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以自重與尊重對方為導向之國中青少女戀愛關係團體諮商方案成效研究

Effect Research of Teenage Girls in Junior High School Participating in 'a Romantic Relationship Counseling Group' Oriented to Encouragement of self-Respect and Respect for Their Partner

Abstracts


本研究旨在瞭解國中女生參與以自重與尊重他人為導向的戀愛關係團體諮商方案之後其戀愛與友情的改變,以驗證方案成效。方案係以筆者先前帶領七個前導團體的經驗及相關研究為基礎,包含促進自重與尊重之主題與帶領原則,每週進行兩小時共十次,由兩位心理諮商背景女性領導員帶領。研究對象為寄宿學校之曾經戀愛或正在戀愛的國一、二女生,經由配對隨機分派後8人參與實驗組之團體,對照組7人暫不參加。研究採取混合方法研究設計,收集實驗組與對照組在團體前一週到團體結束後八個月,在自重、尊重對方、衝突處理取向、關係評量表等量表上的四次自陳結果,進行線性混合模式分析;並於團體結束後三個月訪談實驗組,再進行訪談逐字稿的主題分析並將結果數量化,以互相檢核質量性資料的結果。綜合結果顯示實驗組經過團體後面對友誼與戀愛中的衝突能停而後思、顧及彼此、採取多樣的解決方式,在強調照顧對方的戀愛中不僅能顧及對方的感受亦能維護自己,同學老師也發現她們的改變;與實驗組來往頻繁的對照組其友誼也有正向的改變,戀愛上則未有改變。顯示此方案能促進女孩在親近關係特別是戀愛關係中自重與尊重他人,在往來密切的機構帶領此方案有助於全體良好的互動。

Keywords

自重 青少女 尊重 團體諮商 戀愛

Parallel abstracts


The purpose of this study is to verify the effect of a romantic relationship counseling group project of teenage girls in junior high school which is oriented to encouragement self-respect and respect for her partner by examining relational changes of group members. There are 8 main catalysts and some principles of leading the group in order to facilitate participants' self-respect and respect. The group structure is as followed: two hours per week for a total of ten weeks, led by two female leaders, both have degrees in counseling psychology. The participants were mainly seventh and eighth graders from a boarding school. They were either in a relationship or had experienced love. Participants are matched according to their characteristics and each of matched pairs is randomly assigned to contrast or experimental groups. Eight girls in the experimental group joined the counseling group and seven girls in the contrast group were later provided. The mixed methods research design was conducted. The quantitative section, time x treatment research design was used, self-reported results of the questionnaires of the self-respect, respect for the partner, conflict coping strategy and relationship assessment from both groups were collectedwith a total of four testing times. The collection time started one week prior to the beginning of the group and ended eight months after the group concluded. On the qualitative section, interview logs for the experimental group were collected three months after the group ended. Thematic analysis was used as well as quantitized of the results; triangulation was used for both qualitative and quantitative results. The result shows that after participating in the project, the girls have learned the importance of ”stop and think of what I want to do” and can also care about themselves as well as others then adopt multiple solutions inconflictswithin friendships and romantic relationship. They consider not only their partners' feelings but also their own feelings in love which emphasizes the obligation to care for the partner. Their schoolmates and teachers also become aware of their changes. The girls in the contrast group who interacted frequently with the girls in the experiment group also attain positive changes only in friendships but not in love. In conclusion, the counseling group project can improve girls' self-respect and respecther partner in close relationships especially in romantic relationships.

References


黃瑛琪、戴嘉南、張高賓、連廷嘉(2005)。臺灣青少年生涯團體諮商效果之整合分析研究。諮商輔導學報─高師輔導所刊。12,71-100。
翟宗悌、鄔佩麗(2007)。在團體中探索青少年的親密世界。中華輔導學報。22,119-155。
孫頌賢、修慧蘭(2007)。成人依附的測量:成人世界中不同依附對象的測量差異與關連。中華心理衛生學刊。20,31-51。
林慧姿、程景琳(2006)。國小六年級學童自尊、情緒調解與友誼之相關研究。教育心理學報。38,177-193。
愛情學分怎麼修 (2007 年, 7 月29 日) 。中國時報,A2 版。

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