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研究生:張妗薇
研究生(外文):Ching-wei Chang
論文名稱:理情取向團體諮商對國中隔代教養學生行為困擾之輔導效果研究
論文名稱(外文):The Research of the strategy of Rational-Emotive Group Counseling for grandparenting students who have behavior disturbance
指導教授:鄭瑞隆鄭瑞隆引用關係
指導教授(外文):Ruei-long Jheng
學位類別:碩士
校院名稱:國立中正大學
系所名稱:犯罪防治研究所
學門:社會及行為科學學門
學類:綜合社會及行為科學學類
論文種類:學術論文
論文出版年:2006
畢業學年度:94
語文別:中文
論文頁數:162
中文關鍵詞:行為困擾隔代教養理情取向團體諮商
外文關鍵詞:behavioral disturbancegrandparentingthe strategy of Rational-Emotive Group Counselin
相關次數:
  • 被引用被引用:14
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  • 下載下載:244
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摘要
本研究之主要目的在於探討理情取向團體諮商對國中隔代教養學生行為困擾之輔導效果研究,以作為未來輔導工作的參考及應用。
本研究採「實驗組-控制組等組前後測及追蹤測驗」之實驗設計,以嘉義縣某國中七年級20名隔代教養學生為研究對象,將受試者隨機分派至實驗組與控制組,實驗組成員接受十次的理情取向團體諮商,控制組則不做任何實驗處理;且本研究以「行為困擾量表」對受試者施以前後測及追蹤測驗,以得知各依變項的變化情形,所得資料以獨立樣本與相依樣本t檢定進行統計考驗,並依據與實驗組成員回饋資料、晤談資料、團體觀察記錄資料作為研究結果的佐證及輔助。 本研究之主要結論如下:
一、實驗組成員(隔代教養學生)特徵
與實驗組成員接觸的時間中,從她們身上發現某些共同的特徵:(一)隔代教養學生不等同「問題學生」;(二)在末狺W缺乏督促;(三)家庭裡的代罪羔羊;(四)父母的關愛程度對隔代教養孩子具重要性。
二、理情取向團體諮商成效分析
經由十次的理情取向團體諮商,發現成員有若干正面的改變:(一)可以駁斥自己非理性想法;(二)能將焦點放在「自我能力」上;(三)能體會到團體內的溫暖氣氛、支持力量,並藉由成員交錯式的分享、回饋,習得新的知能;(四)能從不同角度與立場來思考問題,對他人(祖父母、父母、同儕、師長)能有更多的體諒;(五)
在團體內練習與發展新的適當行為,並將團體內所習得的技能應用於生活中。
三、在立即性輔導效果方面
實驗組學生在自我關懷困擾、身心關懷困擾、人際關係困擾以及整體行為困擾上具有立即且正向的輔導效果;而在學校生活困擾、家庭生活困擾則沒有立即的輔導效果。
四、在持續性輔導效果方面
實驗組學生在身心發展困擾上具有持續性的輔導效果;但在自我關懷困擾、學校生活困擾、人際關係困擾、家庭生活困擾以及整體行為困擾上則未能有持續性輔導效果。
最後,研究者針對研究結果加以分析討論,並對輔導實務及未來研究提出建議。
Abstract
The purpose of this research is to explore the strategy of Rational-Emotive Group Counseling Program, which is used to examine the behavior disturbance for grandparenting students. This research would be valuable for reference and application for future counseling affairs.

The experimental design of this research consists of pretest, posttest, and follow-up test. The research subjects are 20 grandparenting students of seventh grade at a junior high school in Chai-yi county. These students are randomly divided into two groups,which are experiment group and control group. Members in the experiment group attend ten classes involving the strategy of Rational-Emotive Group Counseling ; on the contrary, the control group members receive no treatment. We have used Behavior Disturbance Scale to measure the subjects’ results of pretest, posttest, and follow-up test and the interactive conditions of each dependent variable. All the data are analyzed by using test of T test of independence and dependence. In addition, the results of interviews with experiment group members ,the feedback sheets,and the records of observing subjects’ activities were all used as the proofs and supplements of this research.

