大學社團領導人心理社會發展之探究－以服務性社團為例

A Study on Psychosocial Development of University Club Leader － Based on Service oriented Club

竇希皓

指導教授 ： 張雪梅

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2005年)

摘要

本研究旨在探究大學社團領導人的社團經驗和社團領導經驗為何？其心理社會發展為何？社團經驗和社團領導經驗如何對大學社團領導人的心理社會發展作影響？透過和服務性社團十二位研究參與者深度訪談的方式，進行對現象的描述和分析，獲得研究發現如下：

社團領導人的社團經驗和社團領導經驗發展，可分為參與社團、擔任幹部、晉升領導和領導社團四個進程。在參與社團進程的發展核心為探索和投入。在擔任幹部進程的發展核心為歷練和融入。在晉升領導進程的發展核心為做出領導社團的決定和承諾。在領導社團進程的發展核心為領導和反思。

社團領導人的心理社會發展，在能力感的發展主要為：發展活動能力、籌備能力、人際能力，並形成自信。在情緒管理的發展主要為：由理解情緒到情緒控制，並發展出轉化情緒的能力。在從自主走向互賴的發展主要為：發展出能力自主和情感自主，並因信賴而產生夥伴情感。在成熟人際關係的發展主要為：社團的活動和互動提高容忍，形成健康關係，並和夥伴建構家人般的親密關係。在建立自我認定的發展主要為：藉由互動澄清自我，提升自信而接受自我，並反思脈絡。在目標的發展主要為：在社團中探索興趣，藉由回饋形成目標，並進而肯定專業。在整合的發展主要為：因社團的體驗和感受形成責任觀念、關懷他人、服務社會等信念。

社團領導人的社團經驗和社團領導經驗以「社團活動和服務活動的回饋」、「社團成員（團體）的影響」，「服務對象影響」和「持續投入而與社團形成共同體」對其心理社會發展的影響最為主要。社團領導人藉「社團活動和服務活動的回饋」獲得能力感的發展、情緒管理的發展、從自主走向互賴、建立自我認定，以及目標的發展。社團領導人藉「社團成員（團體）影響」獲得能力感的發展、情緒管理的發展、從自主走向互賴、成熟人際關係的發展，以及目標的發展。社團領導人藉「服務對象影響」獲得建立成熟人際關係的發展、自我認定、目標的發展和整合的發展。社團領導人藉「持續投入而與社團形成共同體」獲得從自主走向互賴、成熟人際關係的發展和整合的發展。

本研究綜合研究發現，歸納以下六點結論：
一、大學社團領導人的社團經驗和社團領導經驗是以『人』為核心的學習經驗。
二、大學社團領導人隨著對社團的「情感投入」和社團相關「事務處理」兩層面的深入而加深其自我發展。
三、大學社團領導人心理社會發展，與其就讀學校是公立或私立、性別以及領導時間長短無明顯關係，其發展多源自於其在社團內所經歷的具體經驗。
四、大學社團領導人的心理社會發展，隨著大學社團中的經歷，循序漸進而發展。
五、在社團經驗和社團領導經驗中，「社團活動和服務活動的回饋」以及「社團成員（團體）的影響」對於大學社團領導人心理社會發展的廣度影響很重要。
六、在社團經驗和社團領導經驗中，「服務對象影響」和「持續投入而與社團形成共同體」對於服務性大學社團領導人的心理社會發展的深度影響很重要。

研究者針對發現與結論提出建議與相關人士及未來研究者參考

關鍵字：大學社團、社團經驗、社團領導經驗、心理社會發展、服務性社團。

關鍵字

大學社團 ； 社團經驗 ； 社團領導經驗 ； 心理社會發展 ； 服務性社團

並列摘要

The purpose of this study is to analyze the experience in university club and club-leading experience of university club leader; how do club experience and club- leading experience affect the psychosocial development of university club leader? This study adopts the in-depth interviews with 12 participants and analyzes the collected data. The results of the study are as followed:

The development of club experience and club-leading experience of university club leaders can be divided into the process of four stages: ‘participation in clubs’, ‘taking the role of cadres in clubs’, ‘being promoted to club leader’, and ‘leading university club’. In the first stage the core of development is to ‘be involved’ and to ‘explore’. The core in the second stage is to ‘practice’ and to ‘integrate’. The core in the third stage is to ‘make decisions’ and to ‘commit’. In the final stage the core is to lead and to introspect.

The psychosocial development of university club leader has 7 vectors: Developing leading competence: developing the abilities of organizing activities, preparation, and personal relations, and developing confidence. Managing emotions: emotion awareness, and emotion control, and developing the abilities of transforming emotion. Moving from autonomy toward interdependence: developing independent ability, emotional independence and partnership. Developing mature interpersonal relationships: tolerance of difference, developing healthy relationships, and constructing family-like relationship with partners. Establishing self identity: clarification of self through interactions, self acceptance, and introspection. Developing purpose: exploring his/her interests in university clubs, forming goals through feedbacks, and assurance of specialty. Developing integrity: responsibility formed by the experiences and feelings in university club, caring of others, and commitment to the society.

For club experience and club leading experience of university club leader, the following factors have the greatest influence on the development: ‘feedbacks from club and service activities’, ‘Influence of members of club (community)’, ‘Influence of recipients of the services’, and ’Forming a community with the club members by continued involvements’. ‘feedbacks from club and service activities’ effects developing competence, managing emotions, moving from autonomy toward interdependence, establishing self-identity, and developing purpose. ‘Influence of members of club (community)’ effects developing competence, managing emotions, moving from autonomy toward interdependence, development of mature interpersonal relationships, and developing purpose. ‘Influence of recipients of the services’ effects development of mature interpersonal relationships, establishing self-identity, developing purpose, and developing integrity. ’Forming a community with the club members by continued involvements’ effects development of mature interpersonal relationships and developing integrity.

The results of the study are listed below:
1.The core concept in club experience and club leading experience of university club leader is human oriented.
2.The emotional involvement and club affairs management increase the self development of university club leader.
3.The psychosocial development of university club leader is mostly related to those concrete experiences they went through in university club.
4.The psychosocial development of university club leaders proceeded gradually and orderly, with the experience they went through in university club.
5.In club experience and club leading experience, the factors ‘feedbacks from club and service activities’ and ‘Influence of members of club (community)’ broaden the psychosocial development of university club leaders.
6.In club experience and club leading experience , the factors ‘Influence of recipients of the services’, and ’Forming a community with the club members by continued involvements’ deepen the psychosocial development of university service oriented club leaders.

According to the results, some suggestions are offered.

Keyword: university club, club experience, club leading experience, psychosocial development, service club.

並列關鍵字

university club ； club experience ； club leading experience ； psychosocial development ； service club

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