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ERIC Number: EJ1136620
Record Type: Journal
Publication Date: 2017-Mar
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0897-5264
EISSN: N/A
An Intervention Using LEGO® SERIOUS PLAY® on Fostering Narrative Identity among Economically Disadvantaged College Students in Taiwan
Tseng, Wen-Chih
Journal of College Student Development, v58 n2 p264-282 Mar 2017
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.
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A