青少年之父母親職教育成長團體課程對親子關係的影響

Abstract

本研究旨在發展設計適合青少年之父母的親職教育成長團體課程，並評估此課程介入後，對青少年之父母與其子女的親子關係產生正向改變的情形。 本研究以ISD之ADDIE模式進行親職教育成長團體課程之規劃，並從心理社會發展論、愛之語觀點、薩提爾模式及父母效能訓練等理論觀點做為課程設計的內涵。 本研究採準實驗研究法，以台北市某高中之家長為研究對象，分為實驗組（n=12）與對照組（n=19），實驗組接受為期六週、每週一次、每次約三小時的「親職教育成長團體課程」。以「親子關係問卷」做為量化工具，檢驗兩組家長及其子女於前、後測驗分數的差異，並於課程結束四週後，對實驗組家長實施追蹤測驗。在質性工具部分則以「課程學習單」、「回家作業單」、「團體課程記錄表」、「團體課程總回饋表」、「團體訪談記錄表」及「網路社團」等資料，評估實驗組家長的學習成效及課程效果。 經課程實施後，由團體課程回饋表之量化統計及質性資料分析，得知多元理論觀點的課程設計能使家長獲益，支持本研究所設計「親職教育成長團體課程」具有成效。同時實驗組家長於前、後測成對樣本t檢定顯示親子衝突狀況顯著改善，並於前測與追蹤測驗之t檢定顯示整體親子關係、溝通及衝突項目之延宕效果有顯著提升。研究者並從家長特性、課程設計、帶領技巧及合作學校的回饋等方面進行成長團體課程教學反思，且根據研究結論，對家庭教育相關機構及高中學校辦理親職教育提出建議。This research focuses on developing an adequate parenting education program for parents of adolescents, and assesses the positive transformation for the relationship between parents and their adolescent children. The ADDIE model of ISD is adopted to design this parenting education program, with some theoretical perspectives such as the psychosocial develop- mental theory, the five love languages, Satir model and the parent effectiveness training being contained in. A quasi-experimental method is used to study 31 parents in a Taipei senior high school, they are divided into an experimental group (n = 12) and a control group (n = 19). The experimental group received a "parenting education program", which took six week , once per week and about 3 hours per time. Taking "parent-child relationship questionnaire form" as a quantitative measure to examine the test scores differences between before and after the program for both groups of parents and their children, besides, implementing a tracking test for experimental group 4 weeks after the program ended. Using qualitative measures such as "course learning sheet", "homework sheet", "program record form", "program feedback summary form", "group interviewing record form" and "facebook group" to assess the learning and program effect to the parents of the experimental group. After the program being implemented, the results of the quantitative statistics and qualitative data analysis from the program feedback summary form show a program design with diverse theoretical perspectives is beneficial to parents, which means the parenting education growing group program this research designed is effective. Meanwhile, the pre and after test matched sample t test shows paternity conflict can be improved obviously, besides, the t test for the pre and tracking tests shows overall parent-child relationship, communication and conflict delay effect have been significantly improved. From the parents’ characteristics, program design, leading skills, and co- operative school feedback, the researcher reviews the teaching of this growing group program. According to the conclusions, the researcher also proposes advices to family education-related institutions and high schools when conducting parenting education program.