「親子互動團體治療方案」對ADHD兒童的輔導成效評估

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「親子互動團體治療方案」對ADHD兒童的輔導成效評估
著者: 楊琇博; Yang, Hsiu-po
劉明秋; Ming-Chiou Liou; 教育學系輔導教學碩士班
主題: 行為問題; 人際關係; 親子互動; interpersonal relationship; parent-child interaction treatment; behavioral problem
描述: 中文摘要本研究旨在評估「親子互動團體治療方案」對ADHD兒童的輔導成效。以7位四至六年級之ADHD兒童為研究對象，採質量並重的研究方法；質的部分採用質性分析，量的部分採用無母數統計之符號考驗。所得結果如下：一、ADHD兒童在人際互動上面臨的困難為：難察覺自己的問題行為；互動頻率高而累積更多的負面經驗；以為成績好，人緣就好；不善於表達自己的情緒；不清楚人際互動不好的原因。傷害人際關係的思考為：特別重視實質或物質上的獎勵；很難發現自己的問題；很難接受別人的建議；用結果來否定自己。傷害人際關係的行為是：好奇的物品會忘記徵求對方的同意後才拿；會有退縮或焦慮的行為出現；會用口語及肢體攻擊他人來因應或解決問題；事件的連結能力較弱，通常是片斷的反應；說話或行為模式很難因時、因地、因對象不同而彈性改變；情緒較難控制，易產生暴喜暴怒；與人溝通時，常常注意力無法集中；會因為相處時間拉長，發生衝突的機率比一般兒童更高；無法控制自己去遵守團體紀律。二、影響父母及兒童成員親子互動的因素：（一）在父母方面－親子互動中所易呈現出的人格特質為：脆弱、懷疑、採取貶值化的機轉；易怒、不穩定、情緒失控；焦慮的耐受力差；操縱控制慾強；敏感、自卑感作祟。不同情境下所採用的方式為：情緒不好或失去耐性時，容易嚴厲指責孩子（責備型）；無暇照顧自覺虧欠或給孩子獎勵時，容易採用物質來滿足孩子（討好型）；沒耐心指導或看不慣孩子的做法時，直接代勞（替代型）；擔心孩子的課業問題，因此平日相處時，以課業為重（課業掛帥型）。（二）在ADHD兒童方面－親子互動下所呈現出的人格特質：不在意父母的建議、不專注、經常遺漏；衝動的控制力差、過動；易怒、干擾他人；服從性較低；自尊心受挫時，則會出現不安、害羞、退縮的狀態。ADHD兒童所採用的溝通方式：容易附和父母的觀念（討好型）；對於父母的意見都拒絕其干涉（反對型）；對於事情的解釋、分析很拿手（理智型）；談話沒有重心，話題常常跳換（轉移型）。三、父母及兒童成員參加「親子互動團體治療」人際互動之轉變：（一）參加親子互動團體的所有成員在團體中人際互動之轉變－父母成員的轉變主要為：「更了解自己孩子的心聲」。兒童成員的主要轉變為：「和父母的肢體語言更為親密」、「人際技巧」能力提升。（二）參加團體後及團體結束六週後A、B、C成員的人際互動轉變情形主要顯現在四方面：個人改變、父母認定、師長認定、同儕認定，A的進步主要顯現在師生及同儕互動；B的進步主要顯現在親子互動方面；C的進步幅度最大在親子、師生同儕互動均有顯著進步。四、「親子互動團體治療方案」對改善ADHD兒童人際關係之立即性輔導效果只有是「人際技巧」方面；對ADHD兒童行為問題之立即性輔導效果只有在家庭的行為問題之「平均嚴重度」；對改善ADHD兒童人際關係和行為問題完全不具長期性輔導效果。最後，研究者依據研究結果對教育輔導應用方面、方案的設計與實施與未來研究三方面提出若干建議。
AbstractThe research was aimed to evaluate the counseling effect on ADHD children by parent-child interaction treatment. The research was basically a qualitative research and a quantitative method was also included in the research. The findings were : 一、 the difficulties in interpersonal interaction which ADHD children face were: it was hard for them to discern their bad behavior; the interaction frequency was high so as to accumulate more negative experiences; they had the concept that good grades led to good interpersonal relationship; they were not good at expressing their emotion; they did not know what caused bad interpersonal relationship. The model which damaged interpersonal relationship was: value substantial rewards; it was hard to discern their problems; it was hard to accept others’ suggestion; negated themselves by consequence. The behavior model was: when they were curious about some objects, they would take them without the owner’s permission; had retrogressive or anxious behavior; solved the problems by oral or bodily attack; the ability to connect events was not good, they usually showed the fragmental response; their oral expression and behavior model was hard to be changed according to different time, place and people; they had difficulties in controlling their emotion and were easily irritated or too happy; they could not pay attention when communicating with others; with time increase on interpersonal interaction, the frequency of clash was higher than that of normal children; they could not control themselves to obey the rules. 二、the factors which influenced the parent-child interaction were: (一) in the aspect of parents—the personal characteristics were: fragility、doubt and took the devaluate mechanism; easily irritated、uncertainty and out of control emotionally; endurance of anxiety was not good; the desire to control was strong; sensitive and had low self-esteem. The method adopted under different conditions were: the parents blamed their children when they were in bad emotion or had less patience; when the parents didn’t have much time to take care of their child, they would give the child substantial rewards; when the parents had less patience or could not bear what their child did, they took the jobs; the parents were