Visual representations of well-being in northern and southern portuguese university students: relations with place identity and mental health

Universidade do Minho Escola de Psicologia Beatriz Guedes Raposo Visual Representations of Well-Being in Northern and Southern Portuguese University Students: Relations with Place Identity and Mental Health outubro de 2024 Visual Representations of Well-Being in Northern and Southern Portuguese University Students: Relations with Place Identity and Mental Health Beatriz Raposo UMinho | 2024 Universidade do Minho Escola de Psicologia Beatriz Guedes Raposo Visual Representations of Well-Being in Northern and Southern Portuguese University Students: Relations with Place Identity and Mental Health Dissertação de Mestrado Mestrado em Psicologia Clínica na Infância e Adolescência Trabalho efetuado sob a orientação da Professora Doutora Teresa Professora Doutora Dionísia Tavares outubro de 2024 ii DIREITOS DE AUTOR E CONDIÇÕES DE UTILIZAÇÃO DO TRABALHO POR TERCEIROS Este é um trabalho académico que pode ser utilizado por terceiros desde que respeitadas as regras e boas práticas internacionalmente aceites, no que concerne aos direitos de autor e direitos conexos. Assim, o presente trabalho pode ser utilizado nos termos previstos na licença abaixo indicada. Caso o utilizador necessite de permissão para poder fazer um uso do trabalho em condições não previstas no licenciamento indicado, deverá contactar o autor, através do RepositóriUM da Universidade do Minho. Licença concedida aos utilizadores deste trabalho Atribuição-NãoComercial-SemDerivações CC BY-NC-ND https://creativecommons.org/licenses/by-nc-nd/4.0/ iii Aknowledgments Tradition has it that the final year of a master's program is a blend of emotions: the happiness of nearing professional life, the frustration of setbacks we encounter along the way; and the bittersweet feeling of leaving behind the familiar academic environment for the uncertainties of the future. As nothing is achieved alone if we want to go far, I must first thank my mentors. To Dr. Teresa Freire, thank you for consistently pushing me toward excellence with your insightful challenges. To Dr. Dionísia, your guidance was pivotal in helping me navigate this crucial stage with confidence and assurance. A significant pillar of my journey has been my family, who endured my visits every three months. To my parents, who have supported my dream of becoming a therapist since I was 12, thank you for allowing me to leave the Algarve at 18 to pursue my studies across the country. Your patience with my moments of doubt, your love, and your unyielding belief in me have been my greatest sources of strength, no matter the circumstances. To my brother, for your teasing and humor that kept me grounded; to Ionela, for reassuring me that I’m on the right path; and to my uncles, especially my aunt Luísa, for your encouragement and light-hearted reminders that "one day, you'll be treating all these crazy people." To my grandparents, thank you for always wishing me the best and for the comforting cheese toasties during my visits. My family would not be complete without mentioning my loyal companions, Laika and Gatilde, who were with me through countless hours in front of the screen, sharing my highs and lows. And of course, a special thank you to my right hand, the best boyfriend who stands by me, Mário. Without your unwavering support, love, and presence, this journey wouldn’t have been nearly as beautiful. Thank you for making Braga feel like my second home. I also extend my thanks to the “Bróder Hude” group for the laughter and camaraderie throughout the semester. Your friendship made the challenges of this journey more bearable. To my incredible friends, who I know will go far, especially Beatriz, Zé, Juliana, César, and Dario, thank you for the Friday afternoons filled with philosophical debates and refined comic conversations. Your companionship through every stage of this process has been invaluable. With heartfelt sincerity, thank you. iv DECLARAÇÃO DE INTEGRIDADE Declaro ter atuado com integridade na elaboração do presente trabalho académico e confirmo que não recorri à prática de plágio nem a qualquer forma de utilização indevida ou falsificação de informações ou resultados em nenhuma das etapas conducente à sua elaboração. Mais declaro que conheço e que respeitei o Código de Conduta Ética da Universidade do Minho. STATEMENT OF INTEGRITY I hereby declare having conducted this academic work with integrity. I confirm that I have not used plagiarism or any form of undue use of information or falsification of results along the process leading to its elaboration. I further declare that I have fully acknowledged the Code of Ethical Conduct of the University of Minho. Universidade do Minho, 21 de outubro de 2024 (Beatriz Raposo) v Representações Visuais de Bem-Estar em Estudantes Universitários do Norte e Sul de Portugal: Relações com a Identidade de Lugar e Saúde Mental Resumo Com o surgimento da psicologia positiva, verificou-se uma mudança de foco do mal-estar para uma ênfase no bem-estar, traduzindo-se numa transição de um conceito assentado na doença para um conceito de funcionamento humano ótimo, que valoriza as forças