DOI: 10.31038/PSYJ.2025742

Abstract

This case report examines the learning and developmental experiences of “Ann,” a 24-year-old female master’s student and the sole woman in a theoretical physics program at a research-oriented university in Taiwan. Using a phenomenological qualitative approach, data were collected through semi-structured interviews and analyzed thematically. Four primary themes emerged: antecedent factors influencing her decision to pursue theoretical physics, experiences of collaboration with male peers, persistence in continuous learning, and factors facilitating her success in a male-dominated field. The report concludes with recommendations for policy and practice to support women in pure sciences, as well as directions for future research.

Keywords

Female graduate student, Pure sciences, Learning, Development, Competence

Introduction

In Taiwan, mathematics and science remain strongly male- dominated, with scientists frequently perceived as predominantly male. According to Ministry of Education statistics [1], women represent only 32.61% of graduate students in physics, chemistry, or earth science, and 31.83% in mathematics or statistics. Within pure sciences—such as pure mathematics, theoretical physics, and mathematical physics— female representation is even lower than in other STEM disciplines. This scarcity may discourage prospective female students from entering these fields, perpetuating gender disparities. Addressing this imbalance requires a deeper understanding of the lived experiences of women in pure sciences. This study focuses on “Ann,” who completed a bachelor’s degree in physics and is now pursuing a master’s degree in theoretical physics at a research-oriented university in Taiwan. Her coursework spans a broad range of pure science subjects. Here, “pure sciences” refers to disciplines grounded in theoretical principles, while “theories” denotes the concepts, principles, and knowledge specific to these fields.

Gender Roles and Higher Education in Taiwan

Traditional Taiwanese cultural norms have long emphasized female domestic responsibilities—childbearing, childcare, and elder care—alongside values of female submissiveness and male dominance [2]. However, shifts in women’s educational attainment, delayed marriage, and increased workforce participation have led to evolving gender roles [3]. Many female university students now seek autonomy, independence, and professional competence, yet still navigate tensions between traditional expectations and more egalitarian ideals [4]. Gender disparities in higher education persist: men are more likely to pursue STEM majors, while women are concentrated in the humanities [5,6]. Studies of Taiwanese STEM environments reveal that science and engineering laboratories often reflect masculine cultures, with hierarchical structures privileging male members and marginalizing women [7,8]. Female STEM graduates’ career choices are shaped by personal interest, academic performance, institutional prestige, family expectations, and significant life events [9], yet constrained by gender stereotypes, discrimination, and work–family conflicts [10].

Research on successful female scientists in Taiwan highlights qualities such as intellectual curiosity, perseverance, time management, and passion for research, supported by parental encouragement, mentorship, and professional opportunities [11]. Other studies emphasize the importance of interest-driven learning, supportive peer networks [12-14], diverse career values, and opportunities for creativity and problem-solving [15,16]. However, persistent gendered stereotypes in science and technology remain embedded in both cultural narratives and media representations [17,18].

Female STEM Students Worldwide

Globally, women in STEM face systemic challenges. Institutional climate, lack of social support, and feelings of alienation in male- dominated fields contribute to attrition from graduate programs [19]. A sense of belonging is crucial for sustaining engagement, yet studies show it often declines over time, particularly in engineering [20,21]. Barriers include male dominance, limited awareness of opportunities, the scarcity of female role models (FRMs) and mentors, heavy time demands, insufficient encouragement, and perceptions of a glass ceiling [22]. Support networks play a protective role. Social support from family, peers, and teachers is linked to more positive attitudes and stronger self-perceptions in STEM [23]. Female classmates and FRMs can reduce isolation, foster collaboration, and provide emotional support. The presence of female faculty improves satisfaction, career aspirations, and academic outcomes [24,25], while same-gender mentors enhance comfort in research settings for underrepresented students [26].

Persistent stereotypes about women’s ability in STEM—such as assumptions of weaker mathematical skill [27] or lesser innate talent [28]—erode self-efficacy [29] and scientific identity [30]. Female role models have been shown to counter these effects, improving performance, retention, and belonging [31,32].

Relationships, Connection, and Engagement

Relational-Cultural Theory [33,34] emphasizes that human growth occurs within relationships, and that women, in particular, are driven by the need for connection. Growth-fostering relationships are marked by mutual empathy and empowerment. Women tend to prioritize intimacy, trust, and mutual support in friendships, engaging in greater emotional self-disclosure and communication compared to men [35-38] .In Taiwan, academic involvement and peer relationships significantly shape university students’ psychosocial development [39,40]. Student engagement—defined as the degree of connection to meaningful academic and social activities—is a strong predictor of success [41-43]. Engagement reflects both the time and effort students invest and the institutional supports that encourage participation.

