The Development of Emotional Quotient (EQ) for Students with Disabilities under Disability Support Services (DSS) Center

Abstract

The objectives of this research were 1) to develop a package of guidance activities for promoting Emotional Quotient (EQ) for students with disabilities under Disability Support Services (DSS) center; 2) to implement the developed package of guidance activities for promoting Emotional Quotient (EQ); and 3) to evaluate the Emotional Quotient (EQ) of students with disabilities before and after using the package of guidance activities.  The participants in the research were twenty-eight students with disabilities under the Disability Support Services (DSS) center, selected by voluntary sampling.  The research instruments consisted of an interview form, a behavioral observation form, and an emotional intelligence test of Department of Mental Health, Ministry of Public Health.  Data were analyzed by using percentage, mean, standard deviation, and t-test. The research findings were as follows: 1. The package of guidance activities for promoting Emotional Quotient (EQ) for students with disabilities under Disability Support Services (DSS) center was named “Good EQ Gets Happiness” consisting of seven activities as follows: 1) drawing for self-reflection, 2) three-understanding, 3) like to press ‘Like’, 4) very good of things, 5) problem solving, 6) relationship rope, and 7) gift from heart. 2. After implementing a developed package of guidance activities for promoting Emotional Quotient (EQ) for students with disabilities, the students with disabilities expressed behaviors In accordance with objectives of 7 activities. 3. Before and after the participation in the package of guidance activities, the students with disabilities had higher Emotional Quotient (EQ) at 31.90 percent. The evaluation results according to the emotional intelligence test for students with disabilities before and after the participation in the package of guidance activities, the differences of all aspects were statistically significant at the 0.01 level.