e capacidades de cada pessoa. Alinhado a esta perspetiva, esta dissertação teve como objetivo (1) explorar como os estudantes universitários representam visualmente o bem-estar; (2) comparar as representações visuais de bemestar de estudantes a estudar no norte e sul de Portugal; e (3) analisar se os níveis de identidade de lugar e saúde mental dependem do tipo de representações visuais de bem-estar e da localização geográfica. Esta dissertação reformula a técnica “Draw-and-Write” , recorrendo ao WbSquare adaptado do protocolo iSquare em estudantes universitários com idades entre os 18 e 29 anos da Universidade do Minho e da Universidade do Algarve. Os resultados indicam que os estudantes visualizam o bem-estar através de seis temas principais: "Lugares Significativos", "Equilíbrio de Vida", "Relações Interpessoais", "Eu", "Experiências Memoráveis" e "Paz", com uma ênfase particular em "Lugares Significativos". As representações visuais de bem-estar não diferiram com base na localização geográfica, mas a localização revelou-se um fator significativo na identidade de lugar, entre os estudantes da Universidade do Minho. Palavras-Chave: Representações visuais, bem-estar, identidade de lugar, saúde mental, localização geográfica vi Visual Representations of Well-Being in Northern and Southern Portuguese University Students: Relations with Place Identity and Mental Health Abstract With the emergence of positive psychology, there has been a notable shift from focusing on illbeing to emphasizing well-being, moving from a disease-based concept of human functioning to optimal functioning, by envisioning one’s strengths and abilities. Aligned with this perspective, the current dissertation aimed to (1) explore how university students visually represent well-being; (2) compare visual representations of well-being of students studying in the northern or southern part of Portugal and (3) analyze if levels of place identity and mental health depend on the type of visual representations of wellbeing and geographical location. This thesis re-formulates the "Draw-and-Write" technique, creating the WbSquare, adapted from the iSquare protocol in university students aged 18 to 29 from the University of Minho and the University of Algarve. Findings reveal that students visualize well-being through six main themes: "Meaningful Places”, "Life Balance", "Interpersonal Relationships," "Self," "Memorable Experiences" and "Peace", with a particular emphasis on “Meaningful Places”. The way students visually represent well-being did not differ substantially based on their geographical location, but geographic location emerged as a significant factor in place identity, with students from the University of Minho. Keywords: Visual representations, well-being, place identity, mental health, geographic location vii Table of Contents 1. Introduction .................................................................................................................................... 9 1.1 Perspectives on Well-Being: Subjective, Psychological, and Social Dimensions ........................... 9 1.2 Exploring the Relation of Place Identity and Mental Health With Well-Being ............................... 10 1.3 Well-Being in University Students ............................................................................................ 11 1.4 Importance of Visual Representations ...................................................................................... 12 1.5 Visual Representations and the Draw-and-Write Technique ...................................................... 13 1.6 Aim of the Study ..................................................................................................................... 14 2. Methodology ................................................................................................................................. 14 2.1 Participants ............................................................................................................................ 14 2.2 Materials / Instruments .......................................................................................................... 14 2.3 Procedure .............................................................................................................................. 15 2.4 Data Analysis Strategy ............................................................................................................ 16 3. Results ......................................................................................................................................... 16 3.1 How University Students Visually Represent Well-Being ............................................................ 16 3.2 Comparison of Visual Representations of Well-Being Between Students From Both Universities 25 3.3 Analysis of Place Identity and Mental Health According to Visual Representations of Well-Being and Geographic Location ..................................................................................................................... 27 4. Discussion.................................................................................................................................... 