自我效能團體工作方案運用 在機構安置少女提升自我效能之成效評估 --以天主教善牧基金會附設台東縣私立德蕾之家為例

An Outcome Evaluation of cusing Self-Efficacy Group Work Program on the teenage girls in the Residential Institution. —Taitung County Telay Girls Home of Good-Shepherd Social Welfare Foundation as an Example

陳玉潔(Chen, Yu-Chieh)

指導教授 ： 蔡青芬

長榮大學/人文社會學院/社會工作學系(所)/碩士(2011年)

https://doi.org/10.6833/CJCU.2011.00221

摘要

接受安置少女多因家庭、學校未提供足夠探索的機會、缺乏可對照的基模，故面對困難與挫折常無法具體思考因應生活問題。自我效能的基礎信念來自生活中，是個人行動與表現的中介變項，也是改變行為模式的轉機，對安置少女具有發展具有重要性。本研究目的有二，一是透過執行自我效能團體工作方案，檢視自我效能團體工作方案，能否提升安置少女自我效能？其¬二是檢視其自我效能變化與學習遷移情形。本研究採取採單組前後測實驗設計法，設計自我效能團體，含括理性分析、自我管理、自我信心與自我持續力等四個效能面向，針對安置於財團法人天主教善牧基金會附設台東德蕾之家的九名少女，自2011年5月至7月進行共計八次的團體活動，並以主要經驗、替代經驗、言語說服以及生理與感情的狀態分析其自我效能變化。

本研究針對研究結果提出四點建議：
一、 對於安置機構工作模式
由於自我效能是經由生活經驗取得，且需要不斷經過經驗重組與改造，方能提升安置少女之自我效能。而安置團體生活經驗是提升安置少女自我效能的重要的來源，若結合安置機構例行性的方案，例如：社工員會談、家園會議、生活輔導員生活陪伴之言語說服，當能最直接提升安置少女之自我效能。
二、 對於安置機構工作團隊
安置機構工作團隊對安置少女之思考模式與行為之改變有最直接的影響力。而自我效能並非經由一次性團體就可提升安置少女之自我效能，需要安置機構團隊一致性與持續性對安置少女運用反思回饋等技巧，持續引導，安置少女累積足夠能力，提升自我效能進而改變行為。

三、 對於安置機構自我效能學習遷移
自我效能形成的過程中會出現不穩定的起伏，需透過重複經驗精熟與修正，若安置機構內能經由團體生活的經驗，透過反思引導，在經驗重組的過程中，達到學習遷移的目的，發揮安置少女生活經驗舉一反三的能力。

四、 對於「提升自我效能團體工作方案」成效評估相關研究而言
(一) 確實了解安置機構的使命與發展過程，並與安置機構溝通團體內容及想要研究之主題與進行方式。
(二) 研究者要進入安置機構需了解安置少女特質以及團體動力。
(三) 研究者需了解訪談社工員、生輔員客觀了解安置少女的生活型態、
團體文化與次問文化。
(四) 執行完畢三個月至六個月可進行再施測，以利了解安置成員之學習
遷移情形。

關鍵字

安置少女 ； 自我效能 ； 學習遷移 ； 社會團體工作 ； 績效評估

並列摘要

Due to the insufficient opportunities from the family and school for exploring the world and the lack of a reference schema as a life model, the teenage girls in placement often fail to effectively deal with their life issues with proper and specific thoughts while facing difficulties and setbacks. The basic beliefs of self-efficacy come from daily life, serving as an intervening variable of individuals’ actions and behaviors and an opportunity for the change of behavioral patterns with a significant importance for the development of those teenage girls in placement. This study has two purposes: (1) to examine whether the self-efficacy group work program can enhance the self-efficacy of those teenage girls in placement through the implementation, and (2) to examine the alteration of self-efficacy and the situation of learning transfer of those teenage girls.
By adopting the single-group pretest-posttest design method, this study divided the self-efficacy group into four dimensions of efficacy, including rational analysis, self-management, self-confidence and self-sustaining force. Taking the nine teenage girls placed in the Taitung De-Lei’s Home of the Good Shepherd Sisters Foundation as the research subject, this study had conducted eight group activities from May to July of 2011 in order to explore and analyze the alteration of self-efficacy based on their major experiences, alternative experiences, verbal persuasion, and their physiological and emotional conditions.

According to the research results, this study suggests the following four recommendations:
(1) For the working model of the placement agency:
Self-efficacy is derived from life experiences; thus, the self-efficacy of the girls in placement needs a continuous reconstruction and reform of experience to achieve enhancement. The group life experience in the placement agency is an important source for enhancing the self-efficacy of the girls in placement. Therefore, combining the routine programs of the placement agency, such as social worker interviews, home meetings, and the verbal persuasion of life counselors in the process of life companionship, is the most direct and efficient way to enhance the self-efficacy of the girls in placement.
(2) For the work team of the placement agency:
The work team of the placement agency has the most direct and powerful influence on the alteration of the thinking patterns and behaviors of the girls in placement. However, the self-efficacy of the girls cannot be enhanced only by a one-time group. The work team of the placement agency needs to use consistent and persistent skills such as reflection and feedback on the girls to constantly guide them until they accumulate enough ability to enhance their self-efficacy and then change their behaviors.
(3) For the learning transfer of self-efficacy of the placement agency:
In the process of the formation of self-efficacy, there will be various unstable ups and downs. To correct this situation, repeat experiences are needed to achieve proficiency. If the placement agency can provide the guidance of reflection through the group life experience to have the girls in placement achieve the goal of learning transfer during the reconstruction of experience, and then the girls will obtain an ability of drawing inferences about other cases from one instance from their life experience.
(4) For the relevant researches on the performance assessment of the self-efficacy group work program for enhancing self-efficacy:
(A) Assuredly understand the mission and the development process of the placement agency, and thoroughly communicate with the placement agency about the content of the group work program, the research topic, and the desired method to carry out the program.
(B) The researcher needs to enter the placement agency to obtain a complete understanding of the distinguishing characteristics of the girls and the group dynamics.
(C) The researcher needs to interview with the social workers and life counselors to obtain an objective understanding of the lifestyles, group cultures, and sub-groups of the girls in placement.
(D) The experiment work can be conducted again in three to six months to have a further understanding of the learning transfer of the girls.

並列關鍵字

teenage girls in residential institution ； self-efficacy ； Learning transfer ； social work practice with groups ； outcome evaluation

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