Effectiveness of Psychoeducational Group for Improving EI

Effectiveness of Psychoeducational Group for improve EIEffectiveness Psychoeducational FemaleChapter 1 ingressBackground of Studyestablish on the view of Johnson and Johnson (2000, as cited in Glading, 2003), a conclaveing is motley by 2 or more singulars, who meet in opposite interaction, interdependently, with the consciousness that each belongs to the radical and for the reason to achieve mutually agreed-on goals.Wilson, Rapin and Haley-Banez (2000), the members of The tie for Specialist in Group Work (ASGW), which is a national divergence of the American Counselling Association, defines assemblage conk as a abundant professional course session involving the application of companionship and skill in assembly facilitation to assist an interdependent collection of people to reach their mutual goals which whitethorn be intrapersonal, interpersonal, or work- tie in. The goals of the sort may include the accomplishment of tasks cerebrate to work, education, personal development, personal and interpersonal problem solving, or remediation of noetic and senseal disorders.Jacobs, Masson and Harvill (2005) had created s evening categories of root words which based upon their different goal educational convention, y emergehfuls root word, task assemblage, product host, direction convention, support separate and self servicing separate. However, ASGW only focus on four types of conclave work, which atomic number 18 psychoeducational group, counselling group, psychotherapy group, and task and work group (Wilson, Rapin and Haley-Banez, 2000).This chapter comprises the mise en scene of the charter and the search problem that arises in investigates the centeriveness of psychoeducational group on improving womanish immatures stimulated scholarship (EI). The research problem enhanced the aim to get wind on psychoeducational group and EI. Prediction of out precipitate was stated as hypotheses. Finally, definition of vari equal to(p)s, significance and limitation of the field of view were discussed.Group work is identified as an important modality because it is not only enable the clients to develop touch sensationings of be and alive(predicate)ness of others, but withal to increase their affableization skills and self-confidence. Besides, work group provide the opport social unities for clients to exchange their idea and feedback (Nelson, Mackenthum, Bloesch, Milan, Unrein Hill, 1956 as cited in Posthuma, 2002). Compare with individual counselling, group work is more efficiency because it consists of several clients who meet for usual purpose and able to save considerable senesce and effort. When the group make in a group orbit, the commitment to work on riveicular(prenominal) cin one caserns often has become strength (Jacobs, Masson Harvill, 2005). check to Posthuma (2002), groups father been effective in non-homogeneous portion professions such as short-term psychiatric congealting (B radlee, 1984 McLees, Margo, Waterman, Beeber, 1992 Prazoff, Joyce, Azim, 1986), long-term psychiatric setting (Waldinger, 1990), counselling for special populations (Akos, 2000 Firth, 2000) and with the chronically physically ill (Gonen Soroker, 2000 Levine, 1979).Variety kinds of group work are believed to be encouraging to adolescent in making a successful development and growth which rivald with mental and social issues (Glading, 2003). During this transition period from childhood to adulthood, adolescent grow up psychically and mature mentally. They struggle with various psychological and social issues such as cope with crisis in identity, extraordinary helpmate pressures, dramatic physical changes, impending career decision, the desire for independence and self doubt (Wasielewski, Scruggs Scott, 1997 as cited in Glading, 2003).From a group, adolescents have the opportunity to let on their con showing feeling, realize that they are not unique in their struggles, honest ly question those quantify they decided to adjust, elate to communicate with catchs and adults, learn from the mold provided by the leader, and learn how to accept what others recommend and to give of themselves in everywhere dispatch (Corey Corey, 2002).In this believe, the psychoeducational group is apply by the researcher to promote female person adolescents sensational intelligence (EI). The term perceptional science was first introduced by Mayer and Salovey at arose in 1990 (Ciarrochi, Forgas Mayer, 2001). The initial hit the books power definition of EI as A type of ruttish knowledge playing that includes accurate appraisal of perception in oneself and others, appropriate expression of sense, and adaptive regulation of emotion in such a mood as to enhance living. (Mayer, DiPaolo Salovey, 1990 as cited in Ciarrochi, Forgas Mayer, 2001).Daniel Goleman, a science journalist, published the scoop up-selling book, frantic Intelligence at 1995. His popular boo k lead to an unusual turn of event as the field of EI become popularized and broadened. Theoretical and research modification in the plain were taken attitude