27 4.1 Limitations and Future Studies ................................................................................................ 31 4.2 Implications for Clinical Practice and University Policies .......................................................... 32 5. Conclusion ................................................................................................................................... 33 6. References ................................................................................................................................... 35 14 what is not easily written, providing a new perspective on how human beings attribute meaning to their surroundings. With the adaptation of this protocol to study well-being, the present study has the potential to supplement conventional methodological approaches to comprehend how individuals represent wellbeing, offering new insights. 1.6 Aim of the Study The present dissertation aims to investigate three main objectives: (1) Explore how university students visually represent the concept of well-being (2) Compare visual representations of well-being of students studying in the northern or southern part of Portugal (3) Analyze if levels of place identity and mental health depend on the type of visual representations of well-being and geographical location 2. Methodology This exploratory study adopts a mixed-methods approach with a cross-sectional research design. Data collection is conducted at a single point in time, enabling analyses at the inter-subjective level. 2.1 Participants The sample consisted of 320 bachelor's degree students from two universities in Portugal: the University of Minho, in the North ( n =167) and the University of Algarve, in the South ( n =153). Participant’s ages ranged between 18 to 29 years old ( M =20.18, SD = 2.02), with 241 females, 71 males and 8 identified as “others”. In this study, 85.9% of the students ( n =275) perceived themselves as having an average socioeconomic status, while 9.4% ( n =30) as above average, and 4.7% ( n =15) as below average. At the University of Minho, there were 77 students from Psychology, 41 from Visual Arts, and 49 from Applied Mathematics. At the University of Algarve, there were 72 students from Psychology, 43 from Visual Arts, and 38 from Mathematics. Exclusion criteria included (a) individuals below 18 years old or above 29 years old and (b) nonnatives of Portugal. 2.2 Materials / Instruments WbSquare Protocol: To study visual representations of well-being, this study created the WbSquare protocol (where 'wb' denotes well-being), which is derived from the iSquare protocol, a reformulation of the draw-and-write technique developed by Hartel et al. (2018). This protocol uses square pieces of white art paper measuring 11 by 11 cm, and on the front side, there’s an indication to “Draw 15 well-being”. The reverse side is composed by the statement “Describe your drawing”, to enhance the comprehension of the drawing. The size of the squares is relevant as it guides the participants towards a brief visual expression within a short period of time. The surface texture of this paper is porous, allowing for quick absorption of black ink from the pens without smudging. These papers were distributed with black ink pens to control data variability, such as color, line thickness and ink fill (Hartel et al., 2018). Sociodemographic Questionnaire: Questions regarding gender, age, marital status, place of birth, nationality, year of enrollment, place of residence, place of residence during academic term, course, university and perception of socioeconomic status. Place identity (Williams and Vaske, 2003): Measured using the Place Attachment Scale from these authors, using the items related to place identity, creating a translated version for research purposes. It encompasses six items, on a 5-point scale (‘1’ = ‘strongly disagree’, ‘5’ = ‘strongly agree’, with ‘3’ as neutral). High scores indicate higher levels of place identity. Cronbach’s alpha ranged from α= 84 to α= 94 across locations examined. The Mental Health Continuum-Short Form (MHC-SF) by Keyes (2005): Validated for the Portuguese population by Fonte et al. (2020), is a self-report questionnaire designed to measure mental health through three key aspects of well-being: SWB, PWB and social well-being. It includes 14 items, with 3 assessing SWB, 6 for PWB, and 5 for social well-being. It inquires how frequently individuals have experienced each of the facets of well-being in the past month, on a 6-point Likert scale (‘1’ = 'never', ‘6’ = ‘every day’. Cronbach’s alpha for each scale and the total MHC-SF scale were respectively, α=.90 (emotional well-being), α=.85 (social well-being), α=.89 (PWB), and α=.93, showing good internal consistency and psychometric properties (Fonte et al., 2020). 