园艺治疗项目对改善小学生情绪健康的影响：一项观察性研究。
Horticultural therapy program for improving emotional well-being of elementary school students: an observational study.
作者信息
Oh Yun-Ah, Lee A-Young, An Kyung Jin, Park Sin-Ae
机构信息
Department of Horticultural Therapy, Graduate School of Agriculture and Animal Science, Konkuk University, Seoul 05029, South Korea.
Department of Environmental Health Science, Sanghuh College of Life Science, Konkuk University, Seoul 05029, South Korea.
出版信息
Integr Med Res. 2020 Mar;9(1):37-41. doi: 10.1016/j.imr.2020.01.007. Epub 2020 Jan 20.
BACKGROUND
Children in modern society are exposed to high levels of stress. Various previous studies have reported that horticultural activities help children's emotional stability. The objective of this study is to develop and implement a horticultural therapy program to improve the emotional intelligence, resilience, and self-efficacy of elementary school students.
METHODS
A total of 582 Korean students (11-13 years old) from 28 schools participated in this study. The horticultural therapy program consisted of seven sessions and was conducted once a week for 60 min per session, during regular or after-school classes. Before and after the horticultural therapy program, emotional intelligence, resilience, and self-efficacy of the elementary school students were assessed using questionnaires. At the end of the program, students evaluated their satisfaction with the program.
RESULTS
The horticultural therapy program significantly improved emotional intelligence ( = 0.000), resilience ( = 0.001), and self-efficacy ( = 0.003) of the elementary students participating in this study. After the program, emotional intelligence improved both male and female students. In resilience and self-efficacy, male students improved after the program, but female students did not.
CONCLUSIONS
This study may show a potential of horticultural therapy for psycho-emotional health of children.
背景
现代社会中的儿童面临着高水平的压力。先前的各种研究报告称，园艺活动有助于儿童的情绪稳定。本研究的目的是开发并实施一项园艺治疗计划，以提高小学生的情商、复原力和自我效能感。
方法
来自28所学校的582名韩国学生（11 - 13岁）参与了本研究。园艺治疗计划包括七个疗程，每周进行一次，每次60分钟，在常规课程或课后进行。在园艺治疗计划前后，使用问卷对小学生的情商、复原力和自我效能感进行评估。在计划结束时，学生对该计划的满意度进行了评价。
结果
园艺治疗计划显著提高了参与本研究的小学生的情商（= 0.000）、复原力（= 0.001）和自我效能感（= 0.003）。计划实施后，男女生的情商均有所提高。在复原力和自我效能感方面，男生在计划实施后有所提高，但女生没有。
结论
本研究可能显示了园艺治疗对儿童心理情绪健康的潜在作用。
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