roughly since 1998 until present. At the same time, most red-hot measures of EI have been developed.Problem statementBased on the teaching from American Psychological Association (APA) (2002), worked up development during adolescence involves establishing a realistic and dour sense of identity in the context of relating to others and at the same time learn to cope with stress and manage emotion. Adolescents Self-concept and self-esteem are the two major concepts that involve in the developing a sense of identity. In the EI perspective, they need to be self-awareness and possess effective relationship skills. worked up skills are necessary for the adolescents to ascertain in for their stress management and be reasonable and effective in relating to others. The four important skills that identified as patch for adolesc ents delirious development are recognizing and managing emotions, developing empathy, learning to resolve conflict constructively and developing a cooperative spirit.Recently, there are m whatever studies provided some indication of the predictive nature of EI in adolescents. The studies found that the adolescents with risque EI mug were inversely related to aggression (Rubin, 1999 as cited in Woitaszewski, Scott, Mattew Roeper, 2004) and related to haplesser admission of smoking and alcohol use (Trinidad Johnson, 2002 as cited in Woitaszewski et al, 2004). Mayer (2001 as cited in Woitaszewski et al, 2004) aimed that emotional intelligence was apparently related to the cogency to organize emotions that can occur in peer relationships. These recites show that emotional intelligence is related to positive behavioural and social outcomes.Psychoeducational group is a type of group that originally developed for use in educational settings. Recently, young people who join in dev elopmental psychoeducational group out of sense the needs and desire to gain experience and knowledge that give help them rectify handle their concern such as identity, sexuality, parents, peer relationship, career goals and educational problems (Carty, 1983 as cited in Glading, 2003). at that key are some examples showed the positive outcome for the adolescent who find oneselfd in developmental psychoeducational group. Baker, doubting Thomas Munson (1983, as cited in Glading, 2003) showed that cognitive restructuring group enabled the students learn skills related to solving problematic situation. Besides, the sphere of Hudson, Doyle Venezia (1991, as cited in Glading, 2003) showed the effectiveness of talk skills group to improve their interpersonal relationship. The study of Jenau Anak Pawan (2007) and Siti Hawa Mohd Yusof (2007) showed that strcutured group enable improved the self-concept of orphans, who age of string from 12 to 17. Thus, in this study, the researcher would like to investigate whether psychoeducational group enable in improving the EI among female adolescents, who ages from 16 to 17 and have first gear or moderate level of EI take. physical object1.3.1 General ObjectiveThe public objective of this study is to survey the effectiveness of psychoeducational group in improving EI among female adolescent.1.3.2 Specific ObjectivesTo localize the different take a shit of EI amidst pre- hearing and provide-test for data-based group and control group after psychoeducational group take place.To identify the different score of four elements of EI ( cognition emotion, managing emotion own emotion, managing others emotion and utilization of emotion) for Schutte-Self Report Inventory (SSRI) between pre-test and stead test for try outal group and control group.To assess the hardness and reli readiness of mental faculty for handling for psychoeducational group.conceptual fabricEmotional Intelligence(Module for Psychoeducational Gr oup)Figure 1.0 conceptual FrameworkThis study consists of two ensample group, which are control group and discussion group. The sample of some(prenominal) group are identified to have low or moderate level of SSRI score. Each group forget be given SSRI during post-test, to identify their EI level. For control group, no any intervention is given. For instance, the treatment group pull up stakes form a psychoeducational group with the used of mental faculty which will develop their EI level. After 10 seances of treatment, both groups will be given SSRI again as post-test. The score between for pre-test and post-test for both groups will be compared.Research HypothesesH1a in that location is no significance remainder between score for pre test and post test for treatment group after psychoeducational group procession for emotional intelligence.H1b There is no significance inequality between score for pre test and post test for control group after psychoeducational group asc end for emotional intelligence.H2a There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for perception of emotion variable.H2b There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for perception of emotion variable.H3a There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for managing own emotion variable.H3b