Increasing Emotional Intelligence Among Early Adolescents: Mythodrama Group Psychotherapy Approuch

Tiabashvili, Tinatin and Mirtskhulava, Rusudan and Japaridze, Marine (2015) Increasing Emotional Intelligence Among Early Adolescents: Mythodrama Group Psychotherapy Approuch. Problems of Education in the 21th Century, 66 (66). pp. 67-74. ISSN 1822-7864

Text increasing emotional intelligence....docx Download (48kB)

Abstract

Adolescents exhibit a range of behavior difficulties as a result of the many physical, emotional, and social stresses associated with this developmental stage. Conflicts and occasional aggressive outbursts are common in this period, but this behavior becomes problematic when becomes persistent. Allan Guggenbühl’s Mythodrama group psychotherapy approach of resolving conflict and bullying in a school setting has been proven successful in Europe and in USA. The aim of the current study was to provide further evaluation of Mythodrama group work to address emotional and behavioral problems with early adolescents. As emotional abilities and dispositions appears to play a crucial role for adjustment and well-being in adolescence period, the present study investigated, using a controlled experimental design, whether it is possible to increase Emotional Intelligence in pupils received Mythodrama group intervention during three months. Sixty three public school pupils aged 10- to 12-years-old (M of age =11.06, SD=0.59), identified by school staff as displaying emotional and behavioral difficulties, were administered with Trait Emotional Intelligence Questionnaire (TEIQue) – Childs form (Petrides, 2008) twice, prior and post Mythodrama group intervention. Repeated measures ANOVA revealed a statistically significant change in seven domains of emotional intelligence, while no significant changes were observed in control group except three of domains. These findings suggest that Emotional Intelligence can be improved using Mythodrama group intervention, but more follow-up research is required to reveal the persistence of the result and its influence on school academic achievements.

Item Type:	Article
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Depositing User:	რუსუდან მირცხულავა
Date Deposited:	17 Sep 2015 11:02
Last Modified:	17 Sep 2015 11:02
URI:	http://eprints.iliauni.edu.ge/id/eprint/3502

Actions (login required)

View Item