{"id":2507,"date":"2015-05-19T11:22:51","date_gmt":"2015-05-19T03:22:51","guid":{"rendered":"http:\/\/www.appliedpsyj.org\/journal\/?p=2507"},"modified":"2015-06-02T21:14:03","modified_gmt":"2015-06-02T13:14:03","slug":"the-use-of-expressive-writing-in-composition-course-to-develop-students-self-concept-and-writing-ability-a-study-of-a-high-school-in-central-taiwan","status":"publish","type":"post","link":"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=2507","title":{"rendered":"The Use of Expressive Writing in Composition Course to Develop Students\u2019 Self-Concept and Writing Ability: A Study of a High School in Central Taiwan"},"content":{"rendered":"

Shiu-Ya Liuh<\/strong>
\nGraduate Institute of Educational\u00a0Psychology and Counseling,\u00a0TamKang University
\nHsiu-Ping Hung<\/strong>
\nThe Affiliated\u00a0Senior High School of\u00a0National Chi Nan University
\nMei-Chuan Chan<\/strong>
\nCreativity & Expressive\u00a0Art Therapy Center\u00a0Shiuh-Li Memorial Foundation
\nChia-Chen Tu<\/strong>
\nShanghai Ruidong Hospital<\/p>\n

Adopting action method, the present study aimed to investigate if\u00a0expressive writing could be a beneficial tool for improving adolescents\u2019\u00a0self-concept, interpersonal relationship, and writing ability. Based on the\u00a0theory of expressive art therapy, 4 self-concepted-related expressive\u00a0writing assignments were given to an 11th grade Chinese composition\u00a0class in central Taiwan. Participants\u2019 feedback regarding the writing\u00a0project were elicited during the first semester of the 12th grade. Results\u00a0of the study were based upon analyses of 4 data sources: Scores of the\u00a0Chinese subject in national college entrance exam, students\u2019 writing\u00a0materials, students\u2019 feedback, and observational reports of the research\u00a0team. It was found that students\u2019 emotional expression and self-concept\u00a0were both improved; in addition, expressive writing was found to be\u00a0helpful for improving interpersonal interactions, class cohesiveness, and\u00a0identities. Writing led the students to enjoy reading, to understand words\u00a0more, and to show better imagination and creativity. The results were\u00a0reflected in their composition scores in the 2008 national college\u00a0entrance exam, and the class achieved the highest composition scores in\u00a0the school.<\/p>\n

Keywords: action research, adolescent, expressive art therapy,\u00a0expressive writing, high school composition courses,\u00a0self-concept<\/p>\n","protected":false},"excerpt":{"rendered":"

Shiu-Ya Liuh Graduate Institute of Educational\u00a0Psycholo …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[133],"tags":[],"class_list":["post-2507","post","type-post","status-publish","format-standard","hentry","category-133"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t