本研究旨在探討繩索挑戰課程對高關懷青少年的影響。以屏東縣某一國中8名高關懷青少年為研究對象,參與繩索挑戰課程。整個繩索挑戰課程執行時間為一個月,每週一次,連續四週,一次三小時。課程活動以高低空繩索課程為主,項目包括:熱身與平面探索遊戲(報數1~10、鬼抓人、撲克牌、博物館驚魂夜、月球、進化論與舒適圈);低空繩索課程(蜘蛛網、賞鯨船與隔島作戰);高空繩索課程(蔓藤路、高空獨木橋、高空擊球與直立障礙)等。本研究採用質性研究的訪談法,輔以研究者參與觀察進行活動記錄,加上高關懷青少年訪談與活動回饋單、團體分享錄音,最後結合課程引導員及導師之回饋,以分析繩索挑戰課程對高關懷青少年的影響。本研究主要發現如下: 一、 在「個人內在」方面包括:自信、自我效能、自我挑戰、制控觀。 二、 在「人際之間」方面包括:信任合作、團體凝聚力、鼓勵回饋。 三、 在「學習轉移」方面包括:主動積極、正向態度。 四、 影響因素包括:活動歷程(新奇失衡的環境、挑戰任務、團隊建立、引導員的引導與重新詮釋、楷模學習及反思內省)、體驗特性(支持鼓勵、親身體驗、能力賦權、立即的成功經驗及鼓勵冒險)、其他(富挑戰性、幽默氛圍與宗教信仰)。 最後根據研究結果,對教育輔導單位及未來研究提出建議。
The aim of this study is to explore the effects of Challenge Ropes Courses on at-risk youths, which focus on eight students joining Challenge Ropes Courses from one junior high school at Pingtung. The whole course of this class was one months, with frequency of once per week, four hours for one class. These included warm-up activities (Count off 1-10, Tag, Everybody’s It Tag, Poker, Evolution, Comfortable Zone, Moon Ball); low elements (Islands, Whale Watch, Spider’s Web); high elements (Multi-line, Cat Walk, Pamper Pole, Vertical Playpen). This study was conducted by interviewing, participating observation, combined with the feedback-sheet from the interview and activity, as well as group-sharing of their experiences. Finally, the researchers also analyze the effects on at-risk youths of Challenge Ropes Courses after considering the feedbacks of their teachers and instructors. The main results were listed below: 1. Individual effects:confidence, self efficacy, self challenge, and locus of control. 2. Interpersonal effects: trust and cooperation, group cohesion, encouragement and feedback. 3. The transfer of learning: active, aggressive and positive attitude. 4. The factors of this study: process of the activities (state of disequilibrium, mission to challenge, team building, role of facilitator, role modeling, debrief and reflection), characteristics of experiences (social supports, kinesthetic imprint, empowerment, immediate feedback and encouraging for adventure) and others (challenging activities, humor atmosphere and religious belief). According the results, the researchers give some suggestions to further study and department of educational counseling.