人際關係導向之冒險教育活動方案發展與實施之行動研究

Abstract

本研究根植於研究者所處之專業場域現況，聚焦於實務工作中難以解決的人際互動困境。文獻回顧揭示目前對於透過冒險教育活動方案對人際依附關係產生的效益仍不甚明確。因此，本研究依據研究目的進行理論整合的初步嘗試，同時為實務工作者、班級管理者或處理異質人際依附風格團體的引導者提供新的觀點和解決問題的模式。本研究旨在深入探究人際關係領域中冒險教育方案的開發與實施。通過結合冒險諮商理論與冒險教育實踐，關注於參與者在這些活動中經歷的修正性情緒體驗，以及這些體驗如何促進個體在建立安全依附的人際關係方面的積極進展。本研究針對國中七升八年級暑假期間的班級學生團體，總計17名研究參與者（其中女生9人、男生8人），進行為期3天的方案實施，課程包含8個單元，共23節，每節50分鐘。為確保資料的廣度與深度，本研究運用多元蒐集資料方法，包括人際依附風格量表前後測、觀察紀錄表、訪談、物件、回饋單、教師反思紀錄以及文件分析。透過上述方法，本研究獲得下列結論 :一、 在人際依附關係風格量表前後測的結果中，安全依附平均分數提升達顯著水準，而不安全依附的人際關係平均分數呈下降趨勢（焦慮依附與迴避依附平均分數下降達顯著水準，排除依附平均分數亦下降）。二、 在方案實施歷程中，應用人際歷程、隱喻治療等心理治療理論、採用核心衝突關係主題法協助學生辨認與覺察過去不安全依附的核心衝突之再次重演，同時結合冒險式諮商理論模式之隱喻、引導、反思、分享與冒險教育活動實施效益，所產生之具修正性的情緒經驗綜效。這使學生能夠專注於人際互動場景，提升自我覺察，改善一再重演的僵化人際防衛模式，同時體驗信任、支持，產生未來實踐的動力。最終，學生在人際關係中能達到自我賦能，朝向安全依附之健康的人際關係發展。整體而言，本研究致力於填補現行文獻的知識空缺，同時為實務工作者提供新觀點和解決方案，推動冒險教育活動在人際關係發展上的應用範疇，期望為學生建立更為健康、穩固的人際連結提供具體而有力的支持。This study is rooted in the current professional context of the researcher, focusing on interpersonal interaction dilemmas that are difficult to resolve in practical work settings. A literature review reveals that the benefits of adventure education programs on interpersonal attachment relationships are still not clearly understood. Therefore, this study makes a preliminary attempt at theoretical integration based on its research objectives, while also providing new perspectives and problem-solving models for practitioners, classroom managers, or facilitators dealing with groups exhibiting heterogeneous interpersonal attachment styles.The research aims to delve into the development and implementation of adventure education programs in the field of interpersonal relationships. By combining Adventure Based Counseling theory and adventure education practice, the focus is on the participants' corrective emotional experiences in these activities and how these experiences facilitate positive progress in establishing secure attachment in interpersonal relationships. This study involved a group of junior high school students transitioning from 7th to 8th grade during the summer vacation, totaling 17 participants (9 females and 8 males). A 3-day program was conducted, consisting of 8 units and 23 sessions, each lasting 50 minutes. To ensure the breadth and depth of data, a variety of data collection methods were used, including pre- and post-tests of the interpersonal attachment style scale, observation records, interviews, objects, feedback forms, teacher reflection records, and document analysis.The study reached the following conclusions:1.In the pre- and post-test results of the interpersonal attachment relationship style scale, the average score of secure attachment increased significantly, while the average score of insecure attachment relationships showed a declining trend (with significant decreases in the average scores of anxious and avoidant attachment, and a decrease in the average score of dismissing attachment).2.During the implementation of the program, psychological therapy theories such as interpersonal process and metaphor therapy were applied, using the core conflict relational theme method to help students identify and become aware of the reenactment of past insecure attachments. This was combined with the metaphor, guidance, reflection, sharing, and benefits of implementing adventure education activities according to the adventure counseling theoretical model. This approach enabled students to focus on interpersonal interaction scenarios, enhance self-awareness, improve repetitive rigid interpersonal defense patterns, and experience trust and support, generating motivation for future practice. Ultimately, students were able to achieve self-empowerment in interpersonal relationships, moving towards healthy development in secure attachments.Overall,this study aims to fill the knowledge gap in current literature while providing new perspectives and solutions for practitioners. It promotes the application of adventure education activities in the development of interpersonal relationships, hoping to provide solid support for students to establish healthier and more stable interpersonal connections.