- 學位論文
體驗教育團體方案對安置機構青少年人際互動能力之影響
THE EFFECTS OF A PROJECT ADVENTURE PROGRAM ON THE INTERPERSONAL SKILLS OF RESIDENTIAL YOUTH
摘要
家庭，是每個人重要的社會化角色，然而對於本研究的安置少年來說，其家庭通常係遭遇變故、失功能或家庭暴力、性侵害等受蓄意傷害的孩子，而因其成長的家庭背景，使得安置少年的發展，又較一般少年來得脆弱。安置少年在過去的成長背景與生活經驗下，從原生家庭學習到不良的人際互動經驗，對其個體不免有些負向的影響，如創傷後壓力症候群、低自尊、無助感、焦慮或憂鬱等情緒性困擾，如此也影響到其人際的交往，對人缺乏信任感、處於退縮的狀態，不易與人建立、維持關係，伴隨著人際關係不佳、課業落後，甚至是極端非行的攻擊他人、物質濫用、犯罪行為或自我傷害等行為。 因此，本研究的目的，將透過三階段（平面、高空及自助旅行）互動式教學的「體驗教育方案活動」作為媒介，從中來觀察體驗教育活動方案，是否對安置少年的人際互動能力產生影響、及其如何產生影響，而在方案結束後，其人際互動能力是否有提升之延宕效益。 本研究共有11名活動參與者，其中5名少年為研究參與者。研究方式在方案評估的架構下，採單案設計的方式進行，透過質性為主量化為輔之多元三角交叉檢視的資料比對，質性部分採用參與觀察、文件分析及深入訪談等為主要資料蒐集之方法，量化以研究者自行修訂之「青少年社交行為經驗評量表」進行前、後測量，以觀察少年人際互動能力動態的發長變化。 本研究主要發現如下： 壹、體驗教育活動方案，對安置少年人際互動能力產生了九大面向的影響，包含：「尊重態度的養成」、「刻板映象破除」、「化被動為主動」、「互惠」、「增強助人的意願與行動力」、「增強衝突處理的能力」、「自我效能感的提升」、「個性的轉變」、「正向經驗學習」等。 貳、體驗教育活動方案，對安置少年人際互動能力產生影響之五大重要內涵，包含： 一、透過團隊目標導向的方案推動，凝聚少年的情感 二、由少年自主規劃的活動設計 三、加強團隊的建立，催化團體士氣與凝聚力 四、把握特殊事件的學習機會 五、少年個人內在能量的催化 參、安置機構青少年自述離開體驗教育團體，回到常態安置生活環境後，仍具有人際互動能力提升的延宕效益。 肆、5名參與研究之安置少年，在參與本次體驗教育活動方案後兩個月，人際互動能力部份有所差異：「不適應行為」的改善狀況，能夠繼續延續到生活當中，「適應行為」部分，未能產生延宕效果。 本文最後以實務為取向，提供安置少年實務工作、規劃體驗教育方案活動的工作者及未來欲從事相關領域研究者，具體的參考方向，期望本研究之發現能提供台灣社會工作服務，運用體驗教育輔導青少年上有所貢獻，並促進未來規劃安置少年休閒活動的趣味化與多元化。
並列摘要
The Family is a primary agent of socialization that plays an important role in shaping the life and behavior of an individual. However, most residential youths are from dysfunctional families and are victims of domestic violence and sexual assault. Because of their family background, the residential youth is more vulnerable than the average teenagers. Residential youth often grow up in dysfunctional families and experience negative life experiences in their early years. They have received negative feedback from original families; therefore it is difficult for them to obtain effective interpersonal interaction skills. Unhealthy family patterns cause some negative influences on teens, such as post-traumatic stress syndromes, low self-esteem, helplessness, anxiety, depression or emotional distress. These teens are unable to have good interpersonal skills and are in lack of trust in people. They experience difficulties in building up or maintaining good relationships with others. Because of poor relationships, it is difficult for them to gain academic achievement, and some of them may have behavior problems such as attacking other people, substance abuse, and criminal or self-harm behavior. Therefore, the purpose of this study is to examine the instant and delayed effects of “Project Adventure Program " on residential youth. The program has three stages (ground activities, high altitude experience, backpacking) of interactive teaching strategies to improve the interpersonal skills of these youth. In this study, 11 participants were recruited to attend project adventure program. 5 of the participants were consented to be the subjects of this study. Based on the program evaluation framework, a single-case design was used. The research method is a mixture of both a qualitative examination and the multiple triangulations of quantitative measurement to capture the dynamic development and performance of residential youths. More specifically, the qualitative data collection methods include observation, document analysis and in-depth interviews and the researcher adopted a “Teenager’s Experience in Social Behavior Rating Scale” with modifications for quantitative data collection and applied the scale to pre- and post-tests to observe the changes in teenagers’ interpersonal skills. Main findings of this study are as follows: 1.The project adventure program has enhanced residential youth’s interpersonal skills in nine areas including "Cultivating a respectful attitude” ," Eliminating Stereotypes", "From acting passively to actively", "Increase in reciprocity", "Enhancing the motivation of helping people”, "Enhancing the ability to manage conflict”, ”Enhancing self-efficacy”, "Changes in personality", "Positive experiences of learning” , and so on. 2.The project adventure program provided five important element of interpersonal skills to residential youth, including: (1)Through the implementation of the program of team goals to enhance cohesion of residential youths. (2)The autonomous planning of activities by the residential youths. (3)To strengthen the establishment of the team and facilitate group morale and cohesion. (4)To grasp the learning opportunities of extraordinary events . (5)To facilitate intrapersonal energy of residential youths. 3.After residential youths participated in the project adventure program, they have consistently demonstrated better outcomes in interpersonal skills. 4.Two months later, there are five participants felt that their “inappropriate behavior” was decreased as a result of participation in the project adventure program. However, as to "adaptive behavior", the program failed to produce a delayed effect. Finally, from a practical angle, this study provides specific directions for residential practical social workers, project adventure program workers, and researchers in related fields. It is hoped that the findings of this study can encourage the social workers in Taiwan to use project adventure in youth counseling and services. It also hopes to promote more interesting and diverse residential youth leisure activities program in the future.