Rationale of the Study

Engagement is central to academic success, persistence, and satisfaction [44]. In STEM contexts, it encompasses the academic and social dimensions essential for retention [45] and is shaped by stereotypes, bias, campus climate, identity formation, and belonging [46]. This study applies Fredricks et al.’s [47] three-dimensional engagement framework: (1) behavioral engagement — effort, persistence, attendance, and constructive participation, (2) emotional engagement — positive and negative reactions toward peers, teachers, and academic content, reflecting belonging and identification, and (3) cognitive engagement — self-regulation, deep learning strategies, and sustained effort to master complex material. These dimensions are examined in the context of Ann’s higher education experience, focusing on instructor–student interaction, peer collaboration, and positive coping strategies within a science-supportive culture. This framework provides the lens through which her learning and development in a male-dominated pure sciences program are explored.

Method

This study adopted a phenomenological approach, which aims to provide detailed descriptions of individuals’ ordinary, lived experiences and to identify the essential structures of those experiences. This approach was used to explore and articulate the learning and developmental experiences of a female graduate student enrolled in a theoretical physics program in Taiwan.

Participant

The participant, referred to as Ann, is a 24-year-old master’s student at a research-oriented university in Taiwan, majoring in theoretical physics. She is the only female student in both her academic program and research team. Ann voluntarily participated in the study, sharing her reflections on her learning trajectory and personal development in the male-dominated field of pure sciences.

Interviewer

Data collection was conducted by a research assistant (RA) with a master’s degree in counseling. The RA had completed formal coursework in interviewing skills, qualitative research, and research methodology, as well as pilot studies to refine her interviewing competence. She established rapport with Ann prior to the interviews and maintained an open, nonjudgmental stance throughout the process.

Data Collection

Two in-depth interviews were conducted, each lasting between 90 and 120 minutes. Prior to participation, Ann was fully informed about the study’s purpose and procedures and provided written informed consent. The interviews were designed to elicit rich, detailed narratives of her experiences. Sample guiding questions included: “Please describe your learning and development experiences in the field of pure sciences.” “Please share any significant or memorable perceptions and reactions you have had during your academic career in pure sciences at the higher education level.” “If applicable, what advice would you offer to prospective female students considering enrollment in a pure sciences program?”

Data Analysis

The author conducted the data analysis following Creswell’s [48] phenomenological procedures. To minimize bias, the researcher engaged in bracketing, setting aside personal assumptions about female students in pure sciences to focus on uncovering new and fundamental meanings from the data. The analytic process included the following steps: (1) reviewing transcripts, scanning materials, typing field notes, and organizing data from multiple sources, (2) reading the entire dataset for a holistic understanding, reflecting on overarching meanings, and recording general impressions, (3) dividing the text into meaningful segments and applying initial codes, (4) developing detailed descriptions of the participant and context, grouping codes into preliminary themes, (5) refining themes through iterative analysis to construct a comprehensive thematic framework, (6) building complex connections among themes and integrating them into an overarching narrative, and (7) formulating a final description that captures the essence of the participant’s lived experience.Several strategies were employed to enhance the study’s validity and reliability. A detailed research protocol and database were maintained [49]. Transcripts were checked for accuracy, and codes were continuously compared with the raw data. Validation strategies recommended by Creswell and Miller [50] were used, including prolonged engagement, persistent observation, and triangulation of multiple sources and methods. Rich, thick descriptions were produced to convey contextual detail. Member checking was conducted by inviting Ann to review preliminary drafts and provide feedback. Finally, a peer external to the research team served as an auditor, reviewing both the research process and the findings for consistency and rigor.

Results

Antecedent Factors for Learning

Intrinsic Motivation: Learning Science to Understand the World

Since her senior year of high school, Ann has been deeply motivated by a desire to understand the world through the study of pure science theories. She explained, “As long as students enter the field of pure sciences, they have a dream to explore and understand the world. I belong to this group, and I desire to learn theories to reach this goal.”

