Sociala och emotionella interventioner i skolans värld. : Vad händer med karaktären hos eleverna?

Sammanfattning: The purpose was to investigate whether using two type of interventions (i.e., Four rooms of change in school and EQ- workshop) in addition to curriculum guidelines can affect character development in children 10-12 years of age. The data was collected using the test Junior Temperament and Character Inventory (J-TCI; Cloninger, CR, 1994) in three elementary schools among students in fifth grade who had been involved in any of the two interventions for the past two years or no intervention at all. The J-TCI scales were used to, besides the seven personality dimension it measures, create a self-constructed empathy scale. A total of 55 participants were included in the study (girls n = 26 and boys n = 29). Statistical testing with MANOVA showed no significant main effect on empathy or any personality trait. There was however an interaction effect between intervention and gender on the character traits. Girls in the Four Rooms of change in school, compared to boys, reported higher Self-directedness and Cooperativeness and girls in the EQ-workshop reported higher Self-transcendence. The interventions Four Rooms at school and EQ workshop seems to have different impact on boys and girls.