冒險教育方案對失戀者自我概念及分手認知與調適之影響研究

本研究旨在探討以失戀因應為目的之冒險教育方案對失戀者自我概念及分手認知與調適的影響。研究採取前實驗單組前後測設計，以立意抽樣方式選取樣本，招募兩男三女共5名的參與者，進行每周一次120分鐘、共計八周結合失戀因應方式的冒險教育方案；研究結果以田納西自我概念量表及事後訪談的資料，分析參與者之自我概念是否因方案的參與有所提升；另透過分手認知調適量表及方案後反思手札的資料，分析參與者是否因冒險教育方案而較能調適失戀的反應；另外透過方案影音資料及活動帶領者的檢討日誌，分析失戀冒險教育方案設計及帶領之省思。研究以無母數統計法分析參與者前後測自我概念及分手認知與調適分數之差異；而事後訪談、反思手札以及課程影音資料則以內容分析法進行結果探討。研究結果發現失戀冒險教育方案介入後，能讓參與者在方案中學習、促進自我成長，並提高參與者自我概念，同時對分手認知與調適有正向影響，顯示冒險教育能作為介入媒材，讓失戀者失戀之狀況有所助益；研究最後也針對研究問題及未來研究方向提出建議，包含「方案編排設計之建議」、「活動帶領之建議」，以及「未來研究之建議」。

關鍵字

分手認知與調適；自我概念；冒險教育

並列摘要

The study aimed to explore the impact of adventure education on the self-concept, breakup cognition and adjustment of the people who has been through a breakup. This pre-experimental study adopted a single-group pre- and posttest design. Five subjects were recruited by purposive sampling. The intervention was based on the concept of adventure education comprising eight weekly activities (once a week with 120 minutes). The Tennessee Self Concept Scale and Assessment of Cognition and Adaptation were utilized to examine the influences of self-conception and breakup cognition and adjustment before and after the intervention. The quantitative data were analyzed by Wilcoxon Signed rank test in SPSS.. In addition, the quality of the program was evaluated by the qualitative information collecting from video records of the program implementation, feedback sheets, researcher’s diaries, and individual interview. The result revealed that the participants could be benefited from the intervention by gaining better understanding of the relationship andself-conceps. Therefore, the adventure education program might be a possible approach for people to adjut the breakup situation.