多元整合模式親職團體輔導方案對國小中低年級兒童行為與家長之影響

Abstract

親職團體方案是降低兒童問題行為很重要的介入之一，過去許多文獻都證實親職團體方案對於改善家庭生活幫助很大。然而，國內較少針對國小中低年級兒童設計親職團體方案，故本研究主要目的在根據行為主義理論、社會認知學習理論、阿德勒學派理論，並融合兒童發展概念、情緒管理技巧和家庭管理技巧，發展能提供家長有效和正向親職技巧的多元整合模式親職團體輔導方案，探討其對國小中低年級兒童行為及其家長之影響。 本研究的自變項為實驗處理，依變項為親職壓力、親職效能感和親職滿意度、兒童問題行為等。本研究採等組前後測實驗設計，研究對象為北部地區16名家長，隨機分配為實驗組和控制組，實驗組(N=8)接受為期6週，每週2.5小時的實驗處理，並接受實驗處理12週後之追蹤測量。控制組(N=8)則於追蹤測驗結束後進行親職團體。此研究透過量化和質化資料了解實驗效果，量化資料方面，研究者使用「親職壓力量表簡版」、「親職效能感量表」、「親職滿意度量表」及「兒童行為檢核表」，分別於實驗團體前、後立即施測，並於團體結束後12週針對實驗組實施追蹤測。所得資料分別以單因子共變數分析、相依樣本t考驗進行統計分析以探討實驗結果。質化資料方面，研究者分析與討論實驗處理期間的回饋單資料與實驗處理後的個別訪談資料，以作為影響研究結果的佐證與補充。 本研究之量化資料顯示，多元整合模式親職團體輔導方案在「親職壓力量表」、「親職滿意度量表」、「兒童行為檢核表」之總量表和各分量表有立即輔導效果和12週之追蹤輔導效果，但是對於「親職效能感量表」僅於「社會／道德」分量表有立即和追蹤輔導效果，對於「親職效能感量表」之「總量表」及「人際技巧」分量表有12週之追蹤輔導效果。由質化資料顯示，影響團體立即效果的因素包含方案設計、團體效果和其他因素，以下分別說明之：方案設計方面包含「選擇和運用有效的管教策略」、「同理和了解孩子的行為目的和需求」、「與其他家庭成員共同學習和練習」。團體效果方面包含「團體的普同感」、「人際支持與人際學習」、「自我覺察」和「反思過去經驗的影響」。其他因素方面包含「成員因素」、「領導者因素」和「環境因素」。從以上三點可以發現成員的改變包含「增進情緒控制能力，重新獲得掌控感」與「減少負向管教方式，使用正向的管教態度和技巧」。故「多元整合模式親職團體輔導方案」之實施能有效降低親職壓力和兒童問題行為，提高親職滿意度與父母在管教上的效能感。最後，研究者針對結果說明研究限制，並對實務工作與未來研究提出若干建議。

Parenting group program is one of the most important strategies for reducing children’s problem behaviors. Previous studies have indicated that such programs can improve many aspects of family life. However, there are few effective parenting programs available for school-age children in Taiwan. The main purpose of this study is to develop a multimodal parenting group program based on behavior theory, social-cognitive theory, and Adlerian theory, and with inputs from children development concepts, emotion management skills, and household management skills as well. This program provides effective and positive parenting skills for parents with 7 to 10-year-old children. Its effects on children and parental behaviors will be evaluated afterward. The independent variable of this research is parenting group, and the dependent variables are parenting stress, parenting self-efficacy, parenting satisfaction, and child behavior. The research is pretest-posttest group designed, and the subjects were 16 parents in Northern Taiwan. They were assigned randomly to the experimental group and the control group. The experimental group (N=8) participated in the multimodal parenting group program, which was held 2.5 hours a week for six continuous weeks. Follow-up test was conducted 12 weeks after the last group session. The control group (N=8) received the same treatment after conducting the research. The effect of the parenting group was assessed quantitatively and qualitatively. Quantitative data was acquired according to the “Parent Stress Index-Short Form”, “Parenting Self-Efficacy Scale”, “Parenting Satisfaction Scale”, and “Child Behavior Check List” and was analyzed by One-Way Analyses of covariance (ANCOVA) and t test; qualitative data was obtained from the “Group Feedback Form” from each session and “Individual Interview” after the group ended, and these data were analyzed as the evidence and supplement of research effects. Quantitative data suggests that the experimental group showed immediate and follow-up effects of lowering parenting stress and Children’s problem behaviors elevating parenting satisfaction. However, the “social/moral” subscale of “Parenting Self-Efficacy Scale” showed immediate and follow-up effects, whereas the “Parenting Self-Efficacy Scale”, “Interpersonal skills” subscales of “Parenting Self-Efficacy Scale” showed only follow-up effects. Based on the qualitative data, three key important factors were identified which affect immediate and follow-up effects, namely “the design of group program”, such as acquisition and practice of parenting knowledge, skills and the understanding of children; “the effects of parenting group”, such as universality, vicarious learning, importing information, reflection and self-awareness; “other factors”, such as the effects of leader, personal or environmental factors. Following the aforementioned concepts, a nicely designed program can lead to effective and positive parenting attitude and behaviors as well as enable parents to regain control and polish their coping skills. In summary, the result suggests that multimodal parenting group program is an effective treatment for behaviors of school-age children and parents. Finally, the results and findings of the study were discussed, and recommendations for application and future research were addressed.