透過您的圖書館登入
IP:52.91.67.23
  • 學位論文

「理情U型自尊模式」親職團體方案對國中家長教養態度親子關係及其子女自尊之影響研究

A Study of the Effects of Wu's Parenting Group Program

指導教授 : 吳麗娟
若您是本文的作者,可授權文章由華藝線上圖書館中協助推廣。

摘要


本研究旨在探討「理情U型自尊模式」親職團體方案的效果,以台北市金華國中、塯公國中共四十名家長(母親)為研究對象,隨機分派為實驗組與控制組,實驗組接受為期十週、每週兩小時半的親職團體方案,控制組在研究期間暫不接受任何處理,而於研究結束後,再由研究者實施相同的十週團體。 本研究之資料包含量化資料與主觀性回饋資料兩部分。量化資料方面係以母親所填之「母親自陳管教行為量表」、「父母教養態度量表」、「親職教育問卷」,及其青少年子女所填之「自我態度量表」、「母親教養方式問卷」、「親子關係量表」為評量工具,以前、後測的測量方式來瞭解本方案在改善母親管教行為、母親教養態度、教養知識、子女自尊與子女所知覺的母親教養方式、親子關係的效果。本研究分別以量表前測分數為共變項,以獨立樣本單因子共變數分析的統計方法,排除因前測得分不同而影響研究結果的差異,來驗證研究假設。主觀性回饋資料包括成員填寫之回饋表、成員接受電話訪談的內容,作為輔助討論本親職團體方案效果之資料。本研究的主要發現如下: 一、「理情U型自尊模式」親職團體方案對改善母親管教行為之效果 1. 本團體方案對於提昇母親「平權獨立」管教行為並無效果。 2. 本團體方案對於減少母親「權威依賴」管教行為並無效果。 二、「理情U型自尊模式」親職團體方案對改善母親教養態度之效果 1. 本團體方案對於提昇母親的教養自信心有顯著效果。 2. 本團體方案對於改善母親對子女行為的歸因並無效果。 3. 本團體方案對於增進母親接納子女行為的態度並無效果。 4. 本團體方案對於增進母親瞭解子女行為的態度並無效果。 三、「理情U型自尊模式」親職團體方案對增進母親教養知識之效果 1.本團體方案對於增進母親的教養知識有顯著效果。 四、「理情U型自尊模式」親職團體方案對提昇子女自尊之效果 1. 本團體方案對於子女自尊有顯著的正面效果。 五、「理情U型自尊模式」親職團體方案對改善子女知覺的母親教養方式之效果 1. 本團體方案對於減少青少年子女所知覺的母親權威教養方式並無效果。 2. 本團體方案對於增進青少年子女所知覺的母親關懷教養方式並無效果。 六、「理情U型自尊模式」親職團體方案對改善子女知覺的親子關係之效果 1. 本團體方案對於提昇青少年子女所知覺母親的「知心感」並無效果。 2. 本團體方案對於減少青少年子女所知覺母親的「負向情感」並無效果。 七、從成員訪談結果發現,成員認為本團體方案切合其需求,在改善教養方式、改善親子關係、改變教養觀念上有所幫助。成員亦能將在團體中所學之教養方式運用在生活中,但在實行上仍然會有所困難。 八、從各種評估角度分析,成員感到「背孩子同行」、「親子尊嚴保衛戰」、「情緒接納與同理心」等單元印象最深刻、最有收穫、最受用,獲益最多。 九、根據成員、觀察員的回饋,其表示本團體氣氛良好、團體互動頻繁、團體凝聚力強、領導員適時有效的介入皆對提高本團體效果有所幫助。 最後,研究者根據研究結果加以討論,並且進一步提出本「理情U型自尊模式」親職團體方案在應用上、未來推廣親職教育上,以及未來研究上的建議。

