同理心訓練課程對高職學生同理心、情緒智力及人際關係影響之研究

Abstract

研究者主要目的在設計適合高職二年級學生學習「同理心訓練」課程，並探討該課程教學對高職二年級學生同理心、情緒智力及人際關係的影響效果。「同理心訓練」課程是整合知情意行，全方位的學習目標，課程教學重視「小組活動」及「互動學習」進行教學，其中課程教學共分為十六個單元，分上、下學期進行教學，主要在培養學生對同理心的認識與瞭解，透過教學活動學習同理心技巧訓練及互動練習，坦誠的表達自己的感覺及情緒，提升情緒智力及人際關係的能力。 本研究採實驗組、控制組前後測準實驗設計，研究對象為國立中壢高級商業職業學校二年級六十三名學生，分為兩組，實驗組學生進行研究者之「同理心訓練」課程；控制組學生則進行原班級一般性課程教學，不予以任何實驗處理。在實驗效果評估方面以「同理心量表」、「情緒智力量表」及「人際關係量表」、「社會距離量表」為測量工具，以瞭解同理心訓練課程對學生同理心、情緒智力及人際關係的影響。在資料分析方面，本研究以「組別」作為自變項，學生在上述三個測驗的「前測分數」為共變項，「後測分數」為依變項，以單因子共變數分析法考驗研究假設。另輔以「社會距離量表」、「學生訪談問卷」及「學生教學活動學習單」、「單元教學回饋表」及「學生練習作業」、「教學過程及預期學習效果」、「單元課程教學講授綱要」、「學生體驗活動反應記錄」等所得的資料作為質化分析，以深入瞭解教學實驗之效果。綜合各項結果獲得以下研究結論： 一、同理心訓練課程經過實驗課程教學後，無法有效提升高職二年級學生「同理心」的能力。 二、同理心訓練課程經過實驗課程教學後，能有效提升高職二年級學生「情緒智力」能力。 三、同理心訓練課程經過實驗課程教學後，能有效提升高職二年級學生「人際關係」的能力。 四、從實驗組學生「團體教學回饋表」反應發現：1.團體氣氛是愉快的、溫暖的、輕鬆的，團體活動秩序部份經過檢討「事前協調溝通會議」，各組逐漸有進步。2.學生表現從對自己不滿意逐漸進入滿意，各小組長佔重要的角色，尤其是小組活動共同參與練習、輪流表達，事先預作安排準備，讓學生感受自我成長。3.對團體活動看法覺得內容是有幫助的，喜歡動態多於靜態的活動，輕鬆活潑沒有壓力進行教學活動，學生反應是快樂自在學習、主動積極的投入。4.學習同理心技巧訓練，平時在生活上的收穫，對人際關係是有進步的，情緒逐漸被重視，能有理性的想法。5.對團體的看法，覺得自己是被接納的，有幾位內向與疏離的學生，因為彼此互動增加而逐漸被瞭解而能接納。 五、實驗組學生在「社會距離量表」實施前、後測量比較在前測發現被團體拒絕不喜歡的疏離學生總共五位，在後測時有兩位被選不喜歡人次減少，其餘的三位學生沒有再出現被選不喜歡，明顯表現人際關係都有進步。研究者特別訪談這五位學生學習同理心的心得反應發現： 1.參加同理心訓練課程後，學生覺得同理心技巧對人際互動是有改善。 2.學習同理心訓練課程後，覺得對人際關係的擴展、朋友及同學間的相處是非常有幫助的，主要的原因是因為彼此尊重、接納，能站在對方立場看事情，有同理的瞭解及態度相處，心靈感覺是很快樂的。 3.從同理心訓練課程學習同理心技巧讓學生印象最深刻的有鼓勵、提供資料、簡述語意、摘要、自我表露、初層次同理心、勸導、情感反應等。 4.學過同理心訓練課程，對於同理心技巧，經常會應用在日常人際生活當中，表達及體會別人的感覺及想法真好。 5.學習同理心訓練課程，學生比較重視非理性想法帶來情緒困擾 的影響。 研究者根據所得研究結果，提出下列建議： 一、「同理心訓練」課程具有正向輔導效果。 二、建立師生「同理瞭解」能促進學生的學習與成長。 三、「同理心訓練」課程教學的實施，應由班級導師推動以提升輔導效果。 四、加強「理情教育」，妥善管理情緒，建立圓融的人際關係。