Conclusions of this research are as followed:
I. The experiment group members’(grandparenting students)traits
During the time spending with the grandparenting students, researcher finds some traits:(a)The grandparenting children do not necessarily misbehave.(b)They lack the urge to study.(c)They become scapegoats easily in the family. (d)The parent s’ love and caring is quite important for the grandparenting children.
II. The analysis of the effects of Group Counseling
After ten classes involving the strategy of Rational-Emotive Group Counseling,researcher finds the members improve positively.(a)They can dispute their own irrational thought.(b)They can focus on their“ self-ability”.(c)They can not only feel the warm and support but learn new skills in the members’talking.(d)They can ponder over questions from different angels and put themselves in others’shoes.(e)The new behavior is practiced and developed in the group, and applied in their daily life.

Ⅲ.With regard to the immediate counseling effects:
For grandparenting students in the experiment group, the strategy of Rational-Emotive Group Counseling shows immediate effects on improving students’s behavior disturbance of self-concern, physical and mental development, interpersonal relationship and the whole behavior disturbance. In contrast, the other items of school life and family life shows no obvious immediate counseling effects.

Ⅳ.With regard to the lasting counseling effects:
For grandparenting students in the experiment group, the strategy of Rational-Emotive Group Counseling shows lasting effects on improving students’s behavior disturbance of physical and mental development . In contrast, the other items of self-concern, school life, interpersonal relationship ,family life, and the whole behavior disturbance shows no obvious lasting counseling effects.

Finally, at the end of this thesis, we focus on the analysis and discussion of the research results. Moreover, We also give suggestions for counseling practices and future study.
目 次
謝辭-----------------------------------------------------Ⅰ
中文摘要-------------------------------------------------Ⅲ
英文摘要-------------------------------------------------Ⅴ
目次-----------------------------------------------------Ⅶ
表次-----------------------------------------------------Ⅸ
圖次------------------------------------------------------X
第一章 緒論----------------------------------------------1
第一節 研究動機與目的--------------------------------1
第二節 研究問題與假設--------------------------------6
第三節 名詞定義-------------------------------------11
第二章 文獻探討-----------------------------------------13
第一節 隔代教養相關研究與理論-----------------------13
第二節 理情取向團體諮商-----------------------------23
第三章 研究方法-----------------------------------------37
第一節 研究對象-------------------------------------37
第二節 研究設計-------------------------------------49
第三節 研究工具-------------------------------------52
第四節 研究的實施程序-------------------------------55
第五節 實驗方案-------------------------------------58
第六節 資料處理與分析-------------------------------62
第七節 研究限制-------------------------------------64
第四章 結果與討論---------------------------------------66
第一節 理情取向團體諮商對實驗組成員個別效果之分析---66
第二節 理情取向團體諮商對國中隔代教養學生之輔導歷程-85
第三節 理情取向團體諮商對國中隔代教養學生輔導之立即效果------------------------------------------104
第四節 理情取向團體諮商對國中隔代教養學生輔導之持續效果------------------------------------------109
第五章 結論與建議--------------------------------------113
第一節 結論----------------------------------------113
第二節 建議----------------------------------------119
參考文獻------------------------------------------------125
一、 中文部分--------------------------------------125
二、 網路資料--------------------------------------126
三、 西文部份--------------------------------------127