Academic Goal: Enhancing Professional Competence

As the only female graduate student in her theoretical physics research team, Ann seeks to strengthen her academic abilities and establish herself as a competent professional. She enrolled in the program to prove her capability in mastering pure sciences, aspiring to perform at a level equal to or higher than her male peers: “I am the only female in our entire research team… I want to encourage young women to join this program. The first thing is to make myself better, even better than my male peers. I work hard to be a competent student who stands on my own feet!”

Personality Traits: Persistence, Patience, and Flexibility

Ann describes herself as introverted, autonomous, and independent, qualities she believes are well-suited for studying pure sciences. She emphasizes her persistence, tolerance for solitude, and ability to adapt in challenging learning environments: “I am less afraid of being alone, and I am less likely to give up because of difficulties in learning… My introverted personality makes me quite suitable for studying pure sciences.” She further notes that, unlike many female students who may feel isolated in male-dominated programs, she has prepared herself to manage such solitude: “Few or no female companions in the program make it unbearable for most female students, not for me. As the only female student in pure sciences, I mainly count on myself.”

Resilience and Independence in a Gender-Imbalanced Environment

Ann acknowledges that many female STEM students prefer programs with greater female representation, partly to avoid feelings of isolation. She believes that women considering pure sciences must develop resilience, problem-solving skills, and a capacity for independent thought: “I prepare myself to be independent, enhance my problem-solving abilities to manage my studies and life, and tolerate solitude.”

Navigating Collaboration with Male Peers

Collaborative Learning as a Strategy to Overcome Barriers

Given the scarcity of female students in pure sciences, Ann relies on male peers for academic discussions, which she considers essential for mastering complex theoretical concepts: “Because academic discussions occur frequently among men, they gather and discuss theories anytime, anywhere… Without academic discussions, it is difficult for female students to learn theories in pure sciences.”

Maintaining Professional Boundaries

While engaging in collaborative learning, Ann is deliberate about maintaining clear professional boundaries to avoid misunderstandings or unwanted social complications: “I believe that there must be a clear boundary between males and females… I have to maintain a clear boundary to demonstrate that we are partners in learning.”

Persistence and Long-Term Learning Strategies

Steady Effort in a Challenging Field

Ann views learning theoretical physics as an inherently slow and incremental process. Despite the difficulty, she remains committed to steady progress: “If I learn theories, I won’t necessarily achieve significant outcomes soon… studying theories takes time and proceeds step by step with patience.”

Preparation and Focused Discussions

Before approaching peers with questions, Ann engages in independent literature review and problem analysis: “If I want to discuss something… I first think about it carefully and check with the relevant literature to gain a certain degree of understanding.”

Gradual Development of Self-Reliance

Over time, Ann has cultivated enough expertise to work more independently. Being appointed as a teaching assistant was a milestone that reinforced her confidence and self-efficacy: “When I’m good enough… I don’t need to depend on others much… I don’t feel like being the only female in this team is bad anymore.”

Factors Promoting Learning

Female Role Models

Ann underscores the motivational influence of female scholars, teachers, and senior students in pure sciences. These role models inspire her through their dedication and passion: “I met a senior female graduate student who had a great impact on me… She, majoring in pure mathematics, claims that she is unique because a majority of people in the world cannot understand what she is studying.”

Female Peer Networks

Although she lacks female peers in her immediate research group, Ann builds friendships with women from other departments, valuing emotional support and shared experiences: “Women can establish close friendships… and better support each other in daily lives.”

Career Orientation and Patience for Non-Mainstream Fields

Ann acknowledges that pure sciences research is often more aligned with cutting-edge exploration than with popular industry applications. She accepts that her career path may diverge from mainstream STEM employment trends: “We are usually doing more cutting-edge research, not like semiconductors… that are currently popular in Taiwan.”

Interpersonal Adaptability

Recognizing that many in her field are introverted or self-focused, Ann actively adapts her interpersonal approach to work effectively with colleagues of varying personalities: “To survive in pure sciences, I have to be brave enough to get along and work with these men… with different characteristics.”

Family Support

Ann credits her family’s encouragement and lack of financial pressure as key enablers of her academic persistence: “My parents respect my personal interest and decision… My family did not push me to find a job soon, did not blame me for majoring in pure sciences because of its non-mainstream position in the job market.”

Discussion

Awareness of Gender Stereotypes

Ann is acutely aware of gender stereotypes in mathematics and science, particularly the perception that pure sciences—especially theoretical disciplines—are male domains. Such stereotypes, which assume that men have greater aptitude for theoretical work, discourage many young women from enrolling in STEM majors. Ann’s awareness echoes findings that male-dominated images of engineers persist in Taiwan and that the gender structure in Taiwan’s science and technology fields remains unfavorable to women.

