No abstract

No abstract

No abstract

The COVID-19 pandemic has hit face-to-face service fields, including art therapy. The present study examined changes in Korean art therapists’ subjective well-being between the pre- and during pandemic periods. We also investigated whether the fear of COVID-19 affected art therapists’ subjective well-being and verified the mediating effect of mindfulness on the relationship between COVID-19 fear and subjective well-being. We used the existing data of 203 Korean art therapists’ subjective well-being, and recruited 132 new participants. The participants were Korean art therapists and art therapy students who completed a subjective well-being questionnaire, a Fear of COVID-19 scale, and a mindfulness questionnaire. The results indicated lower levels of subjective well-being during the COVID-19 period than pre-pandemic. Furthermore, we confirmed that the fear of COVID-19 lowered subjective well-being, with mindfulness mediating the relationship. This study discusses core components of mindfulness, decentering, and embodiment as attributes shared with art therapy. Our results highlight the importance of dispositional mindfulness to foster subjective well-being during the pandemic.

Adolescence is a transitional stage and a critical period of psychological growth. Adolescents might experience stress and strain as they lack confidence or are uncertain about their future (Rönnlund & Karlsson, 2006). Depression is a common problem in this developmental process, and it is acknowledged to strongly influence adolescents' relationship with their parents (Blatt, 2004). Parental rearing attitudes are divided into two types: supportive and controlling (Davidov & Grusec, 2006; Soenens & Vansteenkiste, 2010). "Supportive parenting" is closely related to children's positive development, while "controlling parenting" has various characteristics, such as discipline, demands, coercion, supervision, punishment, restrictions, and the withdrawal of affection. The latter has ambivalent effects on children's development, which can eventually cause the separation of "psychological control" from "behavioral control" (Barber, 1996; Soenens & Vansteenkiste, 2010). Behavioral control includes supervising children's behavior and has a positive effect on children's psychosocial function (Barber,