應用親職教育團體學習模式促進親職效能之研究

本研究旨是以站在以「行動中反映」（reflection-in-action）的基礎上，參考行動研究之動態屬性以及質性研究的資料蒐集方法，探討「反映式溝通親職團體課程」方案對於團體成員經驗學習改變的情形，藉以瞭解團體方案是否有助於父母提升親職教育素養。將研究發現與討論分作「真誠的語言溝通」、「尊重孩子和自己情緒的感覺表達」、「同理心是教養孩子的基礎」與「從原生家庭再現記憶跟自我的和解」等四階段論述。研究結果分述如下：一、「真誠的語言溝通」：1.父母能專注傾聽孩子的說話，則有助於孩子安全與信任感態度的養成。2.鼓勵孩子說出內心真實感受的語言，並真正聽懂孩子心底的話。3.孩子自我意像的建立是來自父母真實的語言的反映。4.把「話」說好，是一種接納式語言力量的展現。二、「尊重孩子和自己情緒的感覺表達」：1.常使用建設性語言，有助於孩子真實情感的表達。2.回應孩子的情緒感受，可以幫助孩子瞭解父母真正情緒的感覺。3.靈敏察覺自己和孩子的感覺，能夠化解親子間情緒的衝突。三、「同理心是教養孩子的基礎」：1.「愛」和「分享」是培養孩子具有同理心的基礎和能量。2.同理心的陪伴是父母與孩子之間溝通的基石。3.善用支持與回饋的溝通方式，累積對孩子情感理解的能量。四、「從原生家庭再現記憶跟自我的和解」：1.當我們能接受自己的父母時，才能理解發生在自己生命經驗裡的傷痛和故事。2.團體成員間相關的類化經驗，成為與自己和解的橋樑。最後，歸結於本研究結果，針對「對團體方案課程的建議」、「實施研究場域的建議」，以及「後續研究」等三方面，提出實踐層面的建議。

關鍵字

團體方案課程；經驗學習

並列摘要

The reflection-in-action is the main idea being focused on this study, which discusses situations of experience learning changed by members after through a series of reflection communication group courses. It helps this study in order to understand whether the course really helpful to parents to improve their parenting education literacy. The methods of data collection are based on the dynamic attribute with action research and qualitative research. The study is divided into four parts as sincerely verbal communication; respect for emotional expressions from both children and parents; empathy is a basis in children’s upbringing process; and reproducing the original family memories with self-reconciliation. First of all, sincerely verbal communication: 1. Pay more attention to listen to children’s words, which helps them to develop the sense of security and trusty. 2. Encourage children to speak out the truly inner feelings from the heart and to understand what they think. 3. The self-image of children is a reflection from parents’ true language. 4. The "words" that good can be shown as a power of language. Secondly, respect for emotional expressions from both children and parents: 1. Giving suggestions frequently can help children to express inner feelings. 2. Giving responses can help children to understand what feelings of parents have. 3. Well aware of the emotional feelings from both children and parents can resolve conflicts. Third, empathy is a fundamental to educate children: 1. “Love” and “sharing” are two elements also energy to train children’s empathy. 2. Empathy is a cornerstone of communication between children and parents. 3. Well use supporting and feedback in communications can cumulative the energy for children to understand more about emotions. Fourth, reproducing the original family memories with self-reconciliation: 1. Accepting parents when we understand those sufferings and stories happened in the life. 2. Similar experiences from group members can be transferred as an inner bridge to resolve self-conflictions through by a series of group grogram courses. Concluded these results of this study there are three practical suggestions will be presented such as suggestions for the group program courses, implement study field and follow- up study.