She also observes the scarcity of female classmates in pure sciences, which reinforces the field’s lack of appeal for women and perpetuates the cycle of underrepresentation. This reflects literature linking gender stereotypes to the association of men with science and women with non-science in Taiwan [51]. While pure sciences are male-dominated and masculinity-oriented, Ann appears largely unaffected by these stereotypes. She adopts coping strategies to overcome learning obstacles, improve performance, and maintain progress. One of her motivations is to prove that women can succeed in pure sciences, a finding consistent with research on Taiwanese female mechanical engineering students who aimed to counter gender stereotypes through achievement.Although she faces barriers common to women in STEM—male dominance, limited awareness of opportunities, and a lack of female role models and mentors —Ann demonstrates resilience and problem-solving ability. This contrasts with Liu’s finding that negative stereotypes lower self-efficacy for female STEM graduates in Taiwan. Ann’s experience is atypical, differing from studies that describe women’s inferior status in STEM due to combined internal and external barriers such as low self-efficacy, limited support, and gender-biased environments.

Personal Interests and Personality Characteristics

Ann’s decision to specialize in pure sciences stems from her personal interest, career goals, and motivation to pursue knowledge, alongside support from parents, female teachers, and peers. This aligns with research showing the influence of personal interests [52] and high motivation in STEM career Recognizing her aptitude for theoretical study, Ann is driven by passion, ambition, and a commitment to becoming a scholar.Her perseverance, independence, courage, resilience, and persistence align with Hsu’s [53] observation that women in nontraditional fields often display these Ann’s time-management skills, professional growth, and steadfastness reflect characteristics of outstanding Taiwanese female scientists and technologists. She approaches problems with curiosity and adaptability, consistent with Sung and Kao’s findings on positive traits among Taiwanese female STEM undergraduates. Ann’s clear academic goals, combined with her willingness to endure solitude and sustain effort, help her overcome gender stereotypes and barriers in male-dominated environments. This mirrors Swafford and Anderson’s conclusion that persistence and personal expectations are key for women in STEM, and further contrasts with Liu’s view that stereotypes lead to internal barriers.

Connections with and Social Support from FRMs and Female Peers

Ann values friendships with female peers, especially in dormitories and clubs, for emotional support and connection. This aligns with research showing that women value supportive, cooperative learning relationships [54]. Supportive peer and faculty relationships have been shown to influence female engineering students’ career choices. She notes that the absence of female companionship can lead women to drop out of STEM programs, echoing concerns about inadequate mentorship and social support. Interactions with female peers proficient in mathematics can boost identification with the subject and persistence. Ann’s emphasis on meaningful relationships and emotional intimacy aligns with findings that women place high value on connection and supportive growth.Ann also recognizes the importance of female role models (FRMs) in providing support and enhancing belonging in STEM [55]. However, due to the scarcity of FRMs in pure sciences, she actively seeks female mentors and peers through conferences and external academic activities. Such connections reinforce her confidence and identity as a scientist.

Collaboration with and Adjustment to Male Peers

In a male-dominated field, Ann collaborates with male peers for problem-solving while maintaining professional boundaries to avoid misunderstandings. She acknowledges that the abstract nature of theoretical work requires continuous discussion, and that engaging with male peers is often necessary due to the scarcity of women in her field. This partially reflects Fairlie’s [56] finding that female–male partnerships in STEM do not necessarily hinder academic outcomes. However, Ann also notes that men more easily navigate resources and systems in masculine academic cultures, reinforcing her need for female peer and mentor connections. The findings are consistent with Han’s assertions, which highlight how hierarchical structures tend to privilege male members while systematically marginalizing women.

Support from Parents and Family Members

Ann emphasizes the importance of family support in her decision to pursue pure sciences. Free from immediate financial pressure due to her family’s backing, she can focus on long-term academic and career goals. This supports prior findings on the positive impact of parental encouragement on women entering STEM or nontraditional fields. Her experience contrasts with Liu’s and Hung’s [57] findings on women prioritizing family over career or abandoning aspirations due to economic pressures, and aligns with Rice et al.’s findings on the benefits of broad social support.

