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研究生:鄭夙芬
研究生(外文):Su-Fen Cheng
論文名稱:精神分裂症患者主要家屬照顧者之溝通訓練效果研究
論文名稱(外文):The Effects of Communication-Training Program to The Family Caregivers of Schizophrenic Patients''
指導教授:吳就君吳就君引用關係
指導教授(外文):Chew-Chung Wu
學位類別:博士
校院名稱:國立臺灣師範大學
系所名稱:衛生教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:416
中文關鍵詞:精神分裂症溝通訓練情緒表露衛生教育團體主要家屬照顧者
外文關鍵詞:schizophreniacommunication-trainingexpressed emotionhealth education groupfanily caregivers
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本研究旨在探討精神分裂症患者主要家屬照顧者接受溝通訓練的效果與探討教案實施之團體動力因素。研究方法以23名主要家屬照顧者為研究對象,分為實驗組與控制組,實驗組接受六個單元的溝通訓練,資料蒐集分為量化與質化兩部分,量化部分透過自製溝通問卷與「中國人五分鐘演說樣本」測量而得,分別在教案實施前後一個月進行施測,以進行統計分析,質化部分包括透過情緒表露逐字稿、團體過程記錄逐字稿收集而得並加以探討。研究結果發現:(一) 溝通訓練有效維持低情緒表露或降高情緒表露。(二)經溝通訓練後,原先「表達正向感受」得分高之實驗組成員,在該技巧之習得有顯著改善。(三)實驗組成員溝通技巧的習得,有助於降低高情緒表露,但對維持低情緒表露者則不盡然;從質化資料中,發現情緒表露降低者,其表達負向感受技巧明顯改善;維持低情緒表露者在做正向要求技巧較有進步。(四)影響教案實施的動力因素包括:團體前的準備、教案與教材的設計執行、團體目標與個人需求、成員互動溝通、團體規範與價值觀及領導者介入。最後,研究者對於精神分裂症患者主要照顧家屬之溝通訓練介入效果、溝通與情緒表露變化之現象、有利的衛教團體動力因子、家屬溝通現象的展現、伙伴關係、家屬充權的潛能等部分提出討論,並形成建議。
The purpose of this study was to investigate the effects of communication training program on family caregivers of Schizophrenic patients’.
Methods
A total of 23 family caregivers were included in the study and divided into two groups, which were experimental and control groups. Individuals in the experimental group received six sessions of communication training program whereas the ones in the control group did not. Quantitative and qualitative methods were performed to all participants one month before and after the conduction of the communication training program. The Chinese Five Minutes Speech Sample (CFMSS) and a communication questionnaire designed by our lab were used as the quantitative methods. Qualitative methods were based on the transcripts of CFMSS and of group process records. The study data were analyzed by SPSS statistic model.
Results and conclusions
Results indicated that (1) the communication-training program decreased high expressed emotion (EE) and maintained low EE.
(2) The scores of Expressing Positive Feelings (EPF) were significantly increased on the individuals who had higher scores of EPF before the conduction of the training program in the experimental group.
(3) There was relationship between the changes of communication skill and the variance of EE in the experimental group. The qualitative data showed that individuals changing from high EE to low EE had markable improvement on Expressing Negative Feeling. Individuals maintaining low EE had improvement on Making Positive Requests .
The dynamic factors that influenced the education of the communication-training program were discussed.
致謝詞………………………………………………………………………Ⅰ
中文摘要……………………………………………………………………Ⅱ
英文摘要……………………………………………………………………Ⅲ
目錄…………………………………………………………………………Ⅴ
圖表目次……………………………………………………………………Ⅷ
第一章 緒論
第一節 研究動機…………………………………………………………1
第二節 研究目的…………………………………………………………4
第三節 研究問題與假設…………………………………………………5
第四節 重要名詞釋意……………………………………………………7
第二章 文獻探討
第一節 精神病患家屬的問題與需求……………………………………10
第二節 精神病患家屬之情緒表露、
溝通知覺與技巧…………………………………………………16
第三節 情緒表露與溝通訓練……………………………………………37
第三章 研究方法
第一節 研究設計與研究架構……………………………………………59
第二節 研究對象…………………………………………………………62
第三節 溝通訓練教案之設計……………………………………………64
第四節 研究工具…………………………………………………………68
第五節 研究步驟…………………………………………………………77
第六節 資料處理分析……………………………………………………79
第四章 研究結果與討論
第一節 研究對象基本資料………………………………………………82
第二節 溝通訓練介入效果分析…………………………………………89
第三節 實驗組成員之溝通改變歷程與情緒表露………………………102
第四節 團體教案實施之動力分析………………………………………173
第五節 綜合討論…………………………………………………………283
第五章 結論與建議
第一節 結論………………………………………………………………307
第二節 建議………………………………………………………………313
第三節 研究限制…………………………………………………………317
參考文獻 ……………………………………………………………………319
附錄
附錄一 團體手冊…………………………………………………………335
附錄二 溝通訓練教案……………………………………………………372
附錄三 團體宣傳單………………………………………………………389
附錄四 團體活動通知單…………………………………………………391
附錄五 專家效度名單……………………………………………………393
附錄六 研究同意書………………………………………………………395
附錄七 海報教材使用實例與特色………………………………………397
附錄八 溝通問卷(實驗組)……………………………………………407
附錄九 實驗組成員情緒表露前後測與溝通知覺、技巧前後測差
之分數……………………………………………………………412
附錄十 溝通知覺與溝通技巧前測分數之常態性檢定表與常態機率
分佈圖……………………………………………………………414
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