Effects of Cognitive-Behavior Group Counseling on Children of Shyness in Elementary Schools

• Main Authors: Wui-Pin Lin, 林玉彬
• Other Authors: Hai- Hon Chen
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/61120242789141139986

碩士 === 臺南師範學院 === 國民教育研究所 === 88 === ABSTRACT The major purpose of this study was to develop a cognitive-behavior group counseling program and to examine the immediate and follow-up effects of cognitive-behavior group counseling on self-report shyness, self-concept, and social skills. Twenty-four shy students in grade 5th and 6th, boys and girls, were randomly assigned to experiment group and control group in the elementary school. The students in the experiment group were arranged to attend twelve sessions of cognitive- behavior group counseling. The control group received no treatment. All subjects received the pretest, the posttest, and the follow-up test with the Personal Feeling Scale, Children’s Self Concept Scale, and Children’s Social Skill Scales which include (a) child-evaluation section and (b) teacher-evaluation section. The data were analyzed by analysis of covariance (ANCONA) for quantitative analysis. Recorded materials in the Student’s handbooks, Session Feedback, Group Feedback, and interviews after each course and counseling, were written by subjects and group observes were helpful to evaluate the effects of cognitive-behavior group counseling for qualitative analysis. The major findings were as follows: (1) Cognitive- behavior group counseling could reduce student’s self-report shyness, and had instant and follow-up counseling effects. (2) Cognitive- behavior group counseling could promote the subjects’ whole self -concept, and had instant and follow-up counseling effects. On the sub-scales of anxiety and happiness had instant and follow-up counseling effects, too. On the sub-scale of feature had instant effect, but did not have follow-up counseling effect. (3) Cognitive- behavior group’s counseling had instant and follow-up counseling effects on social skill behaviors of child-evaluation and the teacher-evaluation. On the sub-scales of positive assertion, empathy of child-evaluation, and on the sub-scales of active participation, self assertion of teacher-evaluation had instant effects. Self assertion of teacher-evaluation had follow-up counseling effect, but not on positive assertion, empathy, and active participation. (4) Individual analytic data show the subjects of experiment group could use the coping skills of positive central dialogue to reduce the irrational beliefs, can reduce the nervous emotion and anxiety when speaking in public and among peoples, and increase the confidence. They could make friends with others in life. They all would like very much to participate in this kind of activities again if it is possible. At the end of this study, a few suggestions are provided for practical implementation of school counseling and future studies.