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題 名 | 認知行為取向團體輔導對國小高攻擊性兒童輔導效果之研究=A Study on the Effects of "Cognition-Behavior Approach Group Counseling Program" for the Highly Aggressive Students in Elementary School |
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作 者 | 吳芳萍; | 書刊名 | 國民教育研究 |
卷 期 | 1 1997.03[民86.03] |
頁 次 | 頁139-161 |
分類號 | 523.374 |
關鍵詞 | 認知行為; 團體輔導; 國小; 高攻擊性兒童; 輔導; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在探討認知行為取向團體輔導對國小高攻擊性兒童之攻擊行為、敵 意歸因、人際問題解決技巧的輔導效果。本研究以一所國小六年級二十名經自我評量、同伴 提名、教師評量三種評量方式所評定出的高攻擊性男生為對象,採等組前後測實驗設計,分 成實驗組與控制組,其中實驗組接受每週平均約一百分鐘的認知行為取向團體輔導,控制組 則無接受任何實驗處理。本研究以「攻擊行為自陳量表」、「攻擊行為教師評量表」、「意 圖歸因量表」、「人際問題解決測驗」進行前、後測及追蹤測量。所得資料以單因子單變項 共變數分析法進行統計分析。 本研究的主要發現為: 1. 認知行為取向團體輔導對國小高攻性擊性兒童的自陳攻擊行為具立即輔導效果, 追蹤輔 導效果則不顯著。 2. 認知行為取向團體輔導對國小高攻性擊性兒童的教師評定攻擊行為具立即輔導效果, 追 蹤輔導效果則不顯著。 3. 認知行為取向團體輔導對國小高攻性擊性兒童的敵意歸因未具立即輔導效果, 追蹤輔導 效果也不顯著。 4. 認知行為取向團體輔導對國小高攻性擊性兒童的人際問題解決技巧未具立即輔導效果, 追蹤輔導效果也不顯著。 5. 認知行為取向團體輔導對國小高攻性擊性兒童的人際問題解決技巧之「流暢性」具立即 輔導效果,追蹤輔導效果則不顯著。 6. 認知行為取向團體輔導對國小高攻性擊性兒童的人際問題解決技巧之「變通性」具立即 輔導效果,追蹤輔導效果則不顯著。 7. 認知行為取向團體輔導對國小高攻性擊性兒童的人際問題解決技巧之「有效性」未具立 即輔導效果,追蹤輔導效果也不顯著。 根據本研究結果,研究者提出對國小高攻擊性兒童輔導實務上、未來研究上的一些建議。 |
英文摘要 | The main purpose of this study was to investigate the effects of the "Cognition- Behavior Approach Group CounselingProgram "(CBAGC) on aggressive beha-viors, hostilityattribution, interpersonal problem- solving skills of the highly aggressive students in elementary school. The subjects of this study consisited of a selection of twenty aggressive male students from sixth grade of an elementary school. The equivalent group pro-post test design was adopted in this study. The subjects by random assignment were divided into two groups: the experiment group that received the CBGAC for ten weeks (once a week, average one hundred minutes per session), and the control group that received no treatment. This study used "Aggression Self-Measure Inventory", "Aggression Teacher-Measure Inventory""Intention Attribution Inventory", and "Interpersonal Problem-Solving measures" to conduct pretest, postest, and follow-up measures. The data wasanalyzed with analysis of covariance. Results were summarized as follows: 1.The CBAGC had significant, immediate effect on the students' aggressive behaviors rated by themselves, but there was no significant, follow-up effect on it. 2.The CBAGC had significant, immediate effect on the students' aggressive behaviors rated by teachers, but there was no significant, follow-up effect on it. 3.The CBAGC had no significant, immediated effect on the students' hostility attribution, and there was no significant, follow-up effect on it. 4.The CBAGC had no significant, immediate effect on the students' interpersonal problem solving skills, and there was no significant, follow-up effect on it. 5.The CBAGC had significant, immediate effect on the students' "Fluency" of the interpersonal problem solving skills, but there was no significant, follow-up effect on it. 6.The CBAGC had significant, immediate effect on the students' "Flexibility" of the interpersonal problem solving skills, but there was no significant, follow-up effect on it. 7.The CBAGC had no significant, immediate effect on the students' "Validity" of the interpersonal problem solving skills, and there was no significant, follow-up effect on it. Finally, in this study the researcher proposes some suggestions for guiding the aggressive students in elementary school and further research to be conducted in this field. |
本系統中英文摘要資訊取自各篇刊載內容。