並列摘要


There are two major purposes of this study: (1) developing and applying Wu's Parenting Courses to a small group, (2) assessing effectiveness of Wu's Parenting Course with small groups with junior high school parents in the areas of parenting behaviors, parenting attitudes, parenting knowledge and with adolescent children in the areas of perception of parent-child relationship, and self-esteem.. The Wu's Parenting Course, which is designed to accord with typical Taiwanese parenting problems, was developed by a professor and therapist in Taiwan. It is theoretically based on Rational-Emotive-Behavioral therapy,Personal-Centered therapy, and Interpersonal Process in Psychotherapy. Specifically, it contains (1) the "Rational- Emotive- Behavioral Model" that emphasizes the ways to change parents' emotion by changing their points of view of children's misbehaviors, (2) the "U Model" that emphasizes the importance of solving children's problem by accepting their emotion first , (3) the "Self- Esteem Model" that emphasizes the basic parenting principle that children need to learn how to like themselves. Wu's Parenting Course points out four main factors which stops parents respecting their children and she also shows parents how to work through these difficulties. Subjects were 40 mothers with junior high school adolescents. The subjects were assigned randomly to the treatment group and control group. The treatment group (N=20) participated in the Wu's Parenting Group Program, which was held two and half an hour a week for ten continuous weeks. The control group (N=20) did not receive any treatment during the research period, but they received the same treatment after the study. The "Mother's Scale of Parenting Behavior", "Parent Attitude Scale", and "Parenting Knowledge Test" were administered before (pretest) and after treatment (posttest). Subjects in the treatment group also completed feedback sheets after each session and participated in a telephone interview after the group ended. The identified adolescent child completed the "Self- Esteem Scale", "Adolescents' Reports of Parental Nurturing Style Questionnaire", and " Adolescents' Reports of Parent-Child Relationship Scale" pre and posttest. One - Way Analyses of covariance (ANCOVA), with the pretest used as a covariance, were used to test the hypotheses. The results are as follows: 1.The treatment group showed greater confidence and parenting knowledge than did the control group. 2.There were no significant differences between the treatment group and the control group in the areas of parenting behaviors, attribution, acceptance, and understanding of children. 3.Adolescent children whose mother was in the treatment group had significantly higher self-esteem scores than the identified adolescent children whose mother was in the control group. 4.The adolescents whose mother was in the treatment group did not score significantly better in the areas of perception of their mother's parental nurturing style and their relationship than the identified adolescent children whose mother in the control group. 5.Material from the interview and feedback sheets suggested that subjects intreatment group did improve on parenting behaviors, parenting attitudes, and the relationship with their adolescent. They felt more confident and improved in parenting. However, sometimes they could use new parenting skills and new points of view in their daily life, but sometimes they still had difficulties. The results of the study and application of the program were discussed, and suggestions for future research were proposed at the final.

並列關鍵字

無資料

參考文獻


林妙娟(民78):鄉村家庭親職角色與親子關係之研究。私立中國文化大學家政研究所碩士論文。
程秀蘭(民88):大學生知覺父母權威性與其生氣歷程、憂鬱傾向之相關研究。國立台灣師範大學教育心理與輔導研究所碩士論文。
吳怡欣(民88):青少年自我尊重模式之驗證。國立台灣師範大學教育心理與輔導研究所碩士論文。
歐陽儀(民87):教養方式與依附關係代間傳遞模式之研究。國立台灣師範大學教育心理與輔導研究所碩士論文。
吳麗娟(民86a):青少年心理發展與適應之整合性研究--父母自我分化、教養態度對青少年子女自我分化、因應方式及適應影響之研究暨親職教育課程效果之實驗研究(I)。行政院國家科學委員會專題研究成果報告。NSC86-2413-H003-011G10

被引用紀錄


黃姵嵐(2012)。青少女感受母親實際與期望教養行為之差距及其對母女關係影響之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2012.01226
謝福軒(2009)。苗栗縣國中學生之教育抱負、父母教養態度及社會支持之關係研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2009.01004
劉怡鈴(2011)。特殊幼兒手足互動困境與解決策略-從家長的觀點出發〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fCYCU.2011.00024
盧秀嫚(2001)。音樂教師影響子女音樂學習成長相關因素之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1904200711582163
黃詩殷(2003)。受保護處分少年家長人格特質、教養態度、親子關係與家庭環境之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2603200719134827

延伸閱讀