| Summary: | 碩士 === 國立臺南大學 === 教育學系輔導教學碩士班 === 94 === The purpose of this study was to investigate the instant and follow-up counseling effects on elementary school students’ emotional competence as well as the changes of their emotional competence. This author designed The Emotional Competence Scale for Children (ECSC). Five sub-scales were included in this scale, including “emotional expression,” “emotional transition,” “emotional management,” “emotional adjustment,” and “ emotional independence.” The variance was 57.16%. The Cronbach α was 0.963 and the test-retest reliability coefficient was 0.850.
This author used a pretest-posttest nonequivalent-group design. 68 5th and 6th graders were divided into the experimental group and the control group. The experimental group students accepted twenty experiments, three times a week, 70 minutes each time. The Emotional Competence Scale for Children (ECSC) designed by this author and Ms. Yu-Ping LIN was used as the evaluation tool. The statistics were later analyzed in single-factor ANOVA. Other methods for further references included Individual Interviews, Counseling Records, Self-Evaluation Sheets, and Unit Activity Feedback Sheets.
The main findings were as follows,
1. In the instant counseling effects: Creative drama Teaching Program had instant effects on elementary students’ emotional competence in “the final score”, “expression”, “transition”, and “adjustment.” However, no instant effect was available on “management,” and “independence.”
2. In the follow-up counseling effects: Creative drama Teaching Program had follow-up effects on elementary students’ emotional competence in “the final score”, “adjustment”, and “management.” However, no follow-up effect was available on “expression,” “transition,” and “independence.”
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3. the counseling effect of qualitative analysis:
(1) After the creative drama Teaching Program, students became more and more sensitive to their own emotional expressions and those of others.
(2) Students learned to change their emotions into positive ones through role play, dialogues, and sharing.
(3) Students learned to use proper ways to manage their negative emotions, so negative emotions diminished in frequency.
(4) Students learned to use positive ways to adjust their own emotions so as to improve their abilities in solving problems.
(5) Students learned how negative emotions influenced their friendships, and were willing to changed themselves and to share their own emotions with others. They were even ready to give a helping hand to establish good relationships.
(6) Creative drama Teaching Program helped elementary students acquire positive emotional competence.
Based on the findings above, this author made some suggestions for counseling and further research.
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