The purpose of this study was to design “Empathy Training” teaching courses appropriate for the second grade vocational high school students, and to investigate its influences on empathy, emotional intelligence and relationship of students. “Empathy Training” courses functioned to integrate knowledge, sense, feeling, action and the all-round learning goals. The training courses emphasized “team activities” and “interactive learning”. There were totally sixteen units, which were delivered by a two-semester teaching mode, with main goals of developing students’ understanding on empathy, frankly expression of feelings and emotions from empathy skills training and interactive practicing, which in turn, to raise emotional intelligence and inter-personal relationship abilities.

The study employed quasi-experimental design, consisting of experimental and control groups. Sixty-three second year students of National Chung-Li Vocational High School of Commerce were recruited as the sample population. The students in the experimental group participated in the ”Empathy Training” courses, while the control group in the normal courses. The study used “Empathy scale”, “Emotional Intelligence test”, “Relationship scale”, and “Social Distance scale” as measuring tools to examine the influence of empathy training courses on students’ empathy, emotional intelligence and relationship. The study applied “groups” as independent variable, pre-scores of the abovementioned three points as covariables, post-scores as dependent scores, and examined research hypothesis by ANOVA method. The study also collected data from “Social Distance scale”, “Students Interview Questionnaire”, “Students Teaching Activity Workbook”, “Unit Teaching Feedback”, “Students homework”, “Teaching Processing And Expectation Effects”, “Unit Teaching Headlines”, and “Students Learning Reaction Records” in order to quantify data, moreover it was an in-depth analysis of the results of the teaching experiment. The main results of the study were as followed: 1. “Empathy Training Courses” experimental teaching processes were ineffectively in raising empathy of students. 2. “Empathy Training Courses” experimental teaching processes were effectively in raising emotional intelligence of students. 3. “Empathy Training Courses” experimental teaching process were effectively raising in improving inter-personal relationships of students. 4. “Unit Teaching Feedback scale” from experimental students showed: A. The group was pleasant, warm and easy; the order of the group also gradually improved after “the pre-communication meeting”. B. Students’ performance became increasingly satisfactory with the leader of group playing an important role. The students experienced self-growth by the group participation and presentation. C. The group perceived the activities as helpful; preferred dynamic activities and soft teaching process without pressure, students’ joyful learning and resulting in active participation. D. Empathy skill trained learning led to improvement on gains of achievement, inter-personal relationship, and rational thinking. E. The students perceived admission towards the group, especially for the less active students, because of the interaction. 5. Five students of experimental group were rejected by the team before the “Social Distance scale” was implemented , while two were rejected at a lesser extent and three were not rejected after the implement. Inter-personal relationship considerably improved. The researcher interviewed these students and found that: a. The students felt empathy skills toward relationship reaction improved after attending the empathy courses. b. The students felt relationship extension with classmates helpful, with respect, acceptance and sense of empathy the main reasons. They felt happy with empathy understanding and inter-personal relationship after attending the empathy courses; c. The students were deeply impressed by encouragement, data provision, word abridgement, abstract, self expression, empathy, advices and emotion reactions from empathy courses; d. The students felt good about the application towards daily life and consideration of others from empathy courses; e. The students valued highly of irrational thoughts towards emotional disturbance from empathy courses. Suggestions of the study were summarized as followed: 1. The advocacy beliefs on guidance must proceed from “Empathy Training”. 2. The buildup of “Empathy Understanding” between teachers and students could enforce students’ learning and growth. 3. The implementation of “Empathy Training” should be pushed by the classroom teachers to enhance the effects. 4. “Rational Education” should be enforced on emotional management to build up harmonious relationship from empathy courses.