2.3 Procedure This study, approved by the Ethics Committee for Research in Social and Human Sciences of the University of Minho (CEICSH 027/2024), was promoted through the communication channels of the University of Algarve and University of Minho, to obtain required approvals. After approval, the Wbsquare protocol was implemented in classrooms with university students of each University. Following protocol instructions (Hartel, 2018), a brief explanation of the study was presented, emphasizing its voluntary nature, and no prior information was provided about the drawing task to ensure spontaneous responses. During debriefing, this was explained to the participants. Informed consents were obtained, and confidentiality and anonymity ensured. Participants were encouraged and supported, 16 especially those feeling they cannot draw or lack artistic talent. The drawing activity lasted 10 minutes, with 2 minutes for instructions and material distribution, and 7 minutes for the task itself. Two researchers were present for classes with more than 20 students. Afterward, the sociodemographic questionnaire, Mental Health Continuum-Short Form (MHC-SF) by Fonte et al. (2020), and the Place Identity Scale by Williams and Vaske (2003), were administered via Qualitrics, within 15 minutes. To ensure students’ anonymity, a code was generated to link the answers to the respective drawing. 2.4 Data Analysis Strategy To explore how university students visually represent the concept of well-being, thematic analysis was used following Braun and Clarke (2006) guidelines and Hartel et al. (2018) iSquare protocol. It comprises of: (a) Familiarization with the data; (b) Generating initial codes; (c) Searching for themes; (d) Reviewing themes; (e) Defining and naming themes; and (f) Producing the final report. An inductive approach was employed, coding the data without imposing pre-existing frameworks, providing a robust and flexible foundation for identifying, analyzing, and reporting patterns/themes within the dataset (Braun & Clarke, 2014). Drawings were analyzed based on their visual elements and the accompanying descriptions provided on the reverse side, as needed. An independent researcher categorized the drawings into the final themes, resulting in a Cohen’s Kappa of 0.73, indicating substantial agreement (McHugh, 2012). When consensus was not achieved, discussions were held until a final decision was reached. All statistical analyses were performed using IBM SPSS Statistics version 28, with a significance level set at 5% (α = 0.05), and involved descriptive statistics, Chi-Square and MANOVA’s. 3. Results 3.1 How University Students Visually Represent Well-Being The resulting main themes for well-being visual representations were “Meaningful Places”, “LifeBalance”, “Self”, “Interpersonal Relationships”, “Memorable Experiences” and “Peace”. Some of these themes encompass sub-themes which will be elaborated in the following sections. Well-being as Meaningful Places ( n =102). Refers to drawings of specific locations categorized into four sub-themes, reflecting different environments. Beach ( n =43), features elements like sand, beach towels, ocean waves, sun, beach umbrellas, and sunscreen. ‘Beach’ has two sub-themes 17 Beach Alone ( n =16), focus on solitary experiences at the beach, such as sitting alone on the sand, admiring the ocean, or sunbathing (see figure 1), and Beach with others ( n =27), depict the beach as a social space, where individuals enjoy time with family, friends, pets, or significant others (see figure 2). Common elements include groups of people and activities like playing in the water or having a picnic. The second sub-theme is Nature ( n =44), and centers on natural settings like forests, gardens, and parks, with common elements such as trees, grass, birds, flowers, butterflies and sun. ‘Nature’ has two sub-themes Nature Alone ( n =26), finding solace and relaxation in nature, often depicted walking through forests, sitting on grassy fields, or admiring flowers and butterflies (see figure 3), and Nature with others ( n =18), when drawings showcase interactions with other people in natural settings, like hiking, having a picnic, or playing with pets (see figure 4) The third sub-theme is Home ( n =14), the drawings depict home as a place of well-being with two other sub-themes associated House alone ( n =8), emphasizing the tranquility and comfort of being alone in one's own space, whether it be a bedroom, living room, or entire house (see figure 5)., and Home with others ( n =6), includes sharing one’s home with family members, friends and/or significant others. The depictions often include communal areas like the living room or garden, highlighting moments of togetherness (see figure 6). The final sub-theme is Pool ( n =1), consisting of a single drawing depicting an individual alone at a pool, representing a moment of relaxation alone (see figure 7). Figure 1 Examples of Drawings on “Beach Alone" 18 Figure 2 Examples of Drawings on “Beach with Others” Figure 3 Examples of Drawings on “Nature Alone” Figure 4 Examples of Drawings on “Nature with Others” 19 Figure 5 Examples of Drawings on “Home Alone” Figure 6 Examples of Drawings on “Home with Others” Figure 7 Drawing on “Pool” 20 Well-Being as Life-Balance ( n =69). When students drew different life domains, such as physical health, healthy lifestyle, family, finance and leisure, emphasizing the concept of harmony or effective time management between these aspects, they were brought into this category. Common symbols included representations of family members, friends, trees symbolizing nature, musical notes, dumbbells indicating physical activity, pets, and