本研究主要在發展適合有生活適應困擾之國小學童的「正向情緒輔導介 入方案」，並探討該方案對有這些學童在情緒智力、生活適應及幸福感的立即 與延宕輔導效果，以提供未來研究、輔導與教學方案之參考。 本研究採等組前後測準實驗設計，以新竹縣某國小有生活適應困擾的學 童為研究對象，並隨機分派至實驗組和對照組，每組各15名。實驗組成員接 受十六次，每次四十分鐘之「正向情緒輔導介入方案」輔導，對照組則接受 十六次一般性團體輔導活動實驗方案的輔導。 本研究以「兒童情緒智力量表」、「國小學童生活適應量表」、「國小兒童 幸福感量表」為研究工具，對研究對象進行前測、後測及追蹤測量，所得資 料採獨立樣本單因子共變數分析；此外，並以「自我回饋表」、「單元回饋表」、 「團體總回饋表」等紀錄，以作為佐證與補充說明。 本研究主要結果發現，在實驗結束一週内及一個月後，實驗組受試在三 個研究變項均達立即性與延宕性效果。此外，根據回饋資料，發現實驗組受 試者對於該方案頗為喜愛，對此抱持正向肯定之態度，懂得運用活動所學來 自我激勵，提升幸福感受。

This study explored the effectiveness of the intervention of positive emotional education for elementary school students on their emotional intelligence, life-adjustment and well-being. A quasi-experimental design was used in this study. Thirty children with life-adjustment problems from one elementary school were randomly selected to participate. They were randomly assigned to the treatment group and the alternative treatment group. The treatment group participated in 16-session (twice a week, 40 minutes per session) of positive emotional education while the control group received original group guidance treatment. Three outcome measures were administered at pretest, post-test, and follow-up test: the Emotional Intelligence Inventory for Children, Children Life- adjustment Scale, and Children Well-being Inventory. Results showed the experimental group had greater gains in emotional intelligence, life-adjustment, and well being from pretest to posttest. Furthermore, the experimental group had significantly greater gains in emotional intelligence, life-adjustment, and well-being from pretest to follow-up. Results of the present study can be of value to the research and practice of children education and psychotherapy and especially to children with life-adjustment problems.