Effects of a Horticultural Therapy Program Incorporating the Enneagram on Self-Understanding and Stress Levels of University Students

초록

Background and objective: This study investigated the effects of a horticultural therapy program incorporating the Enneagram as an intervention model on university students' self-understanding and stress levels. Methods: Participants were divided into an experimental group, which participated in horticultural activities with the Enneagram-based group program, and a comparison group, which participated in the same horticultural activities without the Enneagram. Both groups completed a six-session program, each lasting 60 minutes, twice a week. Self-understanding and stress levels were assessed using standardized questionnaires before and after the program. Results: The experimental group showed significant improvements in self-understanding (p < .01) and reductions in stress levels (p < .05), whereas the comparison group exhibited no significant changes in either measure (p > .05). Specifically, within the experimental group, self-understanding subfactors such as stability (p < .01) and goal orientation (p < .05) improved, while stress related to present problems significantly decreased (p < .05). There were significant decreases in the subfactors of present problems, particularly stress related to the future (p < .01) and stress related to values (p < .05). In contrast, the comparison group exhibited no significant changes in these measures (p > .05). Conclusion: The horticultural therapy program incorporating the Enneagram as an intervention model effectively enhanced self-understanding and reduced stress in university students, even within a short intervention period. These findings provide foundational data supporting the integration of the Enneagram as an intervention model in horticultural therapy programs and the development of specialized interventions tailored to university students. © 2025 by the Society for People, Plants, and Environment.

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