worried about their child performance of study, thus they valued the performance of schoolwork at home. (二) in the aspect of ADHD children—the characteristics under parent-child interaction: the children were reckless of their parent’s suggestion, and they could not pay attention and often missed something; the ability to control impulse was bad、attention deficit hyperactivity disorder; easily irritated、disturbed others; had less obedience; became uneasy、shy and retrogressive when they were frustrated. The way to communication was to: easily accept their parent’s ideas; refuse their parent’s ideas; is good at explaining and analyzing things; often change topics. The parent-child interaction influenced ADHD children in the following ways: the children had less self confidence; they didn’t know how to do things; they had the dependent mentality; they refused interference; disliked schoolwork. 三、 the interpersonal interaction changes after the subjects participate in the parent-child interaction treatment were: (一) the changes of parents: understood their children more. the changes of children: had close body language with their parents、answered questions after clear thinking、expressed their ideas、finished the course、praised others、accepted the instructor’s suggestion、noticed other people’s rights、noticed their strong and weak points、provided their ideas or suggestions. (二) After the subjects participate in the group and six weeks after the group, there was a difference on family and school interpersonal interaction of members from A、B and C group. The difference was shown as follows: individual change—the disturbance in class from subject A decreased and this condition maintained for six weeks after the group. Subject B thought that their parents like them more. Subject C made greater progress, they paid more attention and liked to participate. Besides, they maintained this attitude for six weeks after the group. The parents thought that the ability to control oneself of subject C increased. The instructors thought that subject A could respect their ideas and had less clash with the classmates. They could maintain this attitude for six weeks after the group. The progress subject B and C made was: they could obey the rules demanded by the teachers. But subject B could not maintain it for six weeks after the group. The classmates thought that numbers who were willing to accept A and B increased. Six weeks after the group, more than one half of the class could accept A. Subject C could make more good friends and his performance became better. 四、The effect on improving the interpersonal interaction of ADHD children by parent-child interaction treatment was restricted to interpersonal relationship. The effect on counseling did not exist. There was no instant and counseling effect on improving interpersonal anxiety, interpersonal relationship and accommodation in society. The instant counseling effect by parent-child interaction treatment was restricted to the average severity of children’s behavior at home. The counseling effect could not last for a long period of time. There was also no instant and long-term counseling effect of ADHD children at home and in school. Finally, according to the results of the research, some suggestions for the applications of education and guidance, the implications of the class guidance program for education, and the suggestions for future research were proposed.
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建立日期: 2005
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5329
資源來源: NUTN IR

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「親子互動團體治療方案」對ADHD兒童的輔導成效評估

楊琇博; Yang, Hsiu-po 劉明秋; Ming-Chiou Liou; 教育學系輔導教學碩士班 2005

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