| Summary: | 碩士 === 國立嘉義大學 === 輔導與諮商學系研究所 === 98 === The research was to investigate the immediate and follow-up counseling effects of Emotional Management Group Program (EMGP) for college students’ emotional intelligence and the meaning of life. For reach the purposes of this study, the research adopted nonequivalent pretest-posttest designs of quasi-experiments. The subject of the research subjects were 34 college fresh students from a class of the general education courses, 11 of which were assigned to the experimental group and 23 of which to the control group. Students in the experimental group received 8 experimental treatments in total, two hours for each treatment and one treatment weekly; while those in the control group accepted the original general education courses. The research used “Emotional Intelligence Scale” (Wu, 2004) and “Purpose in Life Test” (Song, 1992) as the tools, to measure the outcome of immediate and follow-up counseling effects. The obtained Data were proved in statistic by using analysis of covariance (one-way ANOVA), by collecting the response information of members, processing record of groups, and individual analysis of the experimental students as the tool to assistance and confirmed the research results. The main findings of this research were described as follows:
1. Immediate counseling effect
After the intervention, there is a significant difference in “empathy Subscale” between the experimental and control group (F=9.288, p<.01). It reveals the immediate counseling effect of EMGP on the experimental members.
2. Counseling effect of member responses analysis
(1) Members considered that the EMPG was practical help to themselves, and it made them change in the area of “emotional management”, “empathy”, “the value of life” and “the purpose of life”.
(2) Members considered that their moods was purified and obtained catharsis in group process. They receive or offer emotional support and information, and learned more appropriate emotional oriented adjustment method.
(3) Members considered that the meditation intervention and bibliotherapy provided them for cognitive introspection and positive thinking.
According to the findings, suggestions were provided for school counselors. Some topics for future research were also indicated.
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