Engaged Learner and Professional Identity Building

Despite her awareness of gender bias, Ann remains committed to her goal of becoming a pure scientist. Her dedication reflects trends in Taiwanese women increasingly rejecting traditional gender roles. Ann shows strong behavioral engagement (attendance, effort, persistence), cognitive engagement (self-regulation, group discussions), and emotional engagement (positive attitudes toward peers, faculty, and her academic environment). This multidimensional engagement fosters her academic success and sense of belonging, consistent with Fredricks et al. and Kuh et al..Through her participation in the pure sciences community, Ann develops professional pride and identity, equipping herself with both academic competence and career readiness. This reinforces the importance of personal and career interest, recognition of career pathways, and self-awareness in women’s choice of nontraditional fields [58].

Implications and Conclusions

To attract and retain more women in pure sciences, universities should actively recruit female professors, professionals, and students, and provide resources such as mentorship programs. Counseling and educational initiatives should counter gender stereotypes and cultivate supportive institutional climates. Activities that foster interpersonal support and social networks are essential. The presence of female peers and FRMs can inspire persistence, while male peers can contribute by facilitating integration into study groups and research teams.

Acknowledgements

This study is a part of a project. It was sponsored by a grant (MOST 108-2629-H-007-001) from the National Science and Technology Council, Taiwan.

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DOI: 10.31038/PSYJ.2025741

Abstract

This paper reviews and synthesizes literature on the participation of older adults in Taiwan in art therapy and art-based group activities, with particular attention to their psychosocial development and experiences of life review and integration. Against the backdrop of Taiwan’s rapidly aging population, national policies have emphasized healthy, active, and successful aging. Art therapy and creative group engagement have been shown to enhance self- awareness, emotional regulation, interpersonal connectedness, and group cohesion—thereby fostering a sense of belonging and reducing loneliness. These interventions also facilitate life review, promote acceptance of past experiences, and activate personal potential. Drawing on Erikson’s (1968) theory of ego integrity and Cohen’s (2005) concept of creative aging, this paper examines how art therapy fosters psychological growth, existential reflection, and life integration. Practical recommendations are provided for policymakers and practitioners to integrate art therapy into elder care systems in Taiwan.

Keywords

Older adults, Art therapy, Life integration, Psychosocial development, Creative aging

Introduction

Population aging has emerged as a critical global challenge. In 2025, Taiwan’s population aged 65 and above exceeds 20%, placing the nation within the classification of a super-aged society (National Development Council, 2025). This demographic shift underscores the necessity for healthcare and mental health professionals to address not only the physical health needs of older adults but also their psychological and social well-being. In Taiwan, governmental policy has increasingly promoted the concepts of healthy aging and active aging, emphasizing the importance of maintaining physical and mental health, engaging in social activities, and sustaining overall life satisfaction in later years.Art therapy—whether through individual sessions or group-based creative activities—has demonstrated the capacity to enhance self-awareness, regulate emotions, foster personal growth, and strengthen interpersonal relationships among older adults. Such participation can contribute to life transformation and the integration of past experiences into a coherent sense of self [1,2]. This paper reviews the characteristics of Taiwan’s older adult population and synthesizes literature on the application of art therapy in this demographic, with a focus on its psychological and integrative benefits.

Literature of Older Adults in Taiwan

Taiwan’s older adult population has expanded rapidly, and the nation will soon be classified as a super-aged society. This demographic shift presents challenges including physiological decline, increased risk of mortality, and transformations in familial and social roles [3]. Common age-related conditions include hearing impairment, cataracts, osteoarthritis, diabetes, depression, and dementia. Aging entails progressive biological, psychological, and social changes. Many older adults strive to maintain autonomy despite physical decline [4] but often express concern about becoming a burden to others [5]. By 2026, approximately one in eight older adults in Taiwan is expected to experience functional disability [6].

Social transitions such as retirement, reduced authority, children leaving home, declining health, and widowhood may erode social networks and economic stability, increasing the risk of isolation and diminished self-esteem. Tseng et al. [7] explored the impact of social isolation, especially living alone and loneliness, on the short- term and long-term health-related quality of life of middle-aged and elderly people in Taiwan. They analyzed data from 5,644 respondents and found that 9% of the respondents lived alone, 10.3% said they felt lonely, and 2.5% both lived alone and felt lonely. Compared with those who lived with others, those who lived alone and felt lonely had significantly lower health-related quality of life in both the long and short term.