There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for managing own emotion variable.H4a There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for managing others emotion variable.H4b There is no significance difference between score for pre test and post test for control g roup after psychoeducational group approach for managing others emotion variable.H5a There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for utilizing emotion variable.H5b There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for utilizing emotion variable.Significance of StudyThe study provides the contribution from the view of hypothetical aspect and practical aspect. From the theoretical aspect, this study is view as an donnish research that study with group work. Besides, the study showed the potential of psychoeducational group as an appropriate group work approach to promote clients socioemotional development.This study is an experiment that assesses the effectiveness of psychoeducational group. Thus, the outcomes of the study are able to serve as an evidence of the ability of group work to promote EI. This is the chance to promote the group work approach for the community of Malaysian to gain their trust on the group works effectiveness.Besides, this study provides the opportunity for researcher to assess the rigourousness and reliability of the module that had been developed. This is significance and necessary for this study since the validity and reliability of the module able to guarantee its quality and effectiveness.From practical aspect, the study provides the module that had been developed to promote the development of EI for adolescent through with(predicate) group work. The modules are supple and able to modify according to the needs of the group. For those helping professions who interest to implement the group for developing emotional intelligence, the modules can be the references.The effectiveness of module enables to generate the adolescent who possess with good emotional intelligence. It believed will be leaded them to gain self-awareness, not only able to make perception of their own emotion and managing their own emotion, but also able to guide them have a ameliorate interpersonal relationship. expositionGroupConceptual interpretationA collection of two or more individuals who meet in face-to-face interaction, interdependently, with the awareness that each belongs to the group and for the purpose of achieving mutually agree-on goals. (Johnson and Johnson, 2000 as cited in Glading, 2003)Operational renderingA team that form by seven members who meet in face-to-face interaction, which lead by the researcher, with the purpose of improving their emotional intelligence.Psychoeducational GroupConceptual interpretationA specialist group work with members who are comparatively well-functioning individual but who may have lack of information in a certain area, with the specialization deals with importing, discussion and integrating factual information. bare-ass information is integrated through the use of planned skill-building exercises (Galding, 2003 ).Operational DefinitionA structured group with focus on EI theme and work with female adolescent who are low or moderate levels of EI, with the submit of providing members with increased awareness of their emotional problems in daily life and the tools or skills to better cope with it.EffectivenessConceptual DefinitionAn outcome which has issue of intended result (Hornby, 1997).Operational Definition institution of positive effect for the group members to help them improves their EI development through psychoeducational group approach.Emotional IntelligenceConceptual DefinitionThe ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth. (Salovey, Peter David Sluyter, 1997 as cited in Wikipedia, 2007)Operational DefinitionThe ability of an individual to percept emotion accurately, master the skill in managing own a nd others emotion, and utilize his emotion for creative thinking, flexible planning, mood redirected attention and motivation.Perception of EmotionConceptual DefinitionThe ability to recognize ones own and others emotion base on situational and expressive cues that have some degree of cultural consensus as to the emotional meaning (Saarni, 1999 as cited in Ciarrochi, Chan Bajgar, 2000).Operational DefinitionThe ability aware of own and others emotion and perceive such verbal and nonverbal emotion accurately.Managing Own EmotionConceptual DefinitionThe capacity for adaptively coping with aversive or distressing emotions by using self-regulatory strategies that rearrange the passion or duration of such emotional starts (Saarni, 1999 as cited in Ciarrochi, Chan Bajgar, 2000).Operational DefinitionThe ability to manage and coping with own strong positive or ostracise emotion and restructure such emotion with stability.Managing Others EmotionConceptual DefinitionThe ability to arrange events others take pleasure in, cover negative emotions in order to avoid hurting others feelings and make others feel better when they are down (Saarni, 1999 as