RESEARCH

The Effect of a Horticultural Therapy Program based on Cognitive- Behavioral Emotion Regulation Training on Improving the Emotional Intelligence, Emotion Regulation Ability, and Resilience of Children Eligible for Priority Support for Educational Welfare

The horticultural therapy program led to a significant increase in children’s emotional intelligence and emotion regulation. The findings support the use of such programs to boost children’s emotional and psychological health.

Program Types: Social

Population Groups: Children/Youth, Students

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Enhanced Emotional Well-being, Improved Stress Management, Improved Cognitive Function, Increased Social Engagement & Skills

Allied Profession Intersections: Social Work, Education

Type of Activity: Indoor Plant Care, Nature-Based Arts & Crafts

Evidence Type: Randomized Controlled Trials, Quantitative Research

Measurement and Evaluation: Standardized Assessment Tools

Access: Available Upon Request

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Summary

The research paper investigated the effects of a horticultural therapy program on children’s emotional intelligence, emotion regulation, and resilience. The study involved 10 weekly sessions where children engaged in various plant-related activities. The program was designed to improve emotional skills and well-being in children, particularly those from low-income families. Assessments were conducted before and after the program to measure changes in these areas.

The results were quite promising. Children who participated in the horticultural therapy program showed significant improvement in their overall emotional intelligence and specific areas like emotion regulation and emotional utilization. The study concluded that horticultural therapy can be an effective method for enhancing emotional and psychological well-being in children, suggesting its broader application in educational settings.

Link

Woo, D.H., & Park, S.A. (2024). The effect of a horticultural therapy program based on cognitive- behavioral emotion regulation training on improving the emotional intelligence, emotion regulation ability, and resilience of children eligible for priority support for educational welfare. Journal of People, Plants, and Environment, 27(1), 19-29

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