A case study of Cognitive behavior approach to Bibliotherapy for Improving child’s prosocial behavior

• Main Authors: Hui-Chun Huang, 黃蕙君
• Other Authors: 王萬清 老師
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/04537265289667272819

碩士 === 臺南師範學院 === 國民教育研究所 === 89 === A case study of Cognitive behavior approach to Bibliotherapy for Improving child’s prosocial behavior ABSTRACT The major puepose of this study was to explore the low-prosocial behavior child accept the process of Cognitive-behavior approach of Bibliotherapy，and the change of her low-prosocial behavior. This study adopted case study method and participant observation method.The study subject is an 4th grade girl who was low-prosocial behavior at Chung-Yih Elementary School in Tainan. Before 20-sessions Cognitive-behavior approach of Bibliotherapy，40 minutes for each session, was intervened with the subject the pretest of “Prosocial Behavior Questionnaire” and teacher’s interview. During the process of each session was recorded。After the termination of Cognitive-behavior approach of Bibliotherapy, then gives the subject posttest and tracing test of “Prosocial Behavior Scale”, then interview with classmates, her mother and voluntary parents, to know the change of prosocial behavior of the subject. Qualitative approaches with participant observation, interviews, and document analyses were employed to collect data. The main findings of this study were as follow:. 1.Help: subject’s helping behavior increased, her classmates and teacher could feel the change of the subject. 2.Share: subject would bring cookies、snakes to treat her classmates, also shared the cake、jelly with her classmates. 3.Care : there was little opportunity of caring in school, so researcher didn’t discover the caring behavior of subject. But the life of the family, subject would take care of her nephew、mother、the hurtful bird and plants. 4.Comfort: subject original would comfort people, after Counseling, subject’s performance of comfortable behavior had increased, and more active. 5.To give: the most improvmant behavior is giving, before counseling, subject gave objects to others very less, though the demonstration of characters in stories and researcher, subject was willing to give objects to others. 6.Cooperation: before counseling, by the peer assessment of prosocial behaviors, most classmates would’t cooperate with subject. After counseling, some classmates would cooperate with subject active, when they cooperated, subject control her temper, and would also provide objects to share with partners. Based on the result above, suggestion for counseling with prosocial behavior children as well as further study in the further were discussed.