A Study of the Effect of Applying Bibliotherapy in the Classroom to Promote Prosocial Behavior to the 6th Grade Students

• Main Authors: Ming-Zong Wu, 吳明宗
• Other Authors: Juei-Yu Lo
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/00014140871886129026

碩士 === 國立屏東師範學院 === 教育心理與輔導研究所 === 90 === A Study of the Effect of Applying Bibliotherapy in the Classroom to Promote Prosocial Behavior to the 6th Grade Students Ming-Zong Wu Abstract The purpose of the study was to investigate the effectiveness of applying bibliotherapy in the classroom to promote prosocial behavior to the 6th grade students. Two classes of students were selected from Sin — Pei Elementary School to participate in this study. One class with 23 students (13 boys and 10 grils) was assigned to treatment group and the other class with 24 students (13 boys and 11 girls) was assigned to control group. The treatment group received 14 times (1260 minutes in all) bibliotherapy in the classroom while the control group did not receive any treatment. The quasi-experimental design was used in this study. The study employed the Prosocial Behavior Questionnaire to conduct pretest, posttest, and follow-up measures. The data was analyzed by using the analysis of covariance. The records of the counseling process, the subject’s feedback and interview, observation made by the subject’s teacher, and the researcher’s journal used to cross-verify the results of this study. The results of this study are summarized as follows: A quantitative analysis:(1) According to the Prosocial Behavior Questionnaire, the significant immediate effectiveness showed only on part of the scale after the 6th grade students received the bibliotherapy. (2) According to the Prosocial Behavior Questionnaire, the follow-up effectiveness was on the decline after six weeks of the bibliotherapy on the 6th grade students. (3) According to the follow-up measures, the result of the posttest of the subject’s self-evaluation advanced than that of the pretest. (4) The primary reasons on the feedback of the bibliotherapy were “The leading and explanation of the teacher, the encouragement and support of the teacher, the encouragement, support and assistance among teammate during the activities, self-hard working, the discussion, share and interaction among teammate.” A qualitative analysis: (1) The Subjects considered that the content of book that has colorful and beautiful illustration was easy to understand and was interesting. Furthermore, it had a definite theme and was a positive and good model to follow. (2) Each unit had its positive effectiveness to the Subjects. (3) The content of the book, the leading and explanation of the teacher and the process of the discussion attributed to the success of prosocial behavior of the Subjects. (4) The disposition prosocial behavior of the Subjects enforced; however, the performance prosocial behavior would happen in the proper situation. (5) The members who revealed the high effectiveness on prosocial behavior had learned more from the experience and got insight to the book than those who revealed the low effectiveness on prosocial behavior. (6) The Subject members learned a lot from the bibliotherapy and were willing to participate this kind of activity of bibliotherapy in the future. According to the results, some important implications were discussed and suggestions for education and future research were also provided. Key Words: Prosocial Behavior, Bibliotherapy,Elementary School Children, Class Guidance, Qualitative Analysis