臺灣博碩士論文加值系統

本研究以修編及融入青少年議題之ACT親職團體為介入方案，旨在探討本親職團體對於父母後設情緒理念及其青少年子女心理健康之影響。研究參與者為22位台灣國、高中校園育有12-18歲青少年之父母，其中有9位實驗組家長接受為期4週的ACT親職團體作為實驗處理，另外13位對照組家長則未接受任何處理。本研究採用父母後設情緒理念量表與SDQ長處與困難量表實施前測與後測，並針對實驗組實施三個月後的追蹤測量並輔以質性訪談來搜集更完整的資料。本研究採用無母數統計法Wilcoxon等級檢定與Mann-Whitney U檢定，檢驗父母後設情緒理念與青少年心理健康在前測、後測及追蹤測量之間的差異。研究結果顯示，ACT親職團體結束後父母後設情緒理念情緒教導、情緒摒除與情緒不干涉在立即效果中帶來顯著影響，其中情緒摒除在延宕效果中亦得到顯著影響；青少年心理健康則未因家長參與ACT親職團體達到顯著影響。本研究建議實務工作者持續推廣ACT親職團體於中學校園，提升家長情緒覺察、正向管教、建設性衝突解決策略與雙贏溝通等，改善親子關係及促進家長對青少年的支持與指導；建議研究者擴大樣本數、考慮多元背景家長，以及維持ACT親職方案原團體時長，有助於提高實驗的代表性與可信度，更全面地了解ACT親職方案對不同背景家長的影響，確保家長可有足夠的時間吸收並應用課程內容。

This study utilized an adapted and youth-oriented ACT parenting group as an intervention program, aiming to explore the impact of this parenting group on parental meta-emotion philosophy and the psychological well-being of their adolescent children. The participants included 22 parents of Taiwanese middle and high school students aged 12-18. Among them, 9 parents in the experimental group received a 4-week ACT parenting group as the experimental treatment, while the other 13 parents in the control group did not receive any treatment. Pre- and post-tests were administered utilizing the Parental Meta-Emotion Philosophy Scale and the Strengths and Difficulties Questionnaire (SDQ), supplemented by qualitative interviews conducted three months post-intervention to provide a comprehensive understanding. Non-parametric statistical analyses, including the Wilcoxon signed-rank test and the Mann-Whitney U test, were employed to assess differences in parental meta-emotion philosophy and adolescent mental health across pre-test, post-test, and follow-up assessments. Findings revealed significant immediate effects of the ACT parenting intervention on parental meta-emotion philosophy, particularly in emotional coaching, emotional dismissing, and emotional non-involvement, with emotional dismissing also demonstrating significant effects in the delayed post-intervention phase. However, adolescent mental health outcomes did not exhibit significant improvement following parental participation in the ACT parenting intervention. Recommendations for practitioners entail the ongoing promotion of ACT parenting interventions within secondary school environments to cultivate parental emotional awareness, positive parenting practices, constructive conflict resolution strategies, and effective communication techniques, aiming to enhance parent-child relationships and foster optimal parental support and guidance for adolescents. Furthermore, suggestions for future research encompass enlarging the sample size, considering diverse parental backgrounds, and maintaining the original duration of the ACT parenting program to ensure methodological rigor, broaden generalizability, and allow ample time for participants to assimilate and implement program content effectively.

第一章      緒論 1
第一節      研究背景與動機 2
第二節      研究目的 5
第三節      名詞釋義 6
第二章      文獻探討 8
第一節  父母後設情緒理念的涵義及相關研究 8
第二節  父母後設情緒理念與青少年心理健康之關聯 19
第三節  ACT親職教育方案與相關研究 29
第四節  研究問題與假設 50
第三章      研究方法 52
第一節      研究設計 52
第二節      研究參與者 54
第三節      測量工具 56
第四節      研究程序 60
第五節      資料處理與分析 63
第六節      研究倫理 65
第四章      研究結果與討論 66
第一節      背景資料與依變項的描述統計資料 66
第二節      實驗組與對照組在父母後設情緒理念之前測分數差異 69
第三節      實驗組與對照組在父母後設情緒理念之前後測與追蹤分數差異 71
第四節      實驗組與對照組在青少年心理健康之前後測與追蹤分數差異 77
第五節      家長在團體學習後之延宕效果質性結果 82
第六節      研究討論 92
第五章      研究建議 99
參考文獻 102
附錄一  知情同意書 116
附錄二  父母後設情緒理念量表與SDQ長處與困難量表 117

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