人際關係困難學童參與桌遊團體輔導之行動研究

本研究探討人際關係困難學童參與桌遊團體輔導之經驗以及團體歷程中之人際互動變化，本研究採行動研究，以新竹縣某國小六名國小六年級學童研究參與者。研究者參考相關文獻設計團體方案，共實施12次團體，每次40分鐘，每週兩次。研究者透過團體觀察記錄、協同行動者訪談、成員回饋問卷結果、成員訪談、成員導師訪談進行資料分析。研究者採用Worzbyt 和O'Rourke認為兒童發展人際關係應具備的能力為架構，以溝通能力、分享能力、輪流能力、合作能力、設定目標和做決定的能力五向度作為資料分析的依據。本研究發現結果如下: 一、使用桌遊於團體輔導中能促進人際互動，以遊戲做為開啟對話的契機，讓成員有表達與傾聽的機會。共同的遊戲目標，也能讓成員互助合作。二、在桌遊團體中人際互動的經驗，讓成員願意在日常生活中嘗試新的行為。且成員能覺知自己在人際關係中需要改進的技巧，嘗試改變，進而改善自己的人際關係。三、行動者在團體歷程中給予成員的人際回饋具有重要性，經由行動者的人際回饋能讓成員感受到被接納與支持，也能讓成員瞭解自己的不適切的人際行為，並學習到正確的人際行為表現。四、行動者經由在團體中的觀察與協同行動者訪談、成員訪談、成員導師的訪談，以多元面向的觀察，從中進行自我反思並增進專業成長。

關鍵字

人際關係；桌遊；團體輔導

並列摘要

This study examined the effect that board game group counseling on children who experienced difficulties with interpersonal relationships and the behavioral changes after participating in the group. The study adopted an action research approach, with six sixth-graders from an elementary school in Hsinchu County serving as the activity participants. The researcher reviewed the relevant literature to design the group project, which was implemented in 12 group sessions, 40 minutes each time, twice a week. Data analysis was conducted on data obtained while making observations of the group activity, interviewing the assistant-facilitators, soliciting feedback from the participants via questionnaire, and conducting interviews with participants and thier mentors. Skills which Worzbyt and O'Rourke believe children should develop for interpersonal relationships were incorporated into the framework and the five dimensions of communication, sharing, taking turns, cooperation, goal setting and decision making were used as the basis for data analysis.The findings of this study were as follows: 1. Using board games in group counseling can promote interpersonal interaction. Games provided an opportunity to open up dialogue and give participants a chance to express themselves and to listen to each other. The common goals of the game also allowed participants to help each other and to cooperate. 2. The interpersonal interaction experiences learnt from the group board game sessions equipped participants with new interpersonal skills that helped them to make new friends in their daily lives by trying out new skills. Participants had also awared of the skills they need to improve in their interpersonal relationships. By this way, they tried to change their old behavior and improve their interpersonal relationships. 3. Through the process, the activity facilitator provided important interpersonal feedback to the participants. Interpersonal feedback provided by the facilitator, helped the participants feel accepted and supported, and helped them know their own inappropriate behavior, together help participants learnd the appropriate ways of interacting with people. 4. The facilitator conducted a self-reflection to enhance professional growth based on the observations of the group activity, interviews with assistant-facilitators, and interviews with participants and their mentors.