236/ce.2024.154030.