A Case Study Of Psychological Drama On Scholastic Self-supporting For The Early School Children

Objective:To select objects,this study adopts 6-12 Years old Child Self-supporting Behavior Checklist—Class Scholastic Self-supporting Subscale to measure the 35 children who are from the second year of a primary school in Hunan province.Those children,called low grade group,their scale grades are below one standard deviation.There are 9 children in total.However,one child should be excluded,because he has a problem of Hyperactivity.Then,researcher adopts The 2 Subtests Short Form of Wechsler Intelligence Scale for Children to select subjects from another 8 children so that it's sure that their intelligence has not effect on class scholar self-supporting.At the same time,combining the advice of teacher with researcher's observation,there are 4 students selected as subjects whose level of class scholastic self-supporting are not well.Method:This study adopts Single-Participant Research Design to intervene the 4 subjects' class scholastic self-supporting in psychodrama.This intervention uses A-B baseline design with questionnaire method,observation method,interview method,measurement method and case study method,he independent variable is the intervention of psychodrama,the dependent variable is the changes of children's level of scholastic self-supporting.Independent variable has two parts,that is quantitative analysis which includes the grades of 6-12 Years Old Child Self-supporting Behavior Checklist—Class Scholastic Self-supporting subscale and the records of Puil's Scholastic Self-supporting Behavior Observational and Measured Scale and qualitative analysis which includes teacher's report and researcher's observation.This study includes three stages:The first stage:Baseline period(from the first to the fourth week).The main task is knowing about the baseline level of subject's class scholastic self-supporting.Researcher adopts Puil's Scholastic Self-supporting Behavior Observational and Measured Scale to know about the situation of subjects without intervention,at the same time,it should collect the teacher's description about subjects.The second stage:Intervention period(from the fifth to the twelve week).Doing the intervention programme.To know about the effect of intervention in psychodrama,researcher uses Puil's Scholastic Self-supporting Behavior Observational and Measured Scale to measure the change of subjects in class scholastic self-supporting and collect relevant data.The third stage:Tracking Period(from the thirteenth to the fourteenth week).Researcher still adopt 6-12 Years Old Child Self-supporting Behavior Checklist—Class Scholastic Self-supporting Subscale and Puil's Scholastic Self-supporting Behavior Observational and Measured Scale to measure and observe subjects' class scholastic self-supporting behavior.Then according to researcher's observation with teacher's report to know whether subjects keep having the high scholar self-supporting behaviors or not.Result:Based on the grades of 6-12 Years Old Child Self-supporting Behavior Checklist—Class Scholastic Self-supporting Subscale and the record of Puil's Scholastic Self-supporting Behavior Observational and Measured Scale?teacher's report and researcher's observation,we can see that there are three subjects increases their level of class scholar self-supporting that the frequency of class scholar self-supporting behaviors during Baseline Period and Intervention period are more than Tracking Period's,there is not any influence on another subject that the frequency of class scholar self-supporting behaviors during Baseline Period?Intervention period and Tracking Period has not and changes.Conclusion:Psychodrama is effective for the early school children to improve their class scholar self-supporting.