中華輔導與諮商學報最新文献

{"title":"本土婚姻教育方案之推展與評估: 以「牽手戀家」家庭共學方案為例","authors":"蕭英玲 蕭英玲, 利翠珊 Ying-Ling Hsiao","doi":"10.53106/172851862022050064001","DOIUrl":"https://doi.org/10.53106/172851862022050064001","url":null,"abstract":"\u0000 背景與目的:「牽手戀家」家庭共學方案是一個以台灣夫妻互動特色為設計主軸的婚姻教育方案。本研 究的目的有二:(1)評估「牽手戀家」家庭共學方案本土性、趣味性、私密性、及專業性特色之呈 現;(2)評估「牽手戀家」家庭共學方案關係增溫之成效。方法:本研究採用問卷調查法、焦點團體 及個別訪談三種方法收集相關資料，本方案共有17對夫妻全程參與並完整填寫問卷，有7對夫妻參與焦 點團體或進行深入訪談。結果:在呈現方案特色方面，77.8%的參與者學習到切合台灣夫妻的互動方 式，呈現本方案的本土性;88.9%的參與者學習到趣味性的課程，呈現本方案的趣味性;76.5%的參與者 滿意本方案提供夫妻獨處的時光，呈現本方案的私密性;77.8%的參與者學習到專業知識內容，呈現本 方案的專業性。在評估夫妻關係增溫的成效方面，本研究結果顯示，在七對參與訪談的夫妻中，三對夫 妻的婚姻品質上升，有三對夫妻其中一位婚姻品質上升，另一位婚姻品質下降，有一對夫妻婚姻品質沒 有改變，可看出方案似乎對大部分的參與者有產生活化伴侶關係的效果。結論與建議:究竟婚姻教育方 案如何讓夫妻關係增溫?在本研究質性資料中初步發現，其中的機制或許是透過課程設計，讓夫妻覺察 到之前被忽略之處，讓他們更了解對方;對關係發展產生新的觀點，重新思考配偶行為背後的意義;學 習轉念，進而調整自己的作法。最後，研究者提出對未來婚姻教育方案推廣及評估的建議。\u0000 Context and Object: The \"Holding Hands\" family program is a marriage education program that focuses on interactional characteristics of Taiwanese couples, emphasizes the enjoyability of shared activities, and pays attention to individual privacy and differences between husband and wife. The purpose of this study is twofold: (1) to evaluate the \"Holding Hands\" family program across four major characteristics: localization, enjoyability, privacy, and professionalism; (2) to assess the effects of the \"Holding Hands\" family program in enriching marital relationships. Method: Survey, focus groups, and individual interviews were employed to collect relevant data in this study. The survey included items for examining the degree of learning and satisfaction that couples felt towards the program. It also investigated changes in the quality of marriage before and after couples participated in the program. Focus groups and individual interviews were used to understand the feelings of the couples towards the characteristics of the program and to explore the processes of how marital relationships improve over time. A total of 17 couples participated in the program and completed the questionnaire. Seven couples participated in focus groups or in-depth interviews. Results: In evaluating this program, 78% of participants felt that the interaction method they learned was suitable for Taiwanese couples, showing the localization of the program; 89% of participants found the activities to be entertaining, showing the enjoyability of the program; 77% of participants were satisfied that the program provided alone time for couples, demonstrating the privacy of the program; and 78% of participants acquired professional knowledge about marriage, reflecting the professionalism of the program. In assessing the impact of this program, the results showed that among seven couples who completed pretest and posttest questionnaires, three couples’ marital quality increased over time, three couples showed different patterns between husbands and wives in marital quality changes (one’s marital quality increased and the other’s marital quality decreased), and one couple’s marital quality remained the same as before. It seemed that the program had the effect of revitalizing the partnership for most of the participants. How exactly did the \"Holding Hands\" family program enrich the relationshi","PeriodicalId":137633,"journal":{"name":"中華輔導與諮商學報","volume":"442 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116329862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"不進而廢:高關懷國中生學校學習問題之研究","authors":"李逢堅 李逢堅","doi":"10.53106/172851862022010063002","DOIUrl":"https://doi.org/10.53106/172851862022010063002","url":null,"abstract":"\u0000 高關懷學生有較高的學業適應問題，容易促發偏差行為甚至中輟。為了瞭解他們的學習困境，本研究從 第三空間理論探究他們自學校學習的認同特徵及形成，同時檢視不利於他們學習的學校制度特徵。研究 對象為十位有偏差行為的高關懷學生，選自北部一所升學型國中的三個多元班。研究方法採個別深度訪 談及非參與觀察法。訪談對象為學生、三位多元班主責教師與輔導組長。觀察的三個班別為農耕班、熱 舞班及導航班。以詮釋現象學取向進行資料分析。研究結果發現，他們的認同特徵是不讀書。認同形成 肇因於不懂所學，他們學習壓力相當大，混和許多負向情緒，於是成為課堂局外人，展現課堂偏差、翹 課甚至中輟。他們因應學習壓力的方式，混和逃避、放棄、抗拒、自然反應與偏差行為，不僅無助於改 善困境，反而在學校制度課程屬性、統一規範的課程進度、大班教學與考試範圍下，形成棄學的迴圈。 在課堂規範下，他們受管教而破壞師生關係，連帶討厭課堂。即使師生關係佳，仍不等於支持學習。也 因放棄學習而缺乏支持學習的同儕。當他們從學習轉向玩樂，提高回歸學習的難度，若交往涉及幫派的 同儕，不僅偏差行為加劇，更可能回頭抗拒家庭的管教。