EMOTIONAL EFFECTS OF IMPLEMENTING GESTALT THERAPY TECHNIQUES IN UNIVERSITY TEACHING

Abstract

The aim of this paper was to examine the emotional effects of implementing Gestalt therapy techniques focused on the emotional experience triggered by the learning process. The sample consisted of 289 students, future teachers and preschool teachers. The research design implied an initial assessment of students’ emotional reactions to traditional, frontal teaching (4 lessons of Psychology and 4 English language lessons), an implementation of Gestalt therapy techniques in teaching (also 4 lessons in both subjects) and a final assessment of students’ emotional reactions. A Questionnaire for the self-assessment of emotional reactions to teaching by Shabot and Shabot was used for the collection of data. Statistically highly significant differences were found regarding the type and intensity of emotional reactions, in favour of the final assessment. Unpleasant emotional reactions such as anxiety, irritability, boredom and discouragement were highly significant (p<0.01) as reactions to traditional teaching, while pleasant emotional reactions of amazement, pleasure, optimism and self-confidence were highly significant (p<0.01) reactions to teaching in which Gestalt therapy techniques were implemented. Highly significant differences (p < 0.01) were found in the assessment of other aspects of teaching as well, such as involvement, connection and communication with others. The results indicate the significance of encouraging pleasant emotional reactions in the teaching process.