Promotion of Social Adjustment for Preschool Children by A Reciprocal Storytelling Strategy

• Main Authors: Ya-Fen Chen, 陳雅芬
• Other Authors: Shu-ying Liu
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/81963149738022283782

碩士 === 國立新竹教育大學 === 人資處輔導教學碩士班 === 94 === ABSTRACT The purpose of this study was discussed a five-year-old socially maladjusted preschool child through twelve reciprocal storytelling activities based on case study research. To achieve the purposes, the study was to describe the reciprocal storytelling process and discuss the characteristics and overall performance of a socially maladjusted preschool child during the reciprocal storytelling counseling process as well as the researcher’s growth and reflection in the process. According to research, three issues were to be emphasized during the reciprocal storytelling process. They are: (1) Story progression depends on the traits of the case and the needs of the case’s problems; (2) The feedback story needs to take into account the case’s key internal conflicts and needs; and (3) It is necessary to build a safe and trusting counseling relationship with the case and make sure that the counselor’s role is well understood and mastered. The contents of the reciprocal storytelling process of the case were analyzed by the following four items: (1) Thinking and Comprehension; (2) Affective and Emotional Expression; (3) Interactive Behavioral Model; and (4) Psychodynamic Aspects, in order to understand the factors leading to the case’s social maladjustment and the social adjustment conditions. Researcher establish safety and trust conditions in the reciprocal storytelling process enables the case to fully express itself. In the process of practice, flexibility was allowed the preschool children to develop different possible solutions, making reciprocal storytelling a good method for counseling preschool children with social problems. During reciprocal storytelling counseling, the following factors were to be emphasized: (1) Counselors should have a basic understanding of the physical and psychological development of preschool children; (2) They should have gained the related professional counseling training; (3) The counseling frequency should be extended. If we help the case to apply the interactive model learned in the story in his real-life peer interaction, then it will enhance the effectiveness of storytelling counseling more clearly. Finally, recommendations were made as the reference of counselors and researchers for the application and research of reciprocal storytelling from the reflections of storytelling counseling.