Mindfulness-Art Therapy Intervention in Abused Adolescents

Ardakan University40 enrolled

Overview

Adolescence is an important stage of development when many mental health difficulties first appear. Young people who have experienced abuse are especially vulnerable, as abuse can lead to intense feelings of shame and negatively affect their body self-concept. This study explored whether a group program combining mindfulness and art therapy-called the Mindfulness and Art Therapy Group Program (MATG-P)-could help adolescents with a history of abuse. Mindfulness helps young people become more aware of their thoughts and feelings in a nonjudgmental way, while art therapy allows them to express emotions safely and creatively. Although both approaches have been used separately, their combined effect was not previously studied among vulnerable adolescents. . Therefore, this study aimed to investigate the effectiveness of the Mindfulness and Art Therapy Group Program on body self-concept and shame in adolescents with a history of abuse. After completing the intervention and analyzing the data, it was concluded that adolescents who participated in the program showed significant improvements in how they viewed their bodies and experienced lower levels of shame compared to those who did not receive the intervention. These findings suggest that combining mindfulness and art therapy in a group setting may be an effective way to support adolescents who have experienced abuse. Overall, this study highlights the potential contribution of MATG P as a supportive intervention to improve body self-concept and reduce shame among adolescents with a history of abuse.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

PREVENTION

Masking

DOUBLE

Enrollment

Conditions

Interventions

Mindfulness and Art Therapy Group ProgramBEHAVIORAL

Each session of MATG-P included three components: a meditation practice of 10 to 15 minutes, a reflective art activity of 20 to 30 minutes, and a therapeutic discussion of about 15 minutes. Session's themes followed the original curriculum, beginning with body and breath awareness in the first three weeks. Emotional awareness was emphasized in weeks four and five, where pleasant, unpleasant, and neutral feelings were explored. Week six focused on awareness of awareness of attitudes, while weeks seven and eight were dedicated to values and loving kindness practices. Caregiver-child meetings were designed in the first and last weeks, during which adolescents guided their caregivers in meditation, thereby reinforcing mindfulness and art practices beyond the intervention sessions.

Outcomes

Primary Outcomes

Body self-concept

Body self-concept is a central dimension of self-concept, which includes the thoughts, beliefs, emotions, and behaviors associated with the perceived body and is experienced more as a feeling rather than explicit verbal descriptions. It was measured using the Piers-Harris Children's Self-Concept Scale (PHCSCS). Scores range from 0 to 80. Higher scores indicate a more positive body self-concept.

Time frame: Baseline: 1 day before the first intervention session Post-test: 1 day after the final intervention session

shame

Shame is a self-conscious emotion characterized by negative evaluations of the self, feelings of worthlessness, inferiority, and self-devaluation. It was measured using the Guilt and Shame Experience Scale (GSES). Scores range from 8 to 32, with higher scores indicating greater experiences of shame.