女性主義團體輔導對自傷兒童自我認同之行動研究

An Action Study of Feminist Group Counseling on Self-Identity of Self Injuring Children

黃上芳(SHANG-FANG HUANG)

指導教授 ： 杜淑芬

中原大學/人文與教育學院/教育研究所/碩士(2022年)

https://doi.org/10.6840/cycu202201173

摘要

摘要
本研究旨在以女性主義取向團體輔導方案的介入，探討具有自傷行為兒童在團體歷程中的自我認同發展，以及行動者在行動歷程中的反思與成長。本研究採取行動研究，以任職學校的五名國小六年級學童為研究對象，進行每週一次，一次四十分鐘，為期八次的女性主義團體輔導。本研究依循行動研究「問題－行動－評鑑／反思」的循環步驟進行，研究者透過團體觀察紀錄表、研究者省思札記、成員及其師長的訪談記錄、觀察員的觀察與回饋等方式蒐集資料，以不同觀點採三角驗證方式分析、檢驗，以了解具有自傷行為兒童在女性主義團體輔導歷程經驗的內涵。本研究結果歸納如下：
一、女性主義團體輔導歷程強調團體敘說、平等的權力關係與支持關懷，促使學童自我覺察、肯定自我；敘說生命經驗有機會重新檢視故事，有助於學童自我認同的正向發展。
二、女性主義團體輔導方案的介入，有助於學童覺察自己的價值，轉化以正向觀點定義自己，增進改變的行動力；在團體歷程中的改變，促進學童對自我的賦權，進而提升自我認同與悅納。
三、輔導人員的參與與正向回饋，賦予學童權力，有助於學童探索與接納自我；適時反映與澄清，學童能覺察與肯定其優勢能力，提升我能感，促使增進自信心與自我認同，進而將改變實踐於日常生活。
本研究依據研究結果加以分析討論，並對學校輔導實務工作與未來研究作相關建議，希冀未來女性主義取向團體輔導可以有效運用於輔導工作中。

關鍵詞：女性主義取向、團體輔導、自我傷害行為、自我認同

關鍵字

女性主義取向 ； 團體輔導 ； 自我傷害 ； 自我認同

並列摘要

Abstract
This study aimed to explore the self-identity development of children with self-injury behavior in the group process, and to analyze the reflection and growth of the researcher in the action process through the intervention of a feminist-oriented group counseling program. This study used action research, and it consisted of five sixth grade students as the research subjects. It involved eight feminist group counseling, once a week for 40 minutes. This research followed the cycle of “question-action-assessment/reflection” in action research. Data was collected through group observation records, researchers' reflection notes, interview records of members, and their teachers and parents’ observation and feedback of observers. The researcher analyzed and tested the data from different perspectives by using the triangulation verification method, so as to understand the meaning of the experience of children with self-injuring behavior in the feminist group counseling process. The results of this study were summarized as follows:
1.Feminist group counseling process emphasized group narrative, equal power relations, and supportive care, which enhanced students’ self-awareness and self-affirmation; life experience narrative provided students the opportunity to re-examine the stories, which was conducive to the positive development of students' self-identity.
2.The intervention of the feminist group counseling program could help students to perceived their own value, transformed their thoughts into a positive perspective, and enhanced their ability to change; the change in the group process promoted students' self-empowerment, and improved self-identity and self-acceptance.
3.The participation and positive feedback of counselor empowered students and helpt them explore and accept themselves; a timely reflection and clarification enabled students to perceive and affirm their superior abilities, enhanced their sense of empowerment, promoted self-confidence and self-identification, and then implemented changes in everyday life.
Through the analyzation and discussion of the research result, this study provides relevant suggestions for school counseling practice and related future research. This study hopes that feminist-oriented group counseling can be effectively used in counseling work in the future.

Keywords: feminist-oriented, group counseling, self-harm behavior, self-identity

並列關鍵字

feminist-oriented ； group counseling ； self-harm behavior ； self-identity

參考文獻

陳毓文（2006）。一般在學青少年自殘行為之相關環境因素初探。中華心理衛生學刊，19(2)，95-124。

參考文獻

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