附錄----------------------------------------------------131
附錄一:半結構式訪談大綱---------------------------------131
附錄二:家長同意書---------------------------------------132
附錄三:理情取向團體單元設計-----------------------------133
一、中文部分
王怡又(2000)。祖父母照顧的幼兒如何表達情緒。私立靜宜大學青少年兒童福利所碩士論文,未出版,台中。
中華民國臺灣地區九十二年家庭收支調查報告﹙2003﹚。台北市: 行政院主計處。
王鍾和、郭俊豪﹙1998﹚。祖孫家庭與親職教育。學生輔導通訊,59,50-61。
朱岑樓(1983)。談隔代教養問題。今日生活,203,6-8。
江承曉(1991)。青少年的生活壓力、因應行為與身心健康之相關研究。台灣師範大學衛生教育研究所碩士論文,未出版,台北市。
李玉冠﹙2000﹚。隔代家庭祖孫關係之探討—以台北縣低收入戶為例。私立靜宜大學青少年兒童福利所碩士論文,未出版,台中。
李坤崇、歐慧敏(1993)。行為困擾量表—指導手冊。台北市:心理出版社。
吳芝儀、張景然(1995)。團體諮商的理論與實務。台北市:揚智文化。
吳佳蓉、張德勝﹙2003﹚。隔代教養學生與非隔代教養學生學校生活適應之比較。花蓮師院學報,16,109-133。
林芳美(1995)。青少年之自我統整、行為困擾及人格特質之相關研究。台中師範學院初等教育研究所碩士論文,未出版,台中市。
邱珍琬(2004)。隔代教養家庭優勢--個案研究。南大學報,38(2) ,33-44。
林娟妃(2003)。孫子女知覺祖父母管教方式與其生活適應影響之研究。私立中國文化大學生活應用科學研究所碩士論文,未出版,台北。
約瑟夫.顏古拉、溫蒂.德萊登(2001)。理情治療學派創始人—艾理斯(陳逸群譯)。台北市:生命潛能。
翁福元﹙2000﹚。隔代教養家庭問題。載於中華民國家庭教育學會(主編),家庭教育學(193-202頁)。台北市:師大書苑。
陳麗欣、翁福元、竟嚏B林志忠﹙2000a﹚。我國隔代教養家庭現況之分析﹙上﹚。成人教育通訊,2,37-40。
陳麗欣、翁福元、竟嚏B林志忠﹙2000b﹚。我國隔代教養家庭現況之分析﹙下﹚。成人教育通訊,4,51-66。
黃政吉﹙2000﹚。社會變遷中隔代教養與少年非行之關係實務調查研究。警學叢刊,31﹙3﹚,97-109。
曾廣森(1983)。國民中學及其家長、教師對學生行為困擾知覺差異之調查研究。台灣師範大學教育研究所碩士論文,未出版,台北市。
郭俊豪(1998)。祖孫家庭相關因素之探討。國立政治大學教育研究所碩士論文,未出版,台北。
陳英豪、汪榮才、李坤崇、歐慧敏(1993)。國中國小學生行為困擾調查與輔導效果之研究。行政院國家科學委員會專題研成果報告(報告編號:NSC82-0301-H024-001),未出版。
梁雅舒﹙2003﹚。祖父母的孩子—隔代教養家庭輔導。學生輔導通訊,88,34-41。
賴靜瑩(1999)。國中生A型行為組型、內外控人格特質與生活適應之相關研究。國立高雄師範大學教育所論文,未出版,高雄。
簡文元(1998)。原住民家庭教育現況探討。台灣教育,576,45-49。

二、網路資料
丹心(2004)。我們給了孩子多少:隔代教養面面觀。取自:http://www.wfdn. com.tw/9305/040530/news/053003-1.htm
徐毓莉(2004年4月4日)。婦援會:隔代教養造成偏差行為值得關注。Hinet 新聞。取自:http://times.hinet.net/Special Topic/930404-health/ 4501906.htm
隔代教養問題多(2005年1月27日)。中廣新聞網。取自:http://tw.newsyahoo. com/050127/4/1g8lp.html

三、外文部份
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Corey.G.F. (1996).Theory and practice of counseling and psychotherapy (5th ed.).Belmont, CA:Brooks/cole.
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