醫事人員參與ACT Raising Safe Kids親職團體帶領人訓練方案之經驗探究

A Study of the Experience of Medical Personnel Participating in ACT Raising Safe Kids Facilitator Training Program

廖紫伶(Liao Tzu-Ling)

指導教授 ： 傅如馨

國立政治大學/教育學院/輔導與諮商碩士學位學程/碩士(2022年)

https://doi.org/10.6814/NCCU202200860

摘要

本研究旨在探討ACT Raising Safe Kids親職團體帶領人訓練方案對於臺灣兒少保護工作的適用性。本研究以立意取樣的方式，由參與ACT Raising Safe Kids親職團體帶領人訓練方案的成員當中，邀請三位醫事人員進行半結構式訪談，瞭解他們參與ACT Raising Safe Kids親職團體帶領人訓練方案的經驗、感受、想法、回饋以及瞭解其應用ACT Raising Safe Kids親職教育方案的情形等等，研究者將所得之訪談資料，以質性研究中的主題分析法進行資料分析，並得出研究結果，如下：
一、醫事人員在兒少保護工作當中常面臨系統合作方面的挑戰。
二、ACT Raising Safe Kids親職教育方案能為醫事人員帶來實務工作的啟發及應用，包含：（一）課程結構性高，有助於籌備講座與團體內涵；（二）體驗活動引發覺察與省思，啟發醫事人員藉此具象化衛教內涵，從而提升家長的接受度；（三）多元的討論與分享有助於拓展實務工作的視野並增加互動性；（四）夢想卡幫助醫事人員回憶與喚起課程學習與感受，啟發以相似媒材與家長互動。
三、ACT Raising Safe Kids親職團體帶領人訓練方案可針對課程架構及本土化調適進行修正，包含：（一）增加ACT Raising Safe Kids親職團體帶領人訓練方案的課程時間；（二）ACT Raising Safe Kids親職教育方案翻譯內容作本土化的修正與調適；（三）簡報與手冊內容作一致化修正。
最後依據研究結果進行討論，並提出兒少保護方面與研究方面的建議，以作為後續修正ACT Raising Safe Kids親職團體帶領人訓練方案以及ACT Raising Safe Kids親職教育方案以及未來研究的參考依據。

關鍵字

ACT Raising Safe Kids親職團體帶領人訓練方案 ； ACT Raising Safe Kids親職教育方案 ； 醫事人員 ； 親職教育 ； 兒少保護工作

並列摘要

The purpose of this study was to explore the applicability of the ACT Raising Safe Kids Facilitator Training Program in Taiwan. The study invited three medical personnel who participated in ACT Raising Safe Kids Facilitator Training Program by purposive sampling. After the ACT Raising Safe Kids Facilitator Training Program, the individual semi-structured interviews were conducted. The purpose of the interviews was to understand medical personnel’s experiences, feelings, thoughts, feedbacks in the ACT Raising Safe Kids Facilitator Training Program and the applications of the ACT Raising Safe Kids Parenting Program. The researcher used the thematic analysis to analyze the data. The results were as follows:
1.Medical personnel often face the challenges of system collaboration while working with children, youth, and families.
2.The inspiration and helpfulness that ACT Raising Safe Kids Facilitator Training Program can bring to medical personnel include: (1) The high-structured curriculum is helpful to prepare for the lecture and the group. (2) The experiential activities can arouse medical personnel’s self awareness and reflection, and inspire medical personnel to visualize the connotations of the health education that can help them communicating with parents easier. (3) The diversified discussions and sharing help medical personnel broaden their horizons of practical work. (4) The dream cards help medical personnel recall and evoke their learning and feelings in the lessons, and inspire them to adopt similar materials while interacting with parents.
3.The directions that the ACT Raising Safe Kids Facilitator Training Program can be adjusted in the process of localization, including: (1) Increasing the course time of the ACT Raising Safe Kids Facilitator Training Program’s lessons. (2) Conducting the localized revision and adjustment of the translated contents of the ACT Raising Safe Kids Parenting Program. (3) Revising the slides and manual contents to make them consistent.
According to the results of the study, the researcher proposed some practical and research recommendations for future research.

並列關鍵字

ACT Raising Safe Kids Facilitator Training Program ； ACT Raising Safe Kids Parenting Program ； Medical personnel ； Parenting education ； Child and youth protection

參考文獻

Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28(2), 235-260. https://doi.org/10.1163/156916297X00103

中文部分

王以仁（2014）。親職教育：有效的親子互動與溝通。心理。

王行（2005）。兒少保護工作中降低施暴風險的策略初探：以強制性親職教育輔導的執行為例。臺大社會工作學刊，12，139-199。

王郁婷（2020）。ACT Raising Safe Kids 親職方案對於父母後設情緒理念之影響（未出版之碩士論文）。國立政大學，臺北市。