Author(s)

Mei-Lun Chen¹, Li-Chen Lo², Shi-Jer Lou^3*

¹Department of Tropical Agriculture and International Cooperation, National Pingtung University of Science and Technology.
²Graduate Institute of Educational Administration, National Pingtung University.
³Department of Vocational and Technical Education, National Pingtung University of Science and Technology.

This study aims to probe into effectiveness of strength-based approach horticultural group on elementary school students’ resilience. The researcher used pretest and post-test experiment design and treated 36 students as subjects. There were respectively 18 subjects in experimental group and control group. Experimental group joined the group once a week, 120 minutes for each time and a total of 10 times. Measurement tool was Scale of Resilience for Primary School Students. Pretest was conducted in two groups one week before group activity, and post-test was conducted after the group activity, and track-test was conducted after the group activity three months later. As to research data, the researcher adopted descriptive statistics, analysis of covariance and Johnson-Neyman. Quantitative results show that the strength-based approach horticultural therapy significantly changes students’ resilience in post-test, and significantly changes lower score students’ resilience in track-test. This study suggests for future researchers to apply horticultural activities in education.

Primary Students, Strength-Based, Horticultural Therapy, Resilience, Change Process

Chen, M. , Lo, L. and Lou, S. (2018) Effects of Strength-Based Approach Horticultural Therapy on Primary Students’ Resilience. Creative Education, 9, 2973-2991. doi: 10.4236/ce.2018.916223.