| Summary: | 碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 104 === BACKGROUND: This study evaluated the effectiveness of a cards merged in narrative approach group counseling in improving fifth graders’ emotional intelligence. METHODS: A quasi-experimental study examined the effects of a 12-session cards merged in narrative approach group. Eight students were randomly allocated to either a control group or an experimental group. Emotional intelligence was examined using the Adolescent Emotional Response Inventory (AERI). Pretest, posttest, and follow-up data were collected.The reseacher ran a Mann-Whitney U to determine the effect.RESULTS:There was no significant difference immediately showed on the “AERI” at the end of the treatment. There was significant difference immediately showed on the “assimilating emotion” but not showed on “perception and understanding of emotion,” “expression of emotion,” “regulation of emotion,”. After one month,there was no significant difference showed on the “AERI,” “perception and understanding of emotion,” “expression of emotion,” “regulation of emotion,” “assimilating emotion”.
CONCLUSION: The cards merged in narrative approach group counseling may improve fifth graders’assimilating emotion.
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