A study on the process of applying bibliotherapy in the children’s emotion management small group guidance: Taking the third grade students as an example

• Main Authors: Li - Yuan Hung, 洪麗遠
• Other Authors: 項必蒂
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/63541130227209752194

碩士 === 國立台北師範學院 === 教育心理與輔導學系碩士班 === 92 === As an elementary school teacher, the researcher found that children had the problems of emotion management difficulty in her practical work. Through the process of bibliotherapy, the purposes of this study were to explore children’s performances and changes of emotion management in the small group guidance, and understand the researcher’s implementing thoughts and professional growth in the action research. Qualitative research was employed for this study. It is a study of leading 7 middle grade elementary school students with emotion management difficulty through 22 guidance group activities which lasted for 1 year. Five main strategies of data collection, participant observation, individual interview, activity record, journals and document analysis were used. Quantitative scores of “Children Emotional Quotient Evaluation” were included in analyzing and evaluating the performances of these school children.The findings and results of this study were as follow: 1. The group process of constructing action research is a multiple, interactive and dynamic process. Constructing research action means it’s a circulation process combined cognitive plan, consecutive action and correction. Regard angry mood as the theme, the group members revise their action from the thought and feedback. Moreover, in the group process of “here and now”, children will explore their self-defensive. Through the operation of group dynamics, children establish their sense of self value and dissolve the dispute with the humor. 2. Rational thinking is an effective strategy to construct the emotion management, and the intension of thinking will influence the performance of emotion. Rational thinking helps children''s manage their emotion, including multiple, logical and flexible thinking; Obtain the true evidence to control their emotion and solve the problem; Responsible for the angry behavior consequence; Encourage oneself by self-statements . On the contrary, the children’s irrational beliefs will influence their emotion expression. For example, people should be treated fairly, and should retaliate while being bullied the person, or the person who makes me angry should be punished. 3. Implementing the small group of bibliotherapy helpful in anger management, because the quantitative scores of “Children Emotional Quotient Evaluation” reveal positive effect, as well as the process of emotion management has obvious qualitative changes. Small group guidance helps the clients manage their emotion and change the process from disorder to steady growth gradually. The strategies of effective emotion management were included as follow: Increase the sense of self-control and be brave to do oneself; Grow up from self-confidence; Bear responsibility while introspecting oneself; Substitute angry emotion with happy emotion ; Treat others with empathy; Forgive others for others'' mistakes and learn how to give . 4. The researcher''s thought and professional growth improve the changes of children’s emotion management. The faith and attitude of the counselor are key factors of guiding children''s emotion management. The counselor sets up trust to close with the child first, then not only represent sincereness, respect and concern, but also accept the children''s emotion instead of making criticism and denying. Moreover, the counselors should be gentle in the face of conflict and firmness to set good models in the sane emotion expression for children to follow. 5. The rational belief and irrational belief are difficult to distinguish while children using thinking. Rational belief and irrational belief coexist at the same time, children''s thinking receives the constraint of congenital cognitive development, so that they will be restricted while using thinking, and then influence the behavior of mood management. Furthermore, the restraints will influence their performances on emotion management. 6. The teacher should build the atmosphere of learning emotion management to help the children find growth strength in acceptance. In the class, the homeroom teacher uses group dynamics to build the warm and concern atmosphere, and to meet the children’s needs. When the children perceive the acceptance and confidence, their emotion will be steady gradually, their potentialities will be promoted and they will become happier too. Finally, based on the process and results of this study, the researcher also explained the restrictions of this study and provided some suggestions in the implication of counseling work and future researches.