本研究旨在設計一套幫助低EQ國中生的「探索諮商團體」方案,探討此方案對提升國中生情緒智力之效果影響,以作為輔導情緒困擾學生及在學校推動探索諮商的參考。 本研究對象為某國中二年級學生,經由「國中生情緒智力量表」篩選出情緒智力較低,並經面談有意願參加此方案的學生24名,隨機分派為兩組,一組12名為實驗組,另一組12名為控制組,實驗組接受為期十週的「探索諮商團體」;控制組則不接受任何實驗處理。本研究的主要工具為「國中生情緒智力量表」,在實驗結束後,以「國中生情緒智力量表」前測分數為共變項,後測分數為依變項,進行ANCOVA考驗兩組的差異。此外,並對實驗組成員參加活動後所寫的回饋表,包括:心情溫度計、整體活動回饋表及導師對實驗組成員的觀察紀錄、觀察員對團體領導者觀察紀錄等資料加以整理分析,以佐證實驗結果。 經研究結果發現: 一、探索諮商團體對提升國中生「整體」和「自我」情緒智力上 有幫助,但對提升國中生「人際」情緒智力上沒有幫助。 二、從實驗組成員的回饋問卷整理結果發現: 1、 成員對探索諮商團體的整體感受大都為積極、正向的反應。 2、具動態、好玩、新鮮、挑戰性、合作性高的探索活動越受 成員喜歡,也對提升情緒智力有幫助。 3、情緒日誌和情緒文章對提升情緒智力有正面的效果。 4、探索諮商團體所得的經驗可以應用到日常生活中。 三、從導師的觀察記錄和成員的回饋皆認為,探索諮商團體對其 他方面的成長,如人際關係、了解自己、自我肯定、對他人 的看法、功課進步等方面,亦有正向的改變。 根據上述的研究結果,本研究提出進一步的討論,對探索諮商團體提升國中生情緒智力效果的改變歷程嘗試提出一套解釋模式,並對未來研究探索諮商團體及情緒教育分別提出建議。
A Study of the Effect of Adventure-Based Counseling Group in Promoting Emotional Intelligence for Low EQ Junior High School Students Mei – Ling Chiang Abstract This study aims to design a project of “Adventure-Based Counseling Group (ABCG)” to help junior high students whose EQ are low, and also investigate the effect of this project. A sample of 24 junior high school second grade students who possess lower emotional intelligence were selected and interviewed by using “Emotional Intelligence Scale for junior high school student ( EIS)”. The students were randomly assigned into experiment and control group, with 12 students in each group. Experiment group took a ten- week course of ABCG . Controlling group did not take any treatment. The instrument is EIS. ANCOVA is used to compare the differences between two groups, with the pre-test score of EIS as covariate and the post-test score as dependent variable. In addition, the feedback data from experiment group were analyzed so as to substantiate the experiment results. The findings of this study are as follows: 1. ABCG helps in promoting “overall” emotional intelligence of junior high school students; the “ego” dimension of emotional intelligence has the same effect, but not on the “inter-personal” dimension. 2. Findings of the feedback data from the members of experiment group on questionnaire are: a. Most of the overall feelings of the members towards ABCG are positive. b. The members prefer high motional, funny, fresh, challengeable and cooperative activities of ABCG which are helpful in promoting emotional intelligence. c. Emotion diary and emotion articles also provide positive effect in promoting emotional intelligence. d. The experience gained from ABCG can also be applied to the daily life. 3. From the class teacher’s observation records and group members’ feedback, the ABCG also provides positive effects for the other aspects of growth, such as inter-personal relationship, understanding oneself, self-recognition, and progress in study. Based on the findings, this study tried to construct a model to explain the changing process of the effect of ABCG. In addition, recommendations are provided for further studying ABCG and emotion education in school.