\u0000 At-risk students have more problems of learning in schools that might lead to delinquent behaviors and drop-out. It is important to find out their difficulties in learning in schools and let at-risk students receive suitable schooling. The research purposes are to investigate the identity and their formation based on the third space theory. This approach could reflect the school systems which would obstruct learning of at-risk students from their coping attitudes. Ten at-risk students who had delinquent behaviors were chosen from three Multiple Classes in a junior high school in Taipei. The school has better high school entrance performance. Multiple Classes teaching various activities but academy are designed for delinquent students who are not able to stay in regular classroom to learn. Classes include gardening, dance and navigation related activites. Research methods are individual in-depth interview and non-participatory observation. Interviewees were students, one teacher from each of the three Multiple Classes and Section Chief of Counseling in school. Observation was conducted in each of three Multiple Classes using video recording and field diary. Data were analyzed by hermeneutic phenomenology approach. Interviews with student were the primary data, and interviews with teachers and class observation served as triangulation. After all cases were analyzed individually, cross cases analysis followed.\u0000The results find the identity of at-risk students is to quit learning, and four students identified themselves as to playaround. Regarding identity formation, they bear huge pressure from learning with lots of negative emotions which results from not understanding what they are taught. These emotions led to their delinquency behaviors and marginalization in class, cut classes or even flunk out. Avoiding, giving up, resisting and spontaneous reaction were used by these students to cope with pressure in school. These attitudes relating to misbehaviors can not relieve their difficulties, but form a feedback loop that impeded student learning in the school systems. These school systems are academic curriculum, one-size-fits-all curriculum schedule and tests, and whole class instruction. The loop keeps them from learning, getting harder to follow up classes and even staying away from schools. Class delinquency of students often led to disciplinary actions which worsened teacher-student relationship and their attitude toward the teachers’ classes. Even the relationship ","PeriodicalId":137633,"journal":{"name":"中華輔導與諮商學報","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116575157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"專業輔導人力對大專校院輔導工作影響之初探研究","authors":"陳斐娟 陳斐娟, 陳易芬 Fei-Chuan Chen, 何凱維 Yih-Fen Chen","doi":"10.53106/172851862022010063004","DOIUrl":"https://doi.org/10.53106/172851862022010063004","url":null,"abstract":"\u0000 《學生輔導法》明定專科以上學校專業輔導人員比例，並自106年起由中央主管機關每五年進行檢討。 為此，本研究以105年度獲教育部補助之公私立大專校院聘用專兼任專業輔導人員計畫共122校回覆教育 部之「教育部補助大專校院聘用專兼任輔導專業人員計畫執行成效自評表」資料進行分析;同時邀請40 位大專校院諮商輔導主管、學務長參與焦點團體座談，另對3位大專校院正副校長進行個別深度訪談， 初探大專校院增聘專兼任專業輔導人員成效，以及對學校諮商輔導工作之影響。本研究結果如下: (1)122校聘任合計490位專任專業輔導人員，其中以諮商心理師415位為最多，專任專業輔導人員服務 時數除個別諮商外，其餘定義為行政服務則占84.53%;兼任專業輔導人員則以個別諮商、測驗施解測及 團體/班級輔導為主。(2)增加專業輔導人員後之影響如下:對輔導工作更具主動性、服務更細緻、 跨單位合作、有較充裕人力處理危機個案、提升輔導量與質、增加學校資源、專業多元化、增加對專業 輔導人員支持及深廣化輔導工作等。本研究根據上述發現與結論，據以提出輔導實務面、政策面與未來 研究相關建議，以落實專業輔導人力資源之運用。\u0000 After the \"\"Student Guidance and Counseling Act\"\" was enacted in 2014 in Taiwan, the Ministry of Education has provided funding to subsidize public and private colleges and universities for hiring full-time and part-time professional guidance counselors (Clinical Psychologist, Counseling Psychologist, & Social worker) to provide mental health service to students. In the process of promoting this important educational policy, it is important to assess how the increase of professional staff has impacted manpower allocation, organizational changes, school counseling work and effectiveness, and future feasible actions for college counseling work. The purpose of the study was to explore the effectiveness of the recruitment of full-time and part-time counselors in colleges and universities, as well as the impact of school counseling. The data were derived from responses of 122 public and private colleges and universities to the Ministry of Education’s self-evaluation