Research on Teaching Design of Integrating Art Therapy into Interactive Experiential Mental Health Courses for Vocational Undergraduate Education

Abstract

Vocational undergraduate students need to learn some practical skills and form an identity; therefore, verbally presenting the contents of mental health education may not be very appealing. Another way to help people manage their emotions is wordless art therapy. In light of the theory of interactive experiential learning and from the perspective of integrative logic, this paper explores the non-verbal forms, media adaptations and facilitation roles of group activities, derives three main Design elements, namely multimodal task sequences, symbolic embedding and structure of group dynamics, and finally builds a dynamic implementation framework that includes facilitation techniques, tension regulation and non-quantitative evaluation. The Process-Adaptive Teaching Design Path for Mental Health Courses in Vocational Colleges is Presented Here.