| Summary: | 碩士 === 國立高雄師範大學 === 輔導與諮商研究所 === 93 === Effects of Social Skill Training Group on Shy Children in Elementary School
Meng-Lun Tsai
Abstract
The main purpose of this study was to design a social skill training group for shy children in elementary school, and to explore the immediate and follow-up effects of this group.
A pretest-posttest control group design was adopted for the study. The targeted population of this study was defined as the fifth and sixth grade students of Yung Shin Elementary School in Tainan. Twelve shy students were randomly assigned to experiment group and control group according to their gender. In further, two children who interacted well with peers participated the experimental group as models for promoting the group reaction process.
All subjects received the pretest, the posttest, and the follow-up test with the Personal Feeling Scale, Childrens Skill Scales which include child-evaluation and teacher-evaluation section and the Social Esteem Scale. The data was analyzed by one-way Analysis of Covariance(ANCOVA). In addition, feedback from group members and the records of interview were analyzed to support the research outcome.
According to the study, the major findings were as follows:
1. Social Skill training group didn’t have immediate significant effect on subjects′ self-report shyness, social skills of child-evaluation and the teacher-evaluation, social confidence, and interpersonal courage.
2. A four-week follow-up analysis showed that the social skill training group had follow-up effect on subjects′ self-report shyness, social skills of child-evaluation and social confidence. However, it didn’t have follow-up effect on other dependent variables.
3. From the feedback and interviews of the experiment group, it was found that the students had positive attitude toward the group. The group was not only funny but also suitable for shy children in grade 5 th and 6 th. Most members had learned social skills from this group and had insight on their unreasonable believes. Experimental members could use positive language to help themselves and continue to reduce self-report shyness. They had more courage and confidence to join in social situations.
Finally, according to the results, this study would propose some suggestions for practical implementation of school counseling and future studies.
Key words: social skill, group guidance, shyness, social esteem
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