Keywords
Abstract
This study examined the effectiveness of culturally integrated modern art therapy in promoting mental health and positive development among primary school students in Xiamen, China. A quasi-experimental design with a wait-list control was used, which included 60 students from three schools in the region, aged 8-10 years. Results indicated a 19.7% reduction in psychological difficulties, a 24.3% improvement in social adaptability, and a 27.6% enhancement in creative thinking. Mediation analysis suggested that cognitive restructuring served as a candidate mediator accounting for approximately 54.2% of the intervention effect, while scores on the cultural identity scale increased by 21.4%. These outcomes were maintained at the three-month follow-up assessment. The study offers a preliminary model of culturally responsive art therapy in Chinese educational settings, integrating therapeutic processes with place-based cultural materials and digital tools, and indicates that locally grounded cultural elements may support modern interventions for children’s holistic development.
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