| Summary: | 碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 100 === The examine the short-term and long-term effects of process-oriented painting using art therapy group for bullied students at senior high school. Quasi-experimental design was adopted. Participants of this study included 37 bullied high school students from 3 public and private high schools in central Taiwan. The experimental group was engaged in the process-oriented painting using art therapy that lasted for 7 hours. The control group was given no treatment. The Questionnaire for Teenagers’ Daily Lives, Emotional Traits Scale, and Self-Esteem Scale were used as the pretest and posttest. The pretest was conducted 7 days before the experiment, the posttest right after the experiment, and the follow-up evaluation four weeks later. The data were analyzed by one-way analysis of covariance, independent samples or the Johnson-Neyman method, with the pretest adopted as a covariance and used to test the hypotheses.
The main results of this study can be summarized as follows:
1. The process-oriented painting using art therapy group had short-term and long-term effects on the participants in terms of the increase in positive emotion traits scale and the decrease in negative emotion traits scale.
2. The treatment had short-term and long-term effects on building the participants’ self-esteem.
3. The treatment had short-term effects on the participants’ improvement in positive emotion traits scale especially in the categories of pleasure and autonomy. Meanwhile, the participants’ senses of inferiority, anxiety, and helplessness were significantly decreased.
4. The treatment had long-term effects on the participants’ improvement in positive emotion traits scale especially in the categories of pleasure and autonomy. Meanwhile, the participants’ senses of inferiority, and anxiety were significantly decreased.
5. The treatment had no short-term or long-term effects on the participants’ emotional traits scale in the categories of senses of concern, hope, and anger. In addition, the short-term effects on participants’ sense of helplessness are significant while the long-term effects are not.
Finally, findings in this research were discussed and implications and suggestions for school counseling work and future study were also provided.
|
|---|
