查詢結果分析
來源資料
相關文獻
- 幽默訓練模式之建立與分析研究
- 諮商師幽默技術使用意圖與當事人反應暨諮商師補償性措施之探討
- 幽默訓練融入綜合活動對國一學生創造思考與人際因應之影響
- 融入式幽默訓練課程對中小學生創造思考與同儕關係之影響
- 幽默諮商意涵與諮商中幽默技術之使用
- Chinese Appreciation of English Law Humor
- 「完全壯陽食譜」之「幽默」策略
- 「鏡花緣」之幽默--清中葉中國幽默文學之分析
- 幽默真難--[戴晨志]《你是幽默高手嗎?》等書評介
- "Good Reasons for Not Laughing": Humor as Violence in Nathanael West's Miss Lonelyhearts
頁籤選單縮合
題 名 | 幽默訓練模式之建立與分析研究=Humor in Counseling an Analysis of a Humor Training Course |
---|---|
作 者 | 管秋雄; | 書刊名 | 中州學報 |
卷 期 | 20 2004.12[民93.12] |
頁 次 | 頁113-148 |
分類號 | 178.4 |
關鍵詞 | 幽默; 幽默訓練; 幽默諮商; 諮商訓練; Humor; Humor training; Humor counseling; Counseling training; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主旨在暸解幽默技術訓練模式之訓練效果,並建立一套有系統運用幽默技術於諮商情境之訓練模式。研究對象以某大學諮商與輔導博士班之研究生或擁有博士學位之諮商員,總計十四位。研究工具包含兩部份,其一由研究者自行編訂之幽默諮商訓練教材;其二為訓練回饋表,藉以蒐集諮商員訓練結果與對課程回饋之資料。研究發現,如下:一、就幽默技術訓練效果而言:受訓諮商員對幽默的定義之看法,呈現出五種不同的見解;二、就受訓諮商員對於各單元課程內容建議方面,研究發現受訓學員在不同單元課程內容存在不同的建議;但普遍認為應提供更多實例是重要的,並強調練習對幽默諮商的學習是有利的;除此之外,學員們認為課程內容應增加技術使用的時機、有關幽默刺激介入諮商條件的內容,以及增加一般情境與諮商情境使用幽默技術之差異內容。三、受訓諮商員對課程實施方式之看法上,普遍反應可以多增加實例的講解、提供更多的練習機會、增加受訓諮商員曾在諮商歷程中使用幽默技術的例子、增加有關幽默之自我覺察單元、增加更多的演練機會與實作的探討、透過角色扮演方式進行演練。最後本研究也根據研究結果,分別就訓練課程與教材,以及未來研究提出具體地建議。 |
英文摘要 | This study examines the response of students having undertaken a course in humor. It considers the use made of the material presented on the course and presents a package for future training in humor skills in counseling interviews. The fourteen trainees included graduate students undertaking doctoral degrees majoring in Guidance & counseling, and counselors who have doctoral degree in counseling already. The research was broken into two parts; The first was training materials on humor counseling; the other was training feedback questionnaire which were used to gather the data on training effect, and the trainees' feedback to the curriculum. The results found in this study were as follows: 1、For the effects on humor skills training, there were five different opinions about the definition on humor according to the trainees response. Whether humor can involve in counseling interviews, there were two different views. One was that humor can be involved in the counseling interview; The other view was that certain preconditions had to be set before it was appropriate to use humor. The councilors were unanimous in how they viewed humor in counseling, the trainees showed a consistent opinion, they all viewed humor counseling as just a kind of counseling technique. Counselors were asked to exam the humor concepts involved in the counseling interview, the trainees thought it could work, and most of them thought that humor could be involved in the counseling interviews in any sessions. Most thought humor was worthy of learning for counselors. Many also thought the use of humor in counseling was dependent on the counselors' ability. As to humor techniques, the trainees thought that as any other counseling technique it could be abused by counselors, and it can bring positive and negative effects on those being counseled. How to avoid the negative effects, most the trained counselors emphasized the following: we must evaluate the clients' reception to humor; to see the quality of the client-counselor relation; it must be understood by the client when counselor using the humor skills; the counselor should be sensitive to client's reactions. Meanwhile the trainees expressed that counselors should avoid not using humor techniques which would cause clients uncomfortable, and when counselors want to use humor techniques, counselors should have intentions on their minds. And when counselors use humor techniques, they can't have a mind of showing off. 2、About the suggestions to the training curriculum, the results as follows : (1) Unit 1: there was no comments expressed by the trainees, but most of them thought the teaching materials wasn't easy to be understood, and suggested if the teaching materials could be written much clearer and more examples about humor could be arranged in the training course. (2) Unit 2: most of the trainees considered that more examples should be supplied important, and the trainees stressed the practice was good for learning the humor counseling. (3) Unit 3: two kinds of suggestions were included. First, the trainees still stressed the importance of humor examples; second, trainees thought the contents of courses should include the timing of using humor techniques. (4) Unit 4: it had better add the moments of counseling process in using humor. And add some contents of conditions for humor techniques involved in counseling. (5) Unit5: it had better add the differences in using humor between counseling and daily situations . 3、The trainees' suggestions about the practice on humor counseling courses, the results found as follows : (1) Unit1: most of the trainees expressed that the practice on humor counseling courses could be accepted and it could linked to their daily life. (2) Unit2: most of the trainees' responses reflected that more examples explained were necessary, and supplied more opportunities for trainees to practice. Some of the trainees suggested that more examples about using humor in counseling added in the courses and had some experiences shared. (3) Unit3: there were five different topics about Unit3: first, more examples and cases about the humor used in counseling supplied in the contents of courses; second, more opportunities to practice humor skills should be supplied; third, decision process about the moments using humor in daily life should be included in the contents of courses; fourth, more experience about using humor in daily life should be added in the training courses, and then entered the counseling situations to practice how to use humor techniques in counseling; fifth, self-awareness on the trainees could be added in the training courses. (4)Unit4: most of the trainees responses reflected that the more opportunities for trainees to practice humor techniques, the more effects of learning humor techniques training. (5)Unit5 : all of the trainees expressed they were all satisfied with the contents and the practices on Unit5. Finally according to the results on this study, suggestions about training curriculum, teaching materials, and future research were recommended. |
本系統中英文摘要資訊取自各篇刊載內容。