Case study on improving the self-concept of senior female students through group therapy

Aim: To explore the effective method to improve the self-concept of senior female students using group therapy and case studies, and introduce the variable of emotion to discover the relationship between the development of self-concept and emotion. Methods: The consultation was conducted in groups from May to June 2005, and the follow-up was performed in September 2005. Six academically gifted senior students, including 2 students with the IQ below 120, 2 students with IQ ranged 120-130, and 2 students above 130 were selected. A focus group discussion and one to one interview were carried out to acquire the self-knowledge of the participants and their expecting methods and contents about training. Besides, pretest of SDQ-II, SES and PAS & NAS, etc. were conducted. Five activities were designed for group therapy, which lasted for 2 weeks. Subjects fulfilled the post-test of SES and PAS & NAS etc., and the subjects filled a questionnaire of evaluation on effectiveness of group therapy anonymously, and then was the Emotional Management Diary for 2 more weeks and the follow-up tests in SES and Emotion Scale for 3 times. 1 SES was composed of 10 items. 2 SDQ-II was composed of 102 items and 11 subscales, and it was used to test the self-concept of middle school students. 3 PAS & NAS, composing by 10 items, was used to measure the psychological satisfaction of the subjects. A "yes" for positive emotion scored one point, and a "no" for negative emotion scored one point. Balanced emotional score could be obtained by plus 5 after subtract the score of negative emotion from that of positive emotion, which shall be ranged from one point to nine points. 4 Questionnaire of Evaluation on the effectiveness of the group therapy was an anonymous evaluation of the group therapy. 5 Emotional Management Diary, following 9 questions to record the emotion events and experiences twice per day for the purpose of analyze the relationship between the development of self-concept and emotion. Results: 1 The scores in SDQ-II increased in the post-test; The score of 5 participants with low primary self-concept scores increased in the second test, while the scores of some subjects decreased in the third test in comparison to those in the second test, but they were still higher than those in the first test. However, the mean score increased for the whole group. 2 the scores in positive emotion in the second test increased or did not change in comparison with those before consultation, while 2 participants decreased in the second post-test; and scores on NAS decreased or unchanged. However, the balance emotional scores increased except one participant unchanged. The mean score of PAS increased, whereas mean NAS scores decreased. 3 The participants expressed that they knew better about the self as well as the method of self emotional regulation and interpersonal skills through the group therapy, and they would keep practicing this methods and skills in real life. 4 Comparison in Emotional Management Diary between the period of therapy and the second week after that showed that the amount of positive emotional words increased or unchanged, and negative emotional words increased at the late days of the week because of the final exams coming. However, 3 of the participants kept increasing the positive evaluation on self, and all of the participants had a positive attitude towards their self-capability to face with the negative emotional states. Conclusion: Participants increase their scores both in SDQ-II and SES by group therapy, and all of them hold a positive attitude towards the activities and its effectiveness of the group therapy. Thus, well-designed group therapy, with an interaction between self and emotion, can improve the self-concept of senior female students.