An Intervention Using LEGO® SERIOUS PLAY® on Fostering Narrative Identity among Economically Disadvantaged College Students in Taiwan

Autor/in	Tseng, Wen-Chih
Titel	An Intervention Using LEGO® SERIOUS PLAY® on Fostering Narrative Identity among Economically Disadvantaged College Students in Taiwan
Quelle	In: Journal of College Student Development, 58 (2017) 2, S.264-282 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Intervention; Teaching Methods; Instructional Effectiveness; Toys; Play; Self Concept; Economically Disadvantaged; College Students; Foreign Countries; Longitudinal Studies; Personal Autonomy; Interpersonal Competence; Experimental Groups; Control Groups; Comparative Analysis; Anxiety; Depression (Psychology); Outcomes of Treatment; Well Being; Mediation Theory; Counseling; Theory Practice Relationship; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Toy; Spielzeug; Spiel; Selbstkonzept; Collegestudent; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Individuelle Autonomie; Interpersonale Kompetenz; Angst; Well-being; Wellness; Wohlbefinden; Mediationsverfahren; Counselling; Beratung; Theorie-Praxis-Beziehung
Abstract	The effectiveness of an intervention using LEGO® SERIOUS PLAY® (LSP), a reflective tool using LEGO® building bricks, to speed the development of narrative identity in economically disadvantaged college students was studied. A longitudinal experimental study with non equivalent experimental/control groups (N = 45) was conducted to examine whether an 8-week LSP program could enhance narrative identity formation. Findings show that participants taking part in the program reported higher levels of narrative coherence, agency (autonomy), and communion (relationship) compared to the control group. Additionally, the LSP participants reported significantly lower anxiety and depression than did those in the control group, both at the posttest and at follow-up after 1 month. Mediation analyses show that the impact on economically disadvantaged college students' narrative identities led to decreased anxiety and depression as well as increased well-being. Limitations of these results are discussed, and implications for counseling practice, research, and theory are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01