Research shows that living arrangements significantly affect life satisfaction among older adults in Taiwan. For example, those who live in preferred arrangements—particularly with their children— report higher life satisfaction [8]. While aging may bring emotional distress linked to loss, it can also foster wisdom and resilience through accumulated life experience. Furthermore, subjective perceptions of physical capability are strong predictors of depressive symptoms, sometimes outweighing objective health indicators [9]. Older adults often encounter disruptive life events, such as retirement, widowhood, the death of a loved one, children moving out or moving in with them, and chronic illness that may lead to disability. Such experiences increase the risk of loneliness and social isolation [10]. According to the Taiwan Ministry of Health and Welfare’s [11] Senior Citizens Survey, which asked individuals aged 65 and older, “Do you feel lonely?”, 3.27% of respondents reported feeling lonely “often,” while 17.14% indicated feeling lonely “sometimes.” Chen et al. [12] examined the relationship between loneliness and life satisfaction among 138 institutionalized older adults. Their findings indicated that greater loneliness was associated with lower life satisfaction, whereas higher levels of life adaptation corresponded to greater satisfaction.

The growing aging population has made elder care a pressing policy concern. Beyond medical care, complementary interventions that enhance social participation are increasingly recognized for their role in maintaining physical and mental health. Social engagement— particularly in leisure and recreational activities—has been shown to correlate with better psychological well-being [13]. Factors such as multigenerational living, strong social networks, close friendships, positive attitudes toward life, and lifelong learning contribute to active aging in Taiwan [14,15].

Existential Themes and Life Integration in Older Adulthood

The integration of life experiences in later life requires reflection on existential themes such as mortality, independence, self-worth, interpersonal relationships, and the meaning of one’s life journey [16]. As older adults approach the end of life, they often engage in a process of life review—seeking to reconcile past experiences, affirm life meaning, and achieve a sense of integrity, as described in Erikson’s developmental theory. This process aligns closely with the aims of art therapy, which can provide both a reflective and expressive medium for such integration.

Erikson [17] identified the primary psychosocial task of late adulthood as the attainment of ego integrity. Older adults achieve this by integrating and reflecting on their life experiences, thereby reducing the risk of despair. When individuals dwell exclusively on past mistakes or perceived shortcomings, they may become trapped in regret, which hinders acceptance of the present and diminishes their capacity to envision future possibilities. Conversely, accepting the inevitability of loss and the impermanence of life fosters resilience and facilitates the pursuit of ego integrity [18].

Life review serves as a process through which older adults recognize personal strengths, accept imperfections, and reconcile with the diverse events and consequences of their life journey. Acknowledging the finitude of existence enables more peaceful end- of-life planning and supports a deeper appreciation of life’s meaning and value, contributing to a more tranquil approach toward death. Cohen’s [19] notions of human potential in later life introduces a developmental structure characterized by wisdom and creativity. He posits that individuals retain an “inner drive” to pursue positive change at any age, continually adapting and reshaping cognitive abilities. This perspective challenges the assumption of inevitable cognitive decline. Through the concept of creative aging, Cohen emphasizes that aging can be additive and generative. While normal aging may involve some cognitive loss, continued learning can preserve identity, social status, and functional capacity [20].

In contrast, older adults who remain fixated on unresolved regrets and feel powerless to address them—especially due to age-related limitations—are more likely to experience despair. As physical and psychological functions decline, those who cultivate wisdom can approach aging and mortality with greater compassion for themselves and their life experiences. From a life-course perspective, theories of aging vary along a continuum from passive acceptance—viewing death as a natural endpoint—to active resistance, which emphasizes the capacity to counter functional decline. The successful aging paradigm integrates these perspectives, advocating for proactive engagement in life while acknowledging the natural processes of aging [21]. Yu outlines strategies for successful aging that include: (1) maintaining physical health to slow decline, (2) strengthening self-care skills and the capacity for solitude, (3) engaging in lifelong learning to promote healthy aging, (4) enhancing social participation and building community-based support networks, and (5) fostering a culture of regular physical activity.

Older adulthood thus remains a stage of plasticity, potential, and continued development. Creative engagement and the stimulation of latent abilities can promote life integration. Reflection and acceptance of past experiences constitute a key developmental task [22,23]. Even in advanced old age, individuals can pursue personal growth and deepen their understanding of life’s existential significance. Brown and Lowis [24] demonstrated that resolving late-life psychosocial crises is associated with higher life satisfaction. Older adults who cultivate wisdom, activate latent potential, and engage in reflective life review are more likely to achieve empowerment, appreciate their life narratives, and experience a sense of meaning and integration.