cited in Ciarrochi, Chan Bajgar, 2000).Operational DefinitionThe ability manipulates and controls others emotion for intromission of a harmony and joyful atmosphere.Utilization of EmotionConceptual DefinitionThe ability to used own emotion in the search of life goals and make decision based on feelings over logic (flexible planning), using emotion to facilitate different thinking (creative thinking), interpret strong negative emotion in a positive way (mood redirected attention) and pursuing ones goal with drive, persistence and optimism (Motivating emotion) (Sample, 2007).Operational DefinitionThe ability to use emotion to solve the daily life emotion related problems.AdolescentConceptual DefinitonIndividual who ages from range of 11 to 21 and do involved into a transition period from childhood to young adulthood. It i s generally a time of self-discovery in which young people steer to define their place in the world (Ariganjoye Daigneault, 2007).Operational DefinitionMembers who ages from range of 16 or 17 and identified have a low or moderate level of EI. They participate in the study as a member for control group or treatment group. demarcation of StudyBelow are some of the limitations of study that identified by the researcherThe samples of the study are the female adolescent who ages from 16 to 17. The module that developed may not suit with the other population.The researcher futile to control the confidentiality among the sample from treatment group because they stay with the same place with the sample from control group. Perhaps if they break the confidential, some input from the psychoeducational group may receive by the sample from control group indirectly.The sample may answer SSRI without honestly and bias, this will lead to the discrepancy of the validity and reliability of the ou tcome.Perhaps some of the samples are not stimulate mentally to participate in the study or be involuntary. They may act with resistance, reluctant or absence for the group meeting, which will mildew their improvement of EI development.Since the researcher is a counsellor trainer who still in supervision, perhaps the competency of researcher is limited to handle more crisis issue. remnantOverall this chapter is used to provide a general introduction for the study. The background and the problem statement of the study had been discussed. Besides, this chapter state with the objectives and hypotheses of the study. Besides, the important terms for this study had been defined. Finally, this significance and limitation of the study had been discussed.Chapter 2Literature Review2.0 IntroductionThis chapter explore the entire concept for this study in details. The key concepts for this study include psychoeducational group, module, emotional intelligence and adolescent. Besides, literatur e review of previous research that related with these concepts was organized to support the relationship of variable for this study.2.1 Pscyhoeducational GroupPsychoeducational group, sometimes are simply referred to as educational group or steering groups, is originally developed fro the use in educational setting, specifically national schools (Galdding, 2003). The premised of psychoeducational groups is on the idea that education is treatment not only because of the knowledge acquired in the process but also because of the perception that may be changed as result (Young, 1998 as cited in Gladding).Corey Corey (2002) cited that Structured groups focus on a particular theme and are often psychoeducational in nature. usually in a structured group, the members are asked to complete a questionnaire at the beginning group to assess how well they are coping with the part of concern. When the groups terminates, another questionnaire is completed to assess their progress.According to Conyne (1996 as cited in Gladding, 2003), the major goal of pscyhoeducational group work is to prevent future development of drain dysfunctions while strengthening coping skills and self-esteem. Thus, it is suited to use in various setting such as schools, hospitals, mental health agencies, social operate agencies and universities (Jones Robinson as cited in Gladding, 2003). In general, it stresses growth through knowledge (ASGW, 2000 as cited in Gladding). Besides, it increases members awareness of some life problem and the tools or skills to better cope with it (Corey Corey, 2002). Carrell (2000, as cited in Janice DeLucia-Waack, 2006) points out that psychoeducational groups emphasize on support, learning of new skills, and how to help and be helped.The general content or themes for psychoeducational group includes, but is not limited to, personal, social, vocational and education information (Bates, Johnson Blaker, 1982 as cited in Gladding, 2003). Some current topics for psychoeducational groups for adolescents include loneliness, self-esteem social skills, career development, career geographic expedition, children of divorce, grief, conflict resolution, bullying prevention, anger management, aggression, relationship skills, communication skills, prevention of