社會技巧訓練對國小四年級人際關係困擾學生之輔導成效

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題名:
社會技巧訓練對國小四年級人際關係困擾學生之輔導成效
著者: 陸瓊容; Lu, Chiung-jung
鄭麗芬; Li-fen Cheng; 教育學系輔導教學碩士班
主題: 社會技巧訓練; 人際關係; 同儕接納; 社會技巧; 人際關係困擾; social skill training program; interpersonal rel
描述: 本研究主要目的在設計一套適用於國小四年級人際關係困擾學生之社會技巧方案，並探討此方案對國小四年級人際關係困擾學生的立即性和持續性輔導效果。本研究採「等組前後測實驗設計」，以高雄縣某中型國小四年級學生為取樣對象，進行「行為困擾量表」的施測，並配合學生參加意願，徵得家長同意後，篩選出十六名人際關係困擾學生，隨機分派至實驗組與控制組，每組八名，男、女生各四名，最後在實驗組內加入男女楷模各一人，本研究將楷模視為研究工具，不列入實驗觀察對象。實驗組成員接受每週二次、每次四十分鐘，共十四次，為期七週的社會技巧訓練小團體輔導，而控制組則為待處理組。以「社交技巧量表」、「兒童社交技巧量表（教師用）」、「人際關係困擾分量表」和「社會喜好」進行評量，所得資料以單因子共變數分析進行統計分析。本研究之主要結論如下：一、社會技巧訓練對國小四年級人際關係困擾學生自評之「互動技巧」和「交友技巧」具有立即性的輔導效果，對學生自評之「相處技巧」具有持續性輔導效果。二、社會技巧訓練對國小四年級人際關係困擾學生教師評之「主動參與」和「自我肯定」具有立即性的輔導效果。三、社會技巧訓練對國小四年級人際關係困擾學生教師評之社會技巧不具有持續性輔導效果。四、社會技巧訓練對國小四年級人際關係困擾學生自評之「人際關係」和同儕評之「同儕接納」不具有顯著的輔導效果。最後，研究者針對研究結果加以討論分析，並對輔導實務以及未來研究提出若干建議。
The main purposes of this study were to design a social skill training program suitable for the 4th grade students with interpersonal relationship disturbance in elementary schools, and to explore the instant and prolonged effects of the program. This research methodologically adopted the experimental approach of pretest-posttest control-group design to achieve its purposes. After evaluated by the Behavior Disturbance Scale, 16 4th-grade students with interpersonal relationship disturbance were selected in a mid-size elementary school, Kaohsiung County. With the students’ and parents’ consent, these 16 students were randomly assigned to an experimental group and a control group. Each group had eight students, four boys and four girls. Then, one boy and one girl object models were added to the experimental group. These object models were regarded as a research tool, not the observed objects, in the program. The members of the experimental group had two 40-minute trainings in social skills weekly for 7 weeks, while the control group had none. The study used 4 instruments: Social Skill Scale, Children Social Skill Scale for Teachers, Interpersonal Relationship Disturbance Subscale, and Social Preference Scale. They are utilized to help assess the training effects. The data collected from the program were statistically analyzed by the method of One-Way ANCOVA. The conclusions of this study were as follows:1. Assessed by the participants, the social skill training program for the 4th grade students with interpersonal relationship disturbance in this particular elementary school had instant counseling effects on the students’ “interaction skills” and “friendship skills”, and had prolonged effects on their “peer-related skills.” 2. Assessed by teachers, the social skill training program had instant counseling effects on the students’ “active participation” and “self identity.”3. Assessed by teachers, the social skill training program had no prolonged counseling effects.4. When assessed by the participants, the social skill training program had no significant effects on their “interpersonal relationship.” It also had no significant effects on their “peer acceptance” while assessed by their peers.
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建立日期: 2006
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4264
資源來源: NUTN IR

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社會技巧訓練對國小四年級人際關係困擾學生之輔導成效

陸瓊容; Lu, Chiung-jung 鄭麗芬; Li-fen Cheng; 教育學系輔導教學碩士班 2006

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