Abstract
The purposes of this study are to integrate multiple assessments into Emotional Guidance Program (EGP) and to investigate two concerns: 1. The Performance and connections between Emotional Intelligence (EI) and School Adjustment (SA); 2. The EI, SA effects of EGP of junior high school students in an alternative school named Tsyr-huei class. A nonequivalent quasi-experimental design of pre-posttest follow-up test is adopted in this study. Two classes of the second grade junior high school students in Tsyr-huie class in Towyang County are selected as subjects. One class which included 13 students is the experimental group; the other class which included 12 students is the control group. The major findings are as follows: 1. The EI and SA of all subjects are significantly worse than other juveniles of the same second grade. There is a significant connection between EI and SA (adjustment, students' edition). There is a negative significant connection between EI (especially expression of emotion) and perceptual organization of WISC-III; In all subjects, the males, enrolment for second semesters, truant over 3 days, deprived, poor parenting, are dangerous factors of some-mal-SA. 2. Placement of subjects in Tsyr-huei class can help them to improve some behavioral problems; however, can't help some subjects to improve homesick and exclusion form the groups. Impulsive or anxious subjects are easy to drop out. The expression and regulation of emotion are the worse part of EI of the subjects. Attack, violation, and exclusion from the groups are the worse part of SA of the subjects. 3. There are effects of EGP for promoting subjects' EI. There is no effect on SA, but there are effects on withdrawal/timidity, communication skills and studies (teachers' edition). However, some SA are getting worse (anxiety, students' edition; adjustment, extroverted problems, teachers' edition; initiative, peer group's edition). When some SA (anxiety, students' edition; initiative, peer group's edition) are getting worse, subjects are easy to drop out. If subjects' regulations of emotion aren't promoted, teachers will not often think highly of subjects' progressive behaviors but mal-adjustment. According to the attendance records and the feedback of EGP, EGP is helpful to the experimental group.