forms. In addition, 40 college counseling center directors and deans of Student Affairs were invited to participate in focus group discussion. Also, presidents and vice presidents of three colleges and universities were interviewed individually in depth to examine the effectiveness of full-time and part-time professional guidance counselors, and their impact on college counseling. The research findings are:\u0000(1) The 122 schools employed totally 490 full-time professional guidance counselors, of which 415 are counseling psychologists. The service time of full-time professional counselors was 84.53% spending in the administrative services, except the individual counseling. Part-time professional counselors focused on individual counseling, test interpretation, and group/class counseling.(2) The quantity and quality of professional guidance counselors in each school have improved, which has also prompted each school gradually to comply with the law. However, it is not a long-term solution for each school to rely solely on funding from the Ministry of Education. Schools should continue to review and pay attention to the counselor-to-student ratio, and allocate resources to support recruitment of counselors. In addition, the roles and tasks of different counseling professionals, as well as the mode of division of labor and cooperation, still need to be continuously examined by each school.(3) The impact of the increasing number of professional guidance counselors is as follows: more initiative in counseling ","PeriodicalId":137633,"journal":{"name":"中華輔導與諮商學報","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122685174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"自尊、親子與師生關係對青少年至成年初顯期憂鬱症狀發展軌跡之探討","authors":"陳亦柔 陳亦柔, 陸偉明 Yi-Rou Chen","doi":"10.53106/172851862022010063003","DOIUrl":"https://doi.org/10.53106/172851862022010063003","url":null,"abstract":"\u0000 憂鬱症狀的發展是心理與教育界甚為重要的議題，但從青少年到成年初顯期的軌跡卻少被探討。本研究 藉由「臺灣青少年成長歷程研究」資料庫中2002至2009年間三波次(國三、高三、大四)共992位固定 樣本採用二因子潛在成長曲線模式之隨機截距隨機斜率模型，來探討自尊、親子與師生關係對憂鬱症狀 之發展軌跡。研究發現憂鬱症狀除穩定下降的一組外，另還有上升的一組。有以下四個重要結果: (1)自尊、親子與師生關係的國三分數皆負向影響後續變化幅度。另，高憂鬱組在此三變項的平均分 數皆較低憂鬱組低，且波動也較大。(2)自尊的重要性相對高於親子與師生關係;不論高低憂鬱組， 國三自尊分數皆負向影響憂鬱症狀分數，自尊的變化幅度也負向影響憂鬱症狀的變化幅度。但在高憂鬱 組，國三自尊分數卻對憂鬱症狀之變化幅度有正向影響，顯示過高自尊可能的問題。(3)低憂鬱組的 國 三親子關係負向影響憂鬱症狀分數，但高憂鬱組之親子關係變化幅度會負向影響憂鬱症狀變化幅度。 (4)最後，低高憂鬱兩組的師生關係分數對憂鬱症狀變化幅度皆無明顯影響，僅在低憂鬱組的國三師 生關係分數負向影響憂鬱症狀分數。本研究發現自尊、親子與師生關係在青春期到成年初顯期，會因憂 鬱症狀高低而對個體有不同效果，並據此提出教學與輔導相關建議。\u0000 Depression is an increasingly important area in psychology and education. Investigating depressive symptoms is a continuing concern for adolescents. Recently, an increased interest extends to emerging adulthood. According to the viewpoint of ecological system theory, previous studies in process-person-context-time model have highlighted the important factors such as ideal self, parent-child relationship, teacher-student relationship. This study aimed to investigate the trajectories of depressive symptoms from adolescence to emerging adulthood by considering three predictors — self-esteem, parent-child, and teacher-student relationships. Using AMOS 23.0, two factor latent growth curve model with random intercepts and random slopes was used to analyze the longitudinal data. In this panel study, a sample of 992 students were selected from the Taiwan Youth Project (TYP) in three waves from 2002 to 2009 (at Grade 9, Grade 12, and the senior year of undergraduate). The average scores in each of the three waves served as indicators of latent intercepts and slopes for each of the four study variables. By using hierarchical cluster analysis with dendrogram, we were able to divide all subjects into two groups as low and high depressive symptom groups respectively. Four research questions with correspondent eleven research hypotheses were investigated. That is, H1a: The intercept of self-esteem has negative influence on the correspondent slope of self-esteem. H1b: The intercept of parent-child relationship has negative influence on the correspondent slope of parent-child relationship. H1c: The intercept of teacher-student relationships has negative influence on the correspondent slope of teacher-student relationships. H2a: The intercept of self-esteem has negative