depression, family relationship, cognitive coping skills and antisocial behaviour (Janice DeLucia-Waack, 2006 ) .These groups usually process in 50 minutes to 2 hours period and work scoop when they have a regular meeting such as once a week. The appropriate number for sessions is 8 to 10 (Gladding, 2003). To Corey and Corey (2002), the general sessions for psychoeducation group are about 2 hours for 4 to 15 weeks. However, if the group is for children or clients with a short attention span, 30 to 45 minutes session should be appropriated.Furr (2000, as cited in Gladding, 2003) introduced six-step process that essential for designing a psychoeducational groupStating the purposeEstablishing goalsSetting objectivesSelecting contentDesigning experiential activitiesEvaluatingThe activities or curriculum in these groups usually take in nonthreatening exercises or group discussion forms but it may present in variety forms very (Bates, Johnson Blaker, 1982 as cited in Gladding, 2003). Certain technological application such as computer-assisted programs, video or audio transmission and computerized simulations take a fictitious character in the group to develop the members growth through knowledge in indirect way (Bowman Bowman, 1998 as cited in Gladding).According to Shechtman, Bar-EI and Hadar (1997 as cited in Janice DeLucia-Waack, 2006), adolescents able to take many advantages through group because they have a chance to relate to each other learn the life skills. Besides, they may practice the behaviours that generalized from the group into real-life situations. From the group, multiple feedbacks are received and through helping each others, their self-esteem may b e increased.Psychoeducational groups are commonly utilized in school setting, for prevention purposes for students at risk (Vera Reese, 2000 as cited in Janice DeLucia-Waack, 2006). Psychoeducational group approach assist group members in overlap and developing coping skills and behaviours and apply such skills in dealing with new or difficult situation (Dagley, Gazda, Eppiger Stewart, 1994 Hoag Burlingame, 1998 as cited in Janice DeLucia-Waack, 2006).Through psychoeducational intervention, adolescents learn the improved way of functioning. They will expose with new cognitive concepts, ideas and exploration of their issues. The adaptive behaviours will be explored, discussed and practices for transfer to school and home. From the healing interaction of the group experience, their self-esteem, efficacy, and emotional satisfaction will be improved (Smead, 2002 as cited in Janice DeLucia-Waack, 2006 ).2.2 ModuleSidek Mohd Noah and Jamaludin Ahmad (2005) defined module as a unit of teaching and learning that discuss with certain topic, in a dogmatic and subsequent way. It helps the student able to learn alone and master the learning unit in an easy and accurate way.Module can be used in the non- schoolman setting such as the activities that related with self-growth, casualty and interaction. Thus, module suits to apply for individual or group in academic or non-academic form with the purpose to lead them for change in a positive direction (Rusell, 1974 as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005).According to Sulaiman Yasin, Saidin The Asma Ahmad (1986, as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005), the role of module is to assist someone to gain knowledge, awareness and rapidness which will lead to the improvement of management ability to achieve the objective that fixed by an organization. Thus, in this study, the module had been developed and be used in the psychoeducation group to assist the group members to gain knowledge, awaren ess and practice the skills that related with EI, with the goal of increase their EI level.The modules are important in this study because each module has the specific objective. When the members aware of the objective during the beginning of the session, such situation able to drive them to participate in the activity actively to achieve the goal. Besides, the modules that developed consists with assessment elements which will enable the member to receive and provide feedback that related with their achievement and understanding of the activities that they participated (Shaharom Noordin Yap Kueh Chin, 1991 as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005).Jamalidin Ahmad (2002, as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005) categorize module into four types with according to their purpose. They are teaching module, motivation module, training module and academic module. Teaching module is used in school setting, with the purpose to provide guidance for students to stu dy alone. To develop the student motivation, motivation module is used by teacher, facilitator or moderator in variety form such as acitivities, trainings and games. Academic module is prepared by universities or colleges lecturers that complete with lecture notes and is provide to their students. nurture module is a module in training form with stress for improve the worker performance in certain organization.The