scenes of the beach. The category was further divided into two sub-themes: Life-Balance in general ( n =48), focused on the broader concept of life balance, excluding academic or professional aspects (see figure 8). The sub-theme Life-Balance with Work / University included ( n =21) addressed the integration of academic or professional life with overall wellbeing, highlighting the importance of balancing career and personal life (see figure 9). Well-being as Self ( n =69), these drawings focus on internal aspects of well-being, encompassing mental health, inner balance, and relaxation. The drawings were divided into four subFigure 8 Examples of Drawings on “Life Balance in General” Figure 9 Examples of Drawings on “Life-Balance with Work / University included” 21 themes, each reflecting different dimensions of the self and personal experiences. Inner Self ( n =39), depicts internal processes and personal growth. Common themes include self-love, self-compassion and self-esteem (see figure 10). Self with others ( n =11), illustrates well-being as experienced through interactions with others who provide comfort and emotional support. These images highlight the role of close relationships in fostering self-expression and self-acceptance. The emphasis is on how connections with people who make one feel good contribute to a positive sense of self (see figure 11). Absence or overcoming of Ill-being ( n =16) addresses the concept of well-being through the lens of avoiding or overcoming negative states, through drugs, isolation or even the contemplation of death (see figure 12). Personal Dreams ( n =3), refer to personal aspirations and life goals, whether they are realistically attainable or not. Examples include desires such as having a family or achieving a dream job, distinct from the bachelor’s degree (figure 13). Figure 10 Examples of Drawings on “Inner Self” Figure 11 Examples of Drawings on " “Self with others” 22 Well-Being as Interpersonal Relationships ( n =36), relates to interactions and relationships with specific individuals or groups. The drawings were divided into four sub-themes, each reflecting different types of social connections. In Family ( n =10), the drawings depicted shared moments with family such as shared meals, family gatherings, spending time together, or just the members without social context (see figure 14). Family and Friends ( n =11), when both were represented (see figure 15). Significant People or Animals ( n =11), these drawings depict close bonds with specific individuals or pets. It encompasses a range of significant relationships, such as a romantic partners (e.g., boyfriend/girlfriend), a loved one who has passed away, a particular family member like a niece or goddaughter, or a cat that is one’s emotional support (see figure 16). Friends ( n =4), it often included scenes of social activities, such as enjoying shared hobbies or just talking (see figure 17). Figure 12 Examples of Drawings on "Absence or overcoming of Ill-being” Figure 13 Examples of Drawings on “Personal Dreams” 23 Figure 14 Examples of Drawings on “Family” Figure 15 Drawings on “Family and Friends” Figure 16 Examples of Drawings on “Significant People or Animals” 30 and motivation, toward achieving their goals. A novel and interesting sub-theme was “Absence or overcoming of ill-being”, illustrating the existence of outdated notions of well-being, focused on the absence of ill-being (Seligman, 2011), but also aligns with the understanding that attending university can be a particularly challenging time, often associated with increased anxiety and lower PWB compared to other life stages (Morales-Rodríguez et al., 2020). Given this sub-theme, this technique could explore wellbeing representations with a clinical population, to inform better interventions. For instance, Cheung and colleagues (2016) explored patients’ perceptions of their illness through drawings. Another novel theme emerging from this technique was the sub-theme “Specific Moments,” which illustrates how well-being can be linked to particular past experiences/memories, that hold personal significance. These moments may serve as emotional anchors, and could almost be conceptualized as a “safe space” or “safe memory”. Social support plays a crucial role in facilitating a smoother transition and adaptation for university students, where they face new challenges (Cruz et al., 2016). It also predicts the life satisfaction component of SWB, with resilience acting as a mediator (Yıldırım & Tanrıverdi, 2021), and predicts PWB (Harding et al. 2019). Within the theme of "Interpersonal Relationships," there were no notable differences in the frequency of drawings across sub-themes, though family appeared slightly more frequently than other categories. Which is interesting since emerging adults expand and diversify their social networks by forming connections with friends, peers, classmates, coworkers, romantic partners, and others (Arnett, 2015). This may be due to the higher number of students studying away from home, a transition that can have a significant impact on their well-being by experiencing a reduction in contact with important social support networks (Alharbi & Smith, 2019). Although “meaningful