influence on the intercept of depressive symptoms. H2b: The intercept of self-esteem has negative influence on the slope of depressive symptoms. H2c: The slope of self-esteem has negative influence on the slope of depressive symptoms. H3a: The intercept of parent-child relationship has negative influence on the intercept of depressive symptoms. H3b: The slope of parent-child relationship has negative influence on the slope of depressive symptoms. H4a: The intercept of teacher-student relationships has negative influence on the intercept of depressive symptoms. H4b: The intercept of teacher-student relationships has negative influence on the slope of depressive sym","PeriodicalId":137633,"journal":{"name":"中華輔導與諮商學報","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129278117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"跨文化的親子互動經驗研究: 以一個育有青少年子女的臺印跨國婚姻家庭為例","authors":"陳翊薇 陳翊薇, 王翊涵 Yi-Wei Chen","doi":"10.53106/172851862022010063001","DOIUrl":"https://doi.org/10.53106/172851862022010063001","url":null,"abstract":"\u0000 東南亞跨國婚姻家庭的親子教養一直是學界與實務服務的焦點，隨著子女進入青春期，這些家庭的親子 互動更需被多加探討。本文探究東南亞跨國婚姻家庭中父母與國中生子女之親子互動經驗，採個案研究 法，並以一個臺印跨國婚姻家庭為例。研究結果首先呈現子女步入青春期後的教養轉變、「父主經濟、 母主照顧」的親職分工，以及隨子女接受學校教育，新住民母親與青少年子女的中文能力落差影響母親 之親職權能。論及共親職經驗，可見新住民母親雖作為主要教養者，但為能促進臺籍父親與子女互動， 加上父權意識型態與先生是家中經濟來源者的影響，母親會積極把先生拉進教養同盟，並在重要教養決 策事件傾向「以夫為尊」。最後在親子互動的跨文化經驗中，當新住民母親擬教授子女印尼語時曾受到 隱微壓抑，然隨著相關契機出現，母親的母國文化能逐漸具現在親子互動上。基於上述，本文發現在形 成共親職共識、雙親積極行動與相互配合及家庭成員善用跨文化的相近性並接納差異性等條件支持下， 東南亞跨國婚姻家庭可形成正向動力系統，助益親子互動;另，受性別文化、家計維持角色及在地教育 體制優勢等影響，新住民母親雖是主要教養者，然臺籍父親是教養決策者與生涯諮詢者，此在子女步入 青春期後更為明顯。本文最後依研究結果對諮商實務與未來研究提出建議。\u0000 The educational and upbringing experiences of transnational marriages between Taiwan and Southeast Asian countries have always been the focus of academics and helping professions in Taiwan. As children grow up to adolescence, the parent-adolescent interaction of these families is a topic that needs to be discussed. The purpose of this study was to explore parent-adolescent interaction experiences in a Southeast Asian transnational marriage family in Taiwan, including upbringing, coparenting and cross-cultural experiences. This study selected one Taiwanese-Indonesian transnational marriage family as a case, and semi-structured interviews were conducted individually with all family members, including parents and adolescents. The results are as followed: (1) Upbringing experiences: Parents had gradually changed their upbringing strategies when children grew up to adolescence-from strict disciplines to self-management. The division of parenting work \"the father is responsible for family economy; the mother is in charge of care work\" was the main upbringing strategy in the daily life or schoolwork. Also, as children grew up to adolescence and accepted school education, the discrepancy of Chinese speaking ability between Indonesian new resident mother and adolescents influenced their interactions. In other words, adolescents showed better Chinese speaking ability than Indonesian mother, and this difference in language proficiency not only overturned Indonesian mother’s upbringing role but also affected her parenting authority, especially when quarrels appeared between mother and adolescents. (2) Coparenting experiences: Gender division of housework \"male leads outside; female leads inside\" was the pattern of parenting practice in this family. Indonesian mother was the main executor in parenting, but in order to facilitate the interaction between Taiwanese father and adolescents, she used her strategies positively, pulling father into parenting alliance. Also, affected unconsciously by ideology of patriarchy and thought of \"the father is responsible for family economy\",Indonesian mother intended to respect her husband in some crucial parenting decision-making, especially when it came to paying money. (3) Cross-cultural experiences: In this case, Indonesian mother had ethnic Chinese background, so all the family members felt few cross-cultural differences. But when Indonesian mother tried to teach some easy Indonesian wor","PeriodicalId":137633,"journal":{"name":"中華輔導與諮商學報","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128185456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}