兒童正念團體對國小六年級學童在注意力、同理心及正念的效果

本研究目的在探討「兒童正念團體」對國小六年級學童在注意力、同理心及正念的效果，以16名國小六年級學童為研究對象，研究方法採等組實驗設計，實驗組有8名學童，接受為期八週，每週2次，每次35分鐘，共16次的兒童正念團體，對照組有8名學童，在同一時間進行午休。資料分析包括量化和質性資料，在量化資料方面以「多向度注意力測驗」、「兒童同理心量表」和「華人兒童正念量表」為測量工具，收集前測、後測和追蹤測分數進行分析。質性資料係收集期中和期末團體回饋單、學童訪談和導師訪談內容等進行內容分析，用以輔助評估團體效果。研究結果：1.在注意力方面：「多向度注意力測驗」之「持續性注意力」分測驗前後測差異與前測和追蹤測差異皆達顯著，具有短期效果及一個月的持續效果，而在「選擇性注意力」和「分離性注意力」分測驗則皆無顯著差異，未具有短期效果及一個月的持續效果。2.在同理心方面：「兒童同理心量表」前後測差異達顯著，具有短期效果，但無一個月的持續效果。3.在正念方面：「華人兒童正念量表」之總分量表和「不評價」分量表之前後測差異達顯著，具有短期效果，但無一個月的持續效果，而在「專注覺察」、「接納」和「不纏繞」分量表則皆無顯著差異，未具有短期效果及一個月的持續效果。4.在質性資料方面，實驗組學童和導師都認同在學童參加完團體後，在不同情境的注意力有所提升，能展現情感性的同理心、認知性的同理心和行為性的同理心。實驗組學童也較能覺察自己的情緒狀態和人際關係，進而運用正念態度或技巧去調節情緒和人際因應。最後，提出研究相關討論與建議。

關鍵字

正念；同理心；兒童正念團體；注意力

並列摘要

The purpose of the research was to explore the effect of children mindfulness group on the attention, empathy, and mindfulness of the sixth grade students in elementary school. The participants consisted 16 sixth grade students in elementary school. The researcher applied the equivalent pretest-posttest control group method. They were assigned into the experiment group (n=8) and the control group (n=8). The students of the experiment group were accepted for children mindfulness group of 8 weeks, 2 times per week, 35 minutes per session, and 16 total sessions. And the students of the control group were taking a lunch break as useal at the same time. The data analysis includes quantitative and qualitative data. The measurement included “Multi-dimensional Attention Test”, “Children's Empathy Scale” and “The Chinese Children Mindfulness Measure”. All participants received the pretest, the posttest and the follow-up test. The qualitative data were collected feedback during the middle and end of the experimental processing period and records from teacher and student interviewing that were used to support of supplement effects of this research findings. The findings of this research were illustrated as follows: 1.With the respect of attention: Children mindfulness group had short-term effect and one-month continuous effect on ”Sustained Attention Subtest” of “Multi-dimensional Attention Test” , but had no short-term effect and one-month continuous on “Selective Attention Subtest “ and “Separate Attention Subtest “ of “Multi-dimensional Attention Test” . 2. With the respect of empathy: Children mindfulness group had short-term effect on “Children's Empathy Scale “ , but had no one-month continuous effect. 3. With the respect of mindfulness: Children mindfulness group had short-term effect on “Mindfulness Total Scale” and “Non-judgement Subscale” of the “The Chinese Children Mindfulness Measure”, but had no short-term effect and one-month continuous on “Mindfulness Total Scale”, “Non-judgement Subscale”, “Attention and Observation Subscale”, “Acceptance Subscale”, and “Defusion Subscale”. 4. With the respect of qualitative data: The teachers and students of the experiment group agree that their attention in different situations were improved after the students participating in the group, and they could express in emotional, cognitive, and behavioral empathy. The students of the experiment group were also more cultivated aware of their emotional state and interpersonal relationship with mindfulness attitudes or techniques. Finally, the research related discussions and suggestions were also proposed.