chart to a lower place illustrates the process to create a module.Set the objectiveNeeds of researchIdentify theory, rational, philosophy, concepts, target and time period.Target creationChoose the contentsCombine skeleton copy of moduleAssess validity and reliability bang DraftModule ProducedChoose strategicsAssess effectivenessCombine draft of moduleChoose logisticCombine draft of module prime(a) moduleChoose MediaReevaluateComplete module and able to be usedNotePhase I, Draft Module PreparationPahse II, study and Evaluate ModuleFigure 2 Model Module Creation Sidek Source Sidek Mohd Noah Jamaludin Ahmad (2006). Pembinaan Modul Bagaimana membina Modul Latihan dan Modul Akademik. Serdang Universiti Putra Malaysia.Sidek Mohd Noah introduced a module that is more comprehensive for module creation at 2001 (Sidek Mohd Noah Jamaluding Ahmad, 2005). This model has two phases. Phases one involves the steps to create draft for module, whereas phase two is a level to test and evaluate the module. The validity and reliability of the modules are assessed in this phase. Only the module with appropriate value of validity and reliability will be used. For in stance, of the value is inappropriate, the module need to modify and rebuilt until the appropriate value of validity and reliability been achieved.2.3 Emotional Intelligence (EI)Mayer (2001) in his article A Field Guide to Emotional Intelligence proposed a fivefold division of years to explain the overview of the emergence of EI concepts. From 1990 to 1969, the psychological study of intelligence and e motion were separate. During the period of 1970 to 1989, psychologists focus on the study of how emotions and thought influenced each other. At 1990, the term of emotional intelligence first introduces by Mayer and Salovey and leads to emerge the EI as a topic to study.When come to 1994 to 1997, the concept of EI was popularized by Goleman and his book Emotional Intelligence become a worldwide best-seller and was widely copied. From 1998 until present, a numbers of refinements of the concept of EI take place and a new measure of the concept of EI had been introduced as well. Now, EI become a popular topic for the scientific research.There are variety definitions for EI. According Mayer (2001), recently two lines of definition had emerged. First line consists of the original approach that defined EI as an intelligence involving emotion. For the second lines, the definition is mixed approaches that immingle with other skills and characteristic such as well-being, motivation, and capa cities to engage in relationship.Mayer, Caruso and Mayer (1999 as cited in Mayer, 2001) proposed the ability theory and divides EI into four brunches ability at emotional perception, the ability to use emotions to facilitate thought, understanding emotions and managing emotion. For mixed definition, Bar-on (1997 as cited in Mayer, 2001) view EI as noncognitive competencies and categorized as intreapersonal, interpersonal, adaptability, stress management and general mood. Goleman (1998 as cited in Mayer, 2001) used the mixed definition as well. He proposed five-part elaboration of EI self-awareness, self-regulation, motivation, empathy and social skills.The most common mental illness that relate with EI is Alexithymia. For people who suffer with Alexithymia, they suffer with the difficulty identifying feelings and distinguishing between feeling and the corporeal sensations of emotional arousal. Besides, it is hard for them to describe feeling to others and have a poor people fantasy life. They also have a cognitive style that is tangible and focuses on the minute details of external events. High alexithymia individuals are identify to have a low EI because they unable to use emotions as information about their internal or external worlds and do not feel good about themselves (Taylor, 2001).Bar-on (2001) proposed four themes to define self-actualization the ability and drive to set and achieve goals, being committed to and involved with our interests, actualizing our potential and enriching our life. His findings strongly suggest that the EI factors and facilitators such as happiness, optimism, self-regard, independence, problem-solving, social responsibility, assertiveness and emotional self-awareness are best predictors of self-actualization. He mentioned that the person who has high IQ does not guarantee that they will actualize their potential because his study showed that even EI individuals with average or even below-average cognitive capacity are able to actualize their potential in life.Empathy is one of the five domains of EI that proposed by Goleman (1995), which defined as ability recognizing emotions in others and the ability that built on emotional self-awareness and it serve as the original people skills. Empathic accuracy is a measure of the ability to accurately infer the specific content of reading peoples thoughts and feelings (Ickes, 1997 as cited in Flury Ickes, 2001). These aspects are closely related with friendship and dating relationship (Flury Ickes, 2001).Ick