EMOTIONAL RESPONSES TO THE ENVIRONMENT OF COUNSELING ROOM TO REDUCE STRESS AND ANXIETY IN HIGHER EDUCATION INSTITUTIONS: A MIXED METHODS STUDY
Keywords:
Counseling Room, Environmental Psychology, Emotional Response, Stress, AnxietyAbstract
The purpose of this study was to use environmental psychology and Emotional Response Theory to examine students’ perceptions and emotional responses to the counseling room environment in higher education institutions, . A qualitative research design was used in which 45 individuals participated: 30 students who had used counseling services and 15 faculty counselors, selected through purposive sampling. Data were collected using in-depth interviews and behavioral observations, and analyzed using thematic analysis.
The findings revealed that physical factors, such as seating arrangement, significantly influenced students’ relaxation and openness. Sitting at a 45-degree angle with a distance of 1.2–2 meters reduced pressure and encouraged self-disclosure. In addition, exposure to natural views, natural lighting, and interior decoration with artwork or indoor plants effectively reduced stress and anxiety. Psychological factors emphasized the importance of privacy and safe spaces, which promoted trust and a willingness to share personal problems. Social factors emphasized the role of positive counselor–student relationships and informal communication styles in reducing anxiety and improving counseling effectiveness. In conclusion, counseling rooms should be designed to integrate physical, psychological, and social dimensions to create a supportive atmosphere that promotes relaxation, safety, and trust. Such environments are fundamental to effective counseling processes in higher education institutions.
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