Art Therapy and Its Effectiveness

Art therapy combines creative expression with psychotherapeutic principles. Within a supportive therapeutic relationship, clients use art materials to produce visual imagery and symbolic representations that reflect aspects of their development, personality, interests, intentions, subconscious processes, and emotional states [25]. Through this process, individuals explore emotions, regulate affect, enhance self- understanding, improve social skills, reduce anxiety, and strengthen self-esteem. Art therapy provides opportunities for emotional expression, cognitive reframing, and the integration of fragmented personal experiences. It fosters problem-solving abilities, encourages personal growth, and supports the development of latent capacities. According to Chen [26], artistic creation is a symbolic, non-verbal medium in which artworks serve as auxiliary tools for therapist– client interaction. While visual imagery is central, verbal dialogue is also employed to promote insight, resolve conflicts, and encourage adaptive change. Beyond its therapeutic applications, the act of creating art itself has inherent benefits: it offers a channel for self- expression, enhances communication with others, and facilitates the integration of body, mind, and spirit.Empirical studies further support art therapy’s value for older adults. Castora-Binkley et al. [27] reported that participation in artistic activities reduced depressive symptoms, increased self-esteem, and enhanced feelings of control, comfort, and psychological well-being. Kim (2013) demonstrated that art therapy helps older adults reduce negative affect, increase self-worth, and alleviate anxiety, thereby supporting healthy aging. Hsu [28] noted that well-designed, age-appropriate art activities are particularly effective in promoting creative aging, underscoring the adaptability of art therapy interventions for diverse elder populations.

Participation of Older Adults in Art Therapy Groups in Taiwan

Art therapy groups for older adults in Taiwan employ diverse themes and media, enriching group dynamics and sustaining participants’ engagement. These groups offer opportunities for self- expression and emotional release [29]. Through artistic activities and creative processes, participants awaken inner strengths, cultivate a sense of accomplishment, and experience empowerment. The group setting fosters interpersonal communication and social connection; artistic creation further enhances self-awareness, facilitates emotional release, and supports internal integration [30,31]. Within these groups, older adults often develop interpersonal bonds and receive mutual support. Art therapy promotes increased social contact and interaction. For example, Chen examined the experiences of six older adults in an art activity group, finding that participants forged supportive relationships, revisited nostalgic memories, and regained a sense of vitality—illustrating art therapy’s positive psychosocial impact. Similarly, Teng, in facilitating an art therapy group for older adults, observed that participants shared creative experiences, expressed emotions, enhanced self-awareness, accepted differences, and formed emotional connections.

In institutional settings, Wen et al. [32] implemented art- based activities guiding older adults to express feelings through artwork creation and exhibition. Group sharing and feedback reduced depression and loneliness while enhancing confidence and achievement. Wen et al. [33] further reported that art therapy supported older adults with depressive tendencies in self-exploration and interpersonal engagement. Artistic creation generated joy, confidence, and accomplishment, improved social skills, alleviated depressive symptoms, and boosted self-esteem.Overall, existing studies suggest that art-related activities and therapy groups for older adults foster self-understanding, social engagement, vitality, and emotional well-being. They also promote interpersonal interaction and sustained vitality. For older adults with health conditions, art therapy offers stress relief, emotional expression, memory enhancement, and improved communication—contributing positively to physical health and overall quality of life.

Using Art Therapy to Facilitate Life Review and Integration

As older adults reflect on the meaning of life, they often seek closer relationships with family and society. Facing mortality with openness and living in the present can deepen appreciation of life’s significance and foster balance between ego integrity and despair. Life review enables older adults to articulate their physiological, psychological, and social experiences, revealing resilience alongside vulnerability, and reconstructing the meaning and value of their lives [34]. Older adults may have endured adversity, failure, or crises. By avoiding entrapment in victimhood and learning to process negative emotions, they can activate latent potential and demonstrate life resilience. Artistic creation can empower older adults, preserve cherished memories, and stimulate vitality and creativity.

Chen invited three elderly women, with an average age of 86, to narrate their life stories, focusing on significant events. The participants exhibited tranquility, independence, confidence, harmony, and active engagement with life. Their reflections on death preparation supported the idea that life story review and the identification of pivotal events foster ego integration, self-renewal, and transcendence.

