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題 名 | 讀書治療對國小社會畏縮兒童輔導效果之研究=A Study on the Effects of Bibliotherapy for Socially Withdrawn Children of the Elementary School |
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作 者 | 鄧守娟; | 書刊名 | 國教學報 |
卷 期 | 11 1999.11[民88.11] |
頁 次 | 頁134-166 |
分類號 | 523.374 |
關鍵詞 | 讀書治療; 社會畏縮兒童; 輔導效果; Bibliotherapy; Socially withdrawn children; Guidance effects; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在於探討讀書治療模式的運用,對國小社會畏縮兒童自我概念、社 會畏縮行為、社會焦慮、社會技巧的輔導效果。 本研究以台南縣大橋國小三十名五年級社會畏縮兒童為對象,分派至讀書治療互動組、 讀書治療非互動組及控制制,每組十名,其中包含高、低語文能力者各五名。兩組實驗組接 受為期週,每週兩次,共十六次的實驗處理,讀書治療互重組每次活動九十分鐘,進行方式 為閱讀材料、填寫讀後反應表,控制組不做任何處理。 本實驗採不等實驗組控制組前後測實驗設計,以「兒童自我態度問卷」、「社會畏縮行 為量表」、「社會焦慮評量表」、「兒童社交技巧量表」為評量工具,所得資料以二因子共變數 分析進行假設考驗,另外歸納、比較各組受試者的讀後反應及成員回饋內容,作為評量團體 效果的佐證。 本研究主要發現如下: 一、語文能力與實驗組別在各依變項的立即輔導效果與追蹤輔導效果交互作用不顯著, 高低語文能力組間的差異也未達顯著。 二、讀書治療互動組與讀書治療非互動組在社會畏縮行為方面優於控制組,具有立即輔 導效果,但兩組實驗組之間並無顯著差異,而兩組在自我概念、社會焦慮、社會技 巧方面的立即輔導效果未達顯著。 三、讀書治療互動組對社會畏縮行為、社會技巧具有追蹤輔導效果,對自我概念、社會 焦慮的追蹤輔導效果未達顯著。 四、讀書治療非互動組在各依變項皆為具有追蹤輔導效果。 五、在讀後反應的性分析上,發現互動組讀書治療,也就是閱讀後加上討論,似較能達 到輔導效果。另外讀書治療非互動組高語文能力受試者,閱讀後未經討論,似也能 達到某種程度的效果,但讀書治療非互動組低語文能力者的效果較不佳。在成員活 動回饋方面,顯示兩組受試者大部分喜歡參加此活動,且認為對其在情緒、想法和 行為上有正向的影響。 最後,針對本研究的限制進行討論,並提出若干建議,以作為輔導運用及未來研究的參 考。 |
英文摘要 | The purpose of this study was to explore the effects bibliotherapy on self-concept, socially withdrawn behavior, social anxiety and social skill of socially withdrawn children in the elementary school. The 30 subjects of this study were selected from Ta-Chiao Elementary School in Tainan. They were assigned to three group: interactive bibliotherapy, reading bibliotherapy, and control group, each group included 5 higher reading level and 5 lower reading level. The two experimental group groups were treated with 16 sessions of intervention, twice a week for 8 weeks. The interactive bibliotherapy group participated in 90 minutes per session with reading material, writing reaction questionnaire and group discussing, the reading bibliotherapy group were designed to read material, writing reaction questionnaire in 40 minutes per session, and the control group did not receive any treatment. A nonequivalent pretest-posttest control group was used. Instruments for measuring the effects included Children's Self Attitude Questionnaire, Socially Withdrawn Behavior Scale, Social Anxiety Inventory and Children's Social Skill Scale. The data were analyzed by two-way analysis of covariance. Furthermore, subject's responses on reaction questionnaire and activity feedback list were also collected for comparing to test the effects of experimental groups. The results of this study were listed as follows: 1. There was no statistical interaction between reading level and groups of treatment in the immediate and follow-up effects on all dependent variables, and also no significant difference between different reading level. 2. The interactive bibliotherapy group and the reading bibliotherapy group both showed significant immediate effects on reducing subjects' socially withdrawn behavior when compared with control group, but not on improving subjects' self-concept, social anxiety and social skill, and there was no significant difference between both experimental groups. 3. The interactive bibliotherapy group had significant follow-up effect on subjects' socially withdrawn behavior and social skill, but not on self-concept and social anxiety. 4. The reading bibliotherapy group had no follow-up effect on four dependent variables. 5. From quality analysis of subject's reading reaction, interactive bibliotherapy that contained discussion after reading could promote effects seemly. Besides, higher reading level subjects of reading bibliotherapy group could show some degree of effect likely, but lower reading level subjects of reading bibliotherapy had little effect. Moreover, the feedback from both experimental groups showed that most subjects enjoyed the activity and had positive effects on emotion, thinking and behavior. Finally, the implication of the study in both guidance and further research in the field were discussed. |
本系統中英文摘要資訊取自各篇刊載內容。