places” were the main theme representing well-being, the comparison between students from the University of Algarve and the University of Minho showed that geographical location did not appear to influence visual representations of well-being. Despite the distinct geographical contexts of the two regions, both groups valued similar themes in their visual representations. This result suggests that the way students visually represent well-being does not differ substantially based on their geographical location, indicating that other variables may better explain potential differences, such as stress levels or behaviors (Candeias et al., 2024), or that a larger sample size might be necessary to detect any regional distinctions. Both samples had a similar number of drawings illustrating “beach” and “nature”. While the Algarve region, with its warm climate and vast coastline, is naturally linked to beaches, Minho region, with its inland position, is more associated with green landscapes and mountains. 31 Nonetheless, both regions highlighted the importance of natural environments in their visual representation of well-being. This may be because both blue and green spaces are commonly used for restoration and promoting well-being, even if the Algarve has easier access to beaches and Minho to more mountainous, natural landscapes. Coastal environments, like beaches, encourage behaviors that enhance well-being, and people living nearby tend to take advantage of these opportunities (White et al., 2013), but maybe the allure of the beach itself may be a strong enough motivator for people inland to seek it out regularly, much like people could be drawn to green spaces regardless of their proximity. On the other hand, the increased number of drawings depicting the beach and nature on both regions may reflect a culturally developed preference, since in general, humans have a strong affinity for natural environments (Meidenbauer et al., 2019) . Over time, preference for nature emerges, providing affective benefits due to this developed preference (Brancato et al., 2022). Geographic location appeared to play a role in students' place identity, with students from the University of Minho demonstrating higher levels compared to those from the University of Algarve. This suggests that regional factors may contribute to how students relate to their environments, possibly due to differing cultural or environmental influences between the two universities. Universities may vary in their infrastructure, regional characteristics, and the resources they provide to students, which can serve as a differentiating factor. When splitting the data by geographic location, well-being representations did not seem to have a strong influence on place identity or mental health for students at the University of Algarve, indicating that these factors may not play a prominent role. In contrast, students from the University of Minho who represented well-being through 'Interpersonal relationships' appeared to exhibit higher levels of place identity compared to those who focused on 'Self' themes. This finding aligns with Proshansky’s (1978) view where an individual's self-identity is shaped and articulated through their place identity, which encompasses a pattern of beliefs, values, emotions, expectations, and preferences that are intertwined with the characteristics of the physical environment. Maybe interpersonal relationships may reinforce students' connection to their physical surroundings, highlighting the role of social bonds in the development of place identity. The absence of this effect in the Algarve sample might suggest that different social dynamics or variables might influence how well-being is linked to place identity. 4.1 Limitations and Future Studies This study provides valuable insights into how Portuguese university students visually represent well-being and the potential influence of geographic location on place identity and mental health. However, 32 several limitations must be acknowledged, which also present opportunities for future research. One key limitation lies in the sample size, which limits the generalizability of the findings. Although the study included students from two different universities, a larger and more diverse sample would offer a more comprehensive understanding of the population. Expanding the sample size could also support the development of a conceptual framework that explores the relationship between visual representations of well-being, and different levels of mental health, and place identity. On the other hand, this exploratory study provides a valuable contribution toward the validation of the Place Attachment Scale (Williams & Vaske, 2003), in future research. Studies could build upon these findings by exploring how different life stages and age groups represent well-being. Research shows that as individuals age, their life priorities shift, and this impacts on what contributes to their well-being (Jebb et al., 2020), the significance of “Meaningful Places” for well-being may evolve, either giving way to other themes or maintaining its importance over time. Understanding these differences could shed light on how well-being is represented visually across