The Effect of a Horticultural Therapy Program based on Cognitive-Behavioral Emotion Regulation Training on Improving the Emotional Intelligence, Emotion Regulation Ability, and Resilience of Children Eligible for Priority Support for Educational Welfare

The Effect of a Horticultural Therapy Program based on Cognitive-Behavioral Emotion Regulation Training on Improving the Emotional Intelligence, Emotion Regulation Ability, and Resilience of Children Eligible for Priority Support for Educational Welfare

Background and objective: This study sought to develop a horticultural therapy program (HTP) based on cognitivebehavioralemotion regulation training (CBERT) to improve the emotional intelligence, emotion regulation, and resilience ofchildren eligible for priority support for educational welfare, and investigate its effects. Methods: To conduct this study, an HTP based on CBERT was developed using indoor horticulture activities. The programwas conducted on 42 children (21 in the experimental group and 21 in the control group) in grades 3 to 4 who were eligiblefor priority support for educational welfareand were attending D elementary school in Incheon metropolitan city. Emotionalintelligence, emotion regulation, and resilience were measured using self-report questionnaires before and after participatingin the HTP. Results: The study found that the emotional intelligence (p < .01), emotion regulation (p < .01), and resilience (p <.01) of thechildren who participated in the experiment were significantly increased. Conclusion: Through this study, it was confirmed that an HTP based on appropriate CBERT has a positive effect onimproving children's emotional intelligence, emotion regulation ability, and resilience. In future research, it will benecessary to expand its application to all grades and general children as well as children eligible for priority support foreducational welfare.