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  • 學位論文

人際發展介入活動對弱勢兒童同儕關係影響之研究-以南投縣課後照顧服務為例

The effects of RDI on peer relationships of urban childrenn in after-school programs in Nantou

指導教授 : 沈慶盈
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摘要


本研究旨於探討人際發展介入活動對弱勢兒童同儕互動關係及人際關係社交技巧之影響,並探究可能之影響因素,以做為相關單位規劃兒童課後照顧服務內容的參考。研究採用不等組前後測之準實驗設計方法進行,以南投縣某社服組織辦理之暑期課後照顧服務為研究場域,國小四至六年級的弱勢家庭兒童為研究對象;有效研究對象計25名,依社區分成人際團體組與團康活動組。人際團體組依據人際發展介入活動(Relationship Development Interventeion,RDI)為基礎設計活動內容,而團康活動組兒童則提供傳統性的團康活動。 主要研究發現如下: 一、人際團體組兒童在人際關係發展的自我評分顯著優於團康活動組兒童,特別是「團體基礎」、「情緒控制」、及「點子」階段。 二、人際團體組兒童在同儕互動關係正向態度顯著優於團康活動組兒童,特別是「合作/利社會行為」、「遊戲/聯合活動」、「信任/尊重」、及「親密/依附」分量表;但在同儕互動關係負向態度並無顯著差異。 三、參與人際團體對於兒童的同儕關係、同儕互動模式、及人際關係社交技巧皆有正向影響。 四、「時間」與「人際關係社交技巧」是影響兒童同儕關係的兩大因素,而「團體活動內容」與「領導特質風格」是弱勢兒童滿意感受的兩大因素。 由研究發現得知,人際發展介入活動確實得以提升弱勢家庭中高年級兒童之同儕關係與人際關係社交技巧。本研究亦就研究發現對人際發展介入活動規畫、課後照顧服務方案規畫、及未來相關研究提出建議。

並列摘要


The purpose of the study was discussing effects and reasons of the Relationship development intervention(RDI) for urban children. The interventions might be considered to use in after school programs by associated organizations. Pre and post-test were used in the study. The 25 participants, who were from grade 4 to grade 6 and from urban communities, participated in summer after school programs in Nantou. The participants were separated into two groups (Social Relationships Group, SRG; Groups Activity Group, GAG). Relationship Development Intervention(RDI) was used in SRG and the traditional group activities was provided for GAG. The results were following: 1.SRG had higher self-evaluation scores than GAG, especially on “group foundations ” , “ emotion regulation” , and “ideas” stages. 2.SRG showed more positive interactions with peers than GAG, especially on “social behavior of cooperation,” “participate in the group activities,” “believe in and respect,” and “sence of intimate and depend on”; but no significant different for negative interactions with peers in two groups. 3.The peer relationships, peer interactions, and social skills could be positive affected by participating in SRG. 4.The two main effects of peer relationship are time and social skills; urban kids felt satisfied on “content of the group activities” and “leadership styles.” By the findings, RDI can improve peer relationships and social skills of interpersonal relationship for urban children. Based on the results, the current study provided suggestions for RDI, after-school programs, and further elaborated study.

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