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When children use maladaptive coping strategies such as avoidance and de-emphasizing the seriousness of the threat, their anxiety and distress levels increase significantly. Research indicates that creative arts and existential psychology interventions grounded in self-determination theory may promote healthier coping mechanisms like creating meaning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      This randomized cluster pilot study examined whether a creative arts and philosophical inquiry intervention could foster adaptive coping strategies in elementary school children. Eighty-seven students across four classrooms participated. The experimental group (\n                      <jats:italic toggle=\"yes\">n<\/jats:italic>\n                      \u2009=\u200946) received a seven-week intervention addressing eco-anxiety themes, while control groups (\n                      <jats:italic toggle=\"yes\">n<\/jats:italic>\n                      \u2009=\u200941) remained on a waiting list. Pre- and post-intervention questionnaires assessed climate change coping strategies, eco-anxiety dimensions, and self-determination.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Results showed significant decreases in overall eco-anxiety, affective eco-anxiety, and rumination eco-anxiety scores from pre- to post-intervention, regardless of group assignment. No significant interaction effects emerged between the intervention and time on any of the measured variables, indicating the intervention did not produce differential outcomes compared to the control condition.<\/jats:p>\n                    <jats:p>\n                      <jats:bold>Implications:<\/jats:bold>\n                      Results suggest that discussing climate change in the classroom through artistic creation and philosophical inquiry did not promote adaptive coping nor impact eco-anxiety. The observed reductions in eco-anxiety across both groups could reflect external factors or contamination effects rather than intervention effectiveness. Future research should employ longitudinal designs with larger, more diverse samples and incorporate more sensitive measurement tools, shorter questionnaires, and child-appropriate assessments to better understand intervention impacts on children's climate-related mental health.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/24705470261442334","type":"journal-article","created":{"date-parts":[[2026,4,17]],"date-time":"2026-04-17T13:27:09Z","timestamp":1776432429000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":1,"title":["Evaluating the Effectiveness of a Creative Arts and Philosophical Inquiry Intervention Rooted in Self-Determination Theory to Promote Adaptive Coping with Eco-Anxiety among Elementary School Children: A Pilot Randomized Cluster Trial"],"prefix":"10.1177","volume":"10","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3294-6530","authenticated-orcid":false,"given":"Terra","family":"L\u00e9ger-Goodes","sequence":"first","affiliation":[{"name":"Universit\u00e9 du Qu\u00e9bec \u00e0 Montr\u00e9al (UQAM)"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Catherine M.","family":"Herba","sequence":"additional","affiliation":[{"name":"Universit\u00e9 du Qu\u00e9bec \u00e0 Montr\u00e9al (UQAM)"},{"name":"Azrieli Research Center of the CHU Sainte-Justine, Montreal, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6451-783X","authenticated-orcid":false,"given":"Jonathan","family":"Smith","sequence":"additional","affiliation":[{"name":"Universit\u00e9 de Sherbrooke"},{"name":"Centre de recherche du Centre Hospitalier de l\u2019Universit\u00e9 de Sherbrooke, Sherbrooke, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"David","family":"Lefran\u00e7ois","sequence":"additional","affiliation":[{"name":"Department of Educational Sciences, Universit\u00e9 du Qu\u00e9bec enOutaouais, Saint-J\u00e9r\u00f4me, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5195-2050","authenticated-orcid":false,"given":"Marc-Andr\u00e9","family":"\u00c9thier","sequence":"additional","affiliation":[{"name":"Universit\u00e9 de Montr\u00e9al"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jasmine","family":"Pich\u00e9","sequence":"additional","affiliation":[{"name":"Universit\u00e9 de Sherbrooke"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0026-2612","authenticated-orcid":false,"given":"Catherine","family":"Malboeuf-Hurtubise","sequence":"additional","affiliation":[{"name":"School of Psychology, Universit\u00e9 Laval, Quebec City, Canada"},{"name":"Canada Research Chair on Arts-Based and Existential Interventions in Youth Mental Health, Qu\u00e9bec, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,4,17]]},"reference":[{"key":"e_1_3_2_2_2","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2022.872544"},{"key":"e_1_3_2_3_2","doi-asserted-by":"publisher","DOI":"10.1111\/camh.12525"},{"key":"e_1_3_2_4_2","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0284774"},{"key":"e_1_3_2_5_2","doi-asserted-by":"publisher","DOI":"10.1080\/00958964.2011.602131"},{"key":"e_1_3_2_6_2","doi-asserted-by":"publisher","DOI":"10.1080\/28324765.2025.2490524"},{"key":"e_1_3_2_7_2","doi-asserted-by":"publisher","DOI":"10.3390\/su142416628"},{"key":"e_1_3_2_8_2","doi-asserted-by":"publisher","DOI":"10.1186\/s12888-024-06274-1"},{"key":"e_1_3_2_9_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.gloenvcha.2021.102391"},{"key":"e_1_3_2_10_2","unstructured":"G\u00e9n\u00e9reux M Landaverde E Blouin-Genest G et al. 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