高中同儕輔導員訓練及同儕團體輔導之應用效果研究

The Effect of Peer Counselors' Training Program and Peer Group Counseling in a Senior High School

王文秀(Wen-Hsiu Wang)

《教育心理學報》 20期 (1987/05) Pp. 205-227

https://doi.org/10.6251/BEP.19870601.10

摘要

本研究探討：(一)同儕輔導員訓練對同儕輔導員的效果；(二)同儕團體輔導對高中人際適應困擾學生的效果。受試者為臺北市立中山女高高一學生計112位。第一階段為同儕輔導員接受八週，每週二小時之助人技巧訓練；第二階段為同儕輔導員帶領之成長團體。分別以同理心評量表、田納西自我概念量表、孟氏行為困擾調查表、人際關係量表、社會關係量表評量其效果。所得資料以Timm的一般線性模式考驗、t考驗與重覆量數二因子變異數分析進行處理。結果顯示：(一)同儕輔導員訓練對高一學生之同理心與自我概念有正向顯著效果；(二)成長團體對成員在團體中之情緒擴張性與受支持性均有顯著正向效果，但對其人際適應困擾與人際需求則無影響。

並列摘要

This study focused on (1) the effect of peer counselors' training on peer counselors' helping skill and self-concept, and (2) the effect of peer group counseling on senior high school students' interpersonal problems.
In the first part, thirty three female senior high students were selected andserved as proposed peer counselors. These students participated in a eightweek peer counselors' training program which stressed on knowledge of the peer counselor's role, understanding of self, and basic interpersonal and counseling skills. The trainees completed the Empathy Scale and Tennessee Self Concept Scale (TSCS) at the beginning and the end of the training session. After the training, six peer counselors were selected and intensively trained as leaders of three T-Groups of tenth female graders with interpersonal problems. Twenty six students who didn't take the training served as the control group.
The second part of the study was the three T-Groups led by six peer counselors (n=20 in total). The control group (n=20) did not participate in any T-Group.
The measurement used in this study included: Empathy Scale, TSCS, MPCL, FIRO-B, and Sociometrics. A 2×2 analysis of variance (ANOVA) with repeated measure, Timm's general linear model and t-test were used to test the hypotheses. Following are the main conclusions:
1. For the peer counselor-there were significant differences between experimental and control groups on empathy skill and self-concept.
2. For the client-there were no significant differences between experimental and control groups on interpersonal problems and interpersonal orientation. However, there were significant differences in pre-and post measures on emotional expansiveness and the selecting index.
Results indicated that the training program had a singificant effect on the empathy skill and self-concept of the students. The T-Groups led by the peer counselors were helpful in enhancing the emotional expansiveness on their interpersonal adjustment and the innterpersonal needs.
Future recommendations for further research included the training of peer counselors, and the source of the T-Group members.