頁籤選單縮合
題 名 | 認知行為改變--憤怒控制訓練=Cognite Behavior Modification: Anger Control Training |
---|---|
作 者 | 邱連煌; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 32 2001.11[民90.11] |
頁 次 | 頁17-46 |
分類號 | 176.3 |
關鍵詞 | 認知行為改變; 憤怒控制訓練; |
語 文 | 中文(Chinese) |
中文摘要 | 認知行為改變法,是綜合認知心理與行為改變的結晶產物。產物之一,即為憤怒控制訓練,其目的乃在於教導學生們運用自我指示和行為應付技能,對個人的怒氣與攻擊反應,加以抑制或控制。本文論述三種著名的憤怒控制訓練方法,即諾讓可、芬德勤、與高爾斯丁模式。這些學程,學校可用以培養兒童的憤怒控制技術,藉以提高他們應付內多在挑播刺激的能力,而不致動輒勃然大怒,出手攻擊人家。 系統的憤怒控制訓練程序,由諾讓可始創,稱為「壓力接種法」。其實施原則,要使患者逐漸暴露於精神壓力;但壓力之高低須加調節,恰在個人的忍受限度,以免衝破防衛隄防,無法招架。如此,一面提增個人面對壓力的能力,一個降低怒氣,以促進行為適應,訓練過程依次分為三階段:(1)認知預備;(2)技能學習;及(3)實際應用。 芬德勤承襲諾讓可的訓綀模式,與其學術同僚對它做過不少研究。結果證實此一模式的有效或。他們根據研究結果,精益求精,予以「精鍊」,終於將它擴展為五個訓練階段:(1) 暗示;(2) 誘因;(3) 提示語;(4) 降態術;及(5) 自我評鑑。 高爾斯丁將前兩模式作為基楚,進一步編製一套憤怒控制訓練課程,用來幫助兒童和青少年了解什麼事情使他們發怒,同時讓他們精熟?低憤怒的種種技術。別強調三種教學策略:示範、角色扮演、與表現的回饋。整套課程,分十週上完,每週上課一小時。課程的重點如下:(1)攻擊行為的ABC的因素;(2)暗示與誘因之辨認;(3)提示語和降怓術的使用;(4)朝前預想的重要性;及(5)憤怒週期的性質。 具有行為問題的學生們,常感無力去控制怒火。因此,教他們在緊要關頭,如何去調整個人的怒氣,對其長遠的適應而言,極具價值。本文所述三個模式,均可用以培養學生們控制憤怒的能力,期能與人和睦相處,尤以高爾斯丁的訓綀課程為然。 |
英文摘要 | Cognitive behavior modification represents a synthesis among the elements of cognifite psychology and behavior modification. Anger control training is one of the products results from this synthesis. In anger control training, students are taught to inhibit or control anger and aggressive behavior through self-instruction and behavioral coping skills. This article presents three well-known anger control procedures developed by Novaco, Feindler, and Goldstein. These programs train children to respond to internal and eternal provocations with anger-control techniques rather than anger and aggression. Novaco's approach is called stress inoculation model which utilizes a process of exposing the client to manageable quantities of stressors that arouse, but do not overwhelm, the client's defenses. As a coping-skills therapy, this model is concerned with developing an individual's competence to respond to stressful events so the anger is reduced and behavioral adaptation is achieved. The training procedure incorporates three learning phases: (a) congnitive preparation, (b) skill acquisition, and (c) application training. Feindler and her colleagues researched and refinded the techniques of anger control training. Eventually, they expanded the three phases of Novaco's training to include five processes to be taught to students. They are: (a) cues, (b) triggers, (c) reminders, (d) reducers, and (e) self-evaluation. Based on the procedures formulated by Novaco and Feindler, Goldstein developed an anger control training curriculum. Its goals are to teach children and adolescents to master anger reduction skills. Three teaching strategies are emphasized in this model: modeling, role playing, and performance feedback. During the 10-week training period (1 hour/week). The group leaders teach: (a) ABCs of aggressive behavior; (b) how to identify cues and triggers; (c) the use of reminders and anger reducers; (d) importance of thinking ahead; and (e) the nature of angry behavior cycle. Students with problem behavior often have difficulty controlling their anger. Teaching students to control anger will be extremely valuable to their long-term adjustment. The three models presented in this article can be used to teach anger-control techniques to students, particularly are curriculum developed by Goldstein. |
本系統中英文摘要資訊取自各篇刊載內容。