A Study of the Effects on Emotional Experience, Peer Relationship and Teacher-Student Relationship of the Therapeutic Approach to Art Activities in Class in an Elementary School Setting

• Main Authors: Ho, Chin-Hua, 何金樺
• Other Authors: Chen, Ching-Fu
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/51859478450495183612

碩士 === 國立屏東師範學院 === 心理輔導教育研究所 === 91 === The purpose of this study was to explore the effects of class art activities involving the therapeutic approach on emotional experience, peer relationship and teacher-student relationship in an elementary school setting. Two classes of fourth grade students from an elementary school in Kaohsiung County were taken as the subjects for the experiment. One class that the researcher began to teach this year was regarded as the experimental group, whereas the other, which another instructor began to teach this year, was regarded as the control group. There were thirty-four students in each of the two groups. In each group, fifteen students were selected for case analysis on the basis of the Index of Sociometric Status Score. Of these fifteen, four students were selected because of their good interpersonal relationships and the remaining eleven students because of their bad interpersonal relationships. The experimental group received one session of art therapy in class with the therapeutic approach each week for twelve weeks. The control group received no treatment. The study employed an equivalent pretest-posttest control group design. A dummy variable taking a value of one for students who received group counseling and zero for students who did not receive counseling was the independent variable. The dependent variables consist of measures of emotional experience, peer relationship and teacher-student relationship. The Children’s Emotional Reception Scale, Peer Relationship Scale and Teacher-Student Relationship Scale, taken in this study as evaluation tools, were measured before and after the experiment. Then, follow-up was executed for eight weeks. The data were analyzed by one-way analysis of covariance. The researcher also created several questionnaires to elicit responses from students after each activity and after the program was finished, and used video recording, tape recording, and photo-taking. The analysis of the fifteen cases on the basis of the art products and post-study interview both assisted in interpretation of the data and proved the result of the research. The findings of this research were as follows: 1.The therapeutic approach to art activities in class had significant immediate effects but no follow-up effects on emotional experience, and had significant immediate effects and follow-up effects on children’s negative emotions such as guilt and lonesomeness. 2.The therapeutic approach to art activities in class had immediate and follow-up effects on children’s peer relationships and social anxiety among peers, and had immediate but no follow-up effects on friendship. It had no obvious effects on peer’s imitation. 3.The therapeutic approach to art activities in class aided teacher-student relationships. After the treatment, the children demonstrated immediate and follow-up increases in the desire for the teacher’s familiarity and solicitude. However, they did not trust their teacher completely. 4.The children who had poor peer relationships could join the sub-groups after receiving the therapeutic approach to art activities in class. 5.Children expressed the following opinions about class art activities with the therapeutic approach: I. They encouraged willingness to produce, and boosted the children’s self-confidence and ability to express themselves; II. Relaxing before activities aided in imagination, and soft music was helpful in reducing pressure and stimulating thinking and innovation during the activities; and III. The activities increased the voluntary interaction among peers and facilitated the development of communication and cooperation skills.