Interventional Effects of Kids-Yoga-Emotional-Efficacy Group among Children with ADHD and Emotional Disturbance

• Main Authors: Yu-Yun Wang, 王昱勻
• Other Authors: Hsiu-Jung Chen
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/26953236140406997684

碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 101 === The main aim of this research study is to explore the outcome effects of 10 session kids yoga emotin efficacy group intervention which designed by researcher. The 10 sessions kids yoga emotinal efficacy group held 90mins, twice in a week. This research study including 3 objectives. They are: 1. to examine whether if the scores of inattetion and hyperactivity/impusivity in SNAP-IV after are higher than before, 2. to examine whether if the the score of life adjustment and emotion regulation in Life Adjustment Inventory and Emotion Regulation Inventory of elementary school students after are higher than before , 3. the maintaining effects of group 1, 4. to explore the trasformation elements and experience among memebers during this group. Method: Participants were 13 children among 3th-5th grade who got 95 percentile in SNAP-IV parent scale and got emotion disorder in Sale for Assessng Emotional Disturbance (at least 2/5 subscale are above standard score 13, or got at least 120 in overall emotional disturbance quotient) in pre-screen phase. These 13 participants were dived into two groups (Group 1, n=7; Group 2, n=8 ), intervention began in July and August subsequently. The one began in August is also wating list control group (n=6). Quantitative data colletions came from parents-completed SNAP-IV, observation table, and childrencompleted Life Adjustment and Emotion Regulation Inventory. Qualitative data collections came from observation of observer, discussion, leader’s notes, and parents interviews. Quantitative data were analysed by SPSS 20.0. Qualititative data were analysed by trangulation methods. This research study shows the follow results: 1. The scores of intervention group are significantly higher than control group in the score of emotional efficacy subscale, and the intervention group has small effect size. 2. The scores of intervention group are lower than control group in inattention, hyperactivity/impulsivity subscale of SNAP-IV, which means intervention group is helpful to reduce inattention, hyperacitivity and impulsivity. Also, the group has small effect size. 3. The scores of intervention group are higher in interpersonal, psychological/emotional, physical adjustment subsale, and the group has small effect size. Qualitative results shows that, 1. Members had more inattional, disruptive , and strong behaivors, and had more distrust, anxiety, and anger in the in the beginning phase. Memebers starts to show more obedience, waiting, collaboration and innovation in the middle phase. 2. The common transformation elements among group members are: a. promotion of motivation and efficacy, b. using positive sentence and have better interpersonal relationship, c. more concentrate on tasks, d. expanding regulation strategy. There are still one unique transformation elements rest, it is behavioral modification. It is only shwed by some specific member. Generally speaking, children and parents claimed this group has positive benefits in attention, reducing hyperacitivity/impulsitivty, life adjustment and emotion regulation.