In modern society, mothers often experience heightened parenting stress and anxiety due to managing multiple roles. Addressing this pressure requires strengthening internal personal resources. This study aims to design a Social Emotional Learning (SEL) program for mothers with preschool-aged children, integrating drama strategies to enhance emotional awareness, concretize abstract emotions, and foster group support. Using a qualitative approach, the study examines changes in mothers’ emotional awareness, expression, and stress regulation following participation in the program. A case study design was employed, involving six mothers from dual-income families. The program is grounded in stress interaction theory, focusing on adjustments in primary and secondary appraisal processes, and incorporates the five core SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Data were collected through three semi-structured interviews (pre-, post-, and two-month follow-up), researcher and observer field notes, and participants’ reflective journals to enable data triangulation. Data analysis followed interpretative phenomenological analysis (IPA) across three interpretive cycles. The findings are expected to demonstrate enhanced SEL competencies, a shift in stress appraisal from threat to challenge, and strengthened secondary appraisal abilities. This study aims to contribute a practical intervention model for parent education and to examine the effectiveness of drama-integrated SEL programs in supporting mothers’ regulation of parenting stress.

Authors:
Wan Yi Lin, National Taiwan University of Arts, Taiwan

About the Presenter(s)
Lin Wan-Yi is a Master’s student in Graduate school of Arts and Humanities Instruction at National Taiwan University of Arts.

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