the lifespan. A longitudinal approach could be also useful to track how students' representations of well-being evolve as they progress through different academic and life stages, offering insights into the temporal dimension of well-being. This study also excluded immigrant populations, and future research should address this gap. This was attributed to the deeper and more intense connections natives typically establish with their place of origin or residence, whether it be in terms of place identity or attachment (Hernández et al., 2007). It would be valuable to explore how international or Erasmus students form place identity in foreign settings and how this interacts with their well-being. On the other hand, future research could compare local and non-local students to determine whether non-locals, who are often physically distant from family, place more emphasis on certain themes like family in their well-being representations. Building on the varying levels of place identity observed at both universities, further research could investigate how university culture and social support systems may influence the relationship between place identity and well-being. 4.2 Implications for Clinical Practice and University Policies According to Blackwell (2019), mental imagery is a form of thought that influences our emotions, cognitions, and behaviors, and in some cases, can be more powerful than verbalization. If we consider visual representations to access or work with mental imagery, this study could have significant implications for clinical practice. It could provide valuable insights into clients' internal experiences and 33 offer new methods for therapeutic intervention. For instance, a therapist might ask a client to draw their ideal state of well-being, helping them to clarify and focus on their goals or even work on maladaptive representations (like some seen in the theme “Absence of ill-being”) , as negative imagery can lead to avoidance behavior, for example (Blackwell, 2019). Also, individuals may struggle to articulate what brings them well-being, but through drawing, they may tap into answers that words alone cannot provide. In line with the sub-theme “Nature”, the incorporation of nature imagery can have restorative benefits and serves as a viable alternative when direct access to natural environments is unavailable (Koivisto & Grassini, 2024). Visual representations can be worked in different ways besides drawings. In research, Dare et al. (2021) co-created visual representations of safe spaces through photovoice and focus groups with mental health service users. The prevalence of students representations of well-being with natural places highlights the potential for universities to design less stressful environments by incorporating more elements of nature into students’ daily spaces. Academic greenspace can be therapeutic landscapes, functioning as social, symbolic and recovery spaces (Foellmer et al., 2021). According to Baik et al. (2019), studies on the wellbeing of university students have primarily concentrated on their use of support services and the prevalence of psychological distress with less emphasis on strategies to mitigate environmental stressors and enhance protective factors within the university setting. Regular interaction with green spaces improves student’s positive mental development (Jabbar et al., 2022), and those who actively engage report higher quality of life, better overall mood and lower perceived stress (Holt et al., 2019) .This study suggests that creating more green spaces on campus, due to the sub-theme “Nature”, could possibly enhance students' well-being. It may improve place identity through the design of spaces that enable students to establish connections with their university (Khaidzir & Kamal, 2023). 5. Conclusion Drawing serves as a powerful tool through which an individual expresses their inner world (Quaglia, 2011). In this study students manifested their visual representations of well-being through six core themes “Meaningful Places”, “Life-Balance”, “Self”, “Interpersonal Relationships”, “Memorable Experiences” and “Peace”, with a particular emphasis on “Meaningful Places”. This innovative visual technique provided insights into well-being, as empirical research simplifies the concept of well-being by focusing on life satisfaction and happiness (Jebb et al., 2020; Ruggeri et al., 2020; Schwanen & Wang, 2014). While there are studies highlighting the impact of places on well-being, 34 few address the central role that these spaces play in shaping overall well-being. Rather than merely being backgrounds to emotional experiences, the places drawn may be catalysts for the experience of well-being itself. As Seligman (2011) emphasizes, well-being is not defined by a single element, rather being the combination of various factors, and each visual representation reflects a unique dimension of well-being. 35 6. References Ahuja, V. (2024). Mental Health Challenges in HigherEd Students: Framework and Implications for Institutions. In P. J. O. Aloka (Ed.), Mental Health Crisis in Higher Education (pp. 147–167). IGI Global. Ainsworth, S. E., & Scheiter, K. (2021). 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