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<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">IJGPN</journal-id><journal-title-group><journal-title>International Journal of General Practice Nursing</journal-title></journal-title-group><issn>2981-9415</issn><eissn>2981-9423</eissn><publisher><publisher-name>Bio-Byword Scientific Publishing Pty. Ltd.</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.26689/ijgpn.v3iSpecial.14071</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>The Mechanism of Balanced Relationships in Painting Therapy Promoting Self-Reconstruction for Older Adults: A Theoretical Review</title><url>https://artdesignp.com/journal/IJGPN/3/0/10.26689/ijgpn.v3iSpecial.14071</url><author>ZhuLili</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>3</volume><issue>0</issue><history><date date-type="pub"><published-time>2025-12-31</published-time></date></history><abstract>This theoretical review proposes a novel framework elucidating how balanced power relationships in painting therapy facilitate self-reconstruction among older adults. Central to this framework is the activation of metacognition—comprising knowledge, experience, and monitoring—through three therapeutic stages: Externalization, Dialogue, and Reconstruction. We argue that traditional authoritative therapist roles inhibit older adults’ creative autonomy and reflective capacity, whereas collaborative, balanced relationships promote a shift from first-person emotional immersion to a third-person observational stance, thereby enabling schema revision. The core mechanism posits that power balance activates metacognitive processes, which in turn mediate positive therapeutic outcomes. Practical implications are substantial, necessitating a shift in therapeutic focus from technical instruction to relationship management, and corresponding adjustments in counselor roles, intervention techniques, and self-cultivation. 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