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題名 | 阿德勒學派遊戲治療團體對國小兒童行為困擾適應之輔導效果=The Effect of Adlerian Group Play Therapy on the Improvement of Elementary School Children's Behavior Disturbance Problems |
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作者 | 王英珠; Wang, Ing-jue; |
期刊 | 國民教育研究集刊. 臺南師院 |
出版日期 | 20000600 |
卷期 | 6 2000.06[民89.06] |
頁次 | 頁303-346 |
分類號 | 178.8 |
語文 | chi |
關鍵詞 | 阿德勒; 遊戲治療; 行為困擾; 團體治療; Adler; Play therapy; Behavior disturbance; Group therapy; |
中文摘要 | 本研究旨在探討阿德勒學派遊戲治療團體對國小兒童行為困擾適應之 輔導效果。主要研究目的是在探討以團體方式進行遊戲治療,對國小行為困擾兒 童自我觀念、人際關係、情緒困擾及社會興趣之立即及追蹤輔導效果,進而歸納 研究結果和文獻資料,提出建議,以供學校之輔導工作者及有關人員之參考。 本研究對象為台南市大港國小四年級行為困擾學生共二十四人,隨機分派至實 驗組及控制組各十二人。實驗組接受為期兩個半月,每週兩次,每次六十分鐘 的阿德勒遊戲治療課程,而控制組則不接受實驗處理。研究工具為「行為困擾 量表」、「兒童自我觀念量表」、「人際關係問卷」、「兒童情緒量表」、及 「兒童杜會興趣量表」,所得資料進行單因子單變項共變數分析(以前測分數為 共變數),以了解實驗處理之立即效果及追蹤效果。此外,又依據「團體結束後 導師評量表」及「團體結束後兒童自我評量表」等,對實驗組成員進行「質」 的探討,以作為評量實驗效果之輔佐。 本研究之主要結論如下: 一、在立即效果方面 (一)阿德勒學派遊戲治療團體對國小行為困擾兒童自我觀念及其容貌分量表方 面有立即輔導效果,但在焦慮、行為、幸福分量表方面則未具顯著的改善效果。 (二)阿德勒學派遊戲治療團體對國小行為困擾兒童之人際關係方面有立即輔導 效果。 (三)阿德勒學派遊戲治療團體對國小行為困擾兒童之情緒困擾及其疑心性、攻擊 性、離群性、不安性分量表末具顯著改善效果,但在自卑性分量表方面則具顯著 改善效果。 (四)阿德勒學派遊戲治療團體對國小行為困擾兒童之社會興趣方面未具顯著改 善效果。 二、追蹤效果方面 (一)阿德勒學派遊戲治療團體對國小行為困擾兒童自我觀念及其焦慮、行為、幸 福分量表方面未具顯著的改善效果,但在容貌分量表方面則具顯著改善效果。 (二)阿德勒學派遊戲治療團體對國小行為困擾兒童之人際關係方面未具顯著改 善效果。 (三)阿德勒學派遊戲治療團體對國小行為困擾兒童之情緒困擾及其攻擊性分量 表方面具顯著改善效果,但在疑心性、自卑性、離群性、不安性分量表未其顯著 改善效果。 (四)阿德勒學派遊戲治療團體對國小行為困擾兒童之社會興趣方面未其顯著改 善效果。 根據本研究結論,研究者針對本研究之缺失與不足之處及認為值得加強的部份, 提出對學校輔導工作者及對未來研究之建議。 |
英文摘要 | This study was intended to explore the effect of Adierian group playtherapy (AGPT)on the improvement of elementary school children's behaviordisturbance problems. The purposes of this study were: 1. to explore the immediate effect and the follow-up effect of AGPT on the improvement of elementary school children's self-concept, interpersonal relationship, emotional disturbance and social interest. 2. to provide suggestions for education and guidance. This study included 24 elementary school children of fourth grade, whomwere arranged randomly into an experiment group and a control group. Theexperiment group were treated with AGPT twice a week and sixth minutes eachtime, for a total of 12 times throughout the study. The control group were notgiven any treat. The instruments was consisted of five parts: (1) behavior disturbancequestionaire, (2) Children's self-concept questionaire, (3) interpersonal relationshipquestionaire, (4) Children's emotional disturbance questionaire, (5)Children'ssocial interest questionaire. The statistic analysis adopted Oneway Ancona with One Covariate . Also,the subjects in the experiment group received projective measurement by meansof questionaire test, such as : "feedback of group activies", "group play therapy.repeated observation measure", "teacher's measurement after group", and"children's measurement by themselves after group ". The conclusions of thisstudy are given as follows: 1. In immediate effect side (1)AGPT had significant effect on the improvement of elementary school children's self-concept and its sub-questionaire of appearance, and no significant effect on its sub-questionaires of anxiety, behavior, and happiness. (2)AGPT had significant effect on the improvement of elementary school children's interpersonal relationship. (3)AGPT had no significant effect on the improvement of elementary school children's erntional disturbance and its sub-questionaires of suspicion, attack, isolation, and unstability, and had significant effect on its sub-questionaire of inferiority. (4)AGPT had no significant effect on the improvement of elementary school children's social interest. 2. In follow-up effect side (1)AGPT had no significant effect on the improvement of elementary school children's self-concept and its sub-questionaire of anxiety, behavior, happiness, but had significant effect on its sub-questionaire of appearance. (2)AGPT had no significant effect on the improvement of elementary school children's interpersonal relationship. (3)AGPT had significant effect on the improvement of elementary school children's erntional disturbance and its sub-questionaires of attack and unstability, but had no significant effect on its sub-questionaires of suspicion, inferiority, and isolation. (4)AGPT had no significant effect on the improvement of elementary school children's social interest. At last, applications for the results of the study and suggestions on the implementation of school counselors and future research were addredded. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。