Similarly, Hsu et al. involved ten older adults with mild to moderate disabilities in a health promotion group, where participants reviewed and compiled life storybooks and shared personal narratives. This process promoted physical and mental well-being, emotional relief, and attitudes of contentment, confidence, and hope. It also enhanced their sense of control, meaning, and efficacy, contributing to life integration.Chen examined expressive art therapy groups in which participants reviewed past experiences through nostalgic themes such as family life, memories of historical eras, personal achievements and health, and unfinished business. Participants reported coping strategies including “self-reflection and inner adjustment,” “cherishing life and pursuing health,” and “drawing strength from religious faith” to navigate aging and mortality. Many adopted a calm and accepting attitude toward aging and death, recognized life’s finitude, and focused on living meaningfully in the present. They viewed death as a natural transition and family as central to their legacy—preserving personal meaning and life value. By revisiting and reconstructing life narratives, older adults adapt to aging with greater psychological resilience and existential clarity, preparing for death with acceptance and a sustained sense of purpose.

Discussion

This page highlights the multifaceted benefits of art therapy for older adults, encompassing self-awareness, emotional regulation, social engagement, and meaning-making. Through creative expression, participants engaged kinesthetic, sensory, emotional, and cognitive dimensions, facilitating the processing of experiences that may be difficult to articulate verbally. By engaging with images and symbols, older adults externalized internal experiences, deepened self-understanding, and fostered psychological integration. Such processes support the enhancement of self-esteem, reduction of depressive symptoms, and development of resilience, consistent with previous findings. Through art therapy and group-based creative activities, older adults can foster successful aging by engaging in artistic creation, thereby promoting healthy aging, enhancing social participation, and strengthening community-based support networks, as highlighted by Yu. Within the framework of creative aging, older adults are characterized by wisdom and creativity, and aging is viewed as an additive and generative process. Moreover, continued learning plays a vital role in preserving older adults’ identity, social status, and functional capacity.

The benefits of art therapy extend beyond the individual, reaching into the social domain. Shared artistic creation fosters empathy, acceptance of differences, and mutual support, thereby strengthening emotional bonds and cultivating a sense of belonging. Participation in art therapy groups enhances social engagement, which has been shown to correlate with improved psychological well-being. Consistent with the observations of He and Lin and Liu, members of art therapy groups often develop strong social networks, close friendships, and positive attitudes toward life, with lifelong learning contributing to active aging. These group dynamics reduce loneliness, promote social connectedness, and create an affirming community for older adults— an especially valuable outcome in Taiwanese culture, where aging may be accompanied by social isolation as addressed by Liu. In this way, art therapy groups serve as social interventions that counter isolation and marginalization, while also deepening participants’ understanding of life’s existential significance.A further dimension of art therapy is its role in meaning-making. The reflective process inherent in creating and interpreting artwork enables older adults to revisit life narratives, integrate past experiences, and confront existential concerns, including mortality. This aligns with Eriksonian theories of psychosocial development in later life, in which the integration of life experiences is essential for achieving ego integrity. Art therapy for older adults contributes to the integration of past experiences into a coherent sense of self. Such creative engagement offers a pathway toward acceptance of life’s finitude while affirming one’s legacy [35].

Implications

Given its broad psychosocial impact, art therapy should be recognized as a vital component of gerontological care. At the policy level, governments and community organizations could incorporate art therapy into health promotion initiatives for older adults, ensuring that programs are accessible and culturally relevant. Sustainable implementation requires collaboration between trained art therapists, healthcare professionals, and community leaders.For facilitators, sensitivity to participants’ physical and cognitive capacities is essential. Adapting materials and techniques to accommodate varying abilities can ensure full participation and avoid frustration. Encouraging personal choice in themes and modes of expression supports autonomy and reinforces self-worth. Facilitators should also be prepared to respond to intense emotions that may surface during the creative process, providing appropriate support or referrals when necessary.Future research should explore long-term outcomes of art therapy, examine its applicability across diverse cultural settings, and investigate its integration with other therapeutic modalities. Such inquiry will deepen understanding of its mechanisms and support the development of best-practice models that maximize its benefits for aging populations.

Conclusion

Art therapy offers a uniquely integrative approach to promoting well-being in older adults, addressing emotional, social, and existential needs. By enabling expression beyond verbal language, fostering supportive relationships, and facilitating the construction of meaning, it counters the narrative of inevitable decline in later life. This review underscores the potential of art therapy not only as a psychosocial intervention but also as a medium for existential reconciliation, helping older adults to embrace life’s final stages with dignity and connection.

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