運用咻卡輔導活動改善國小中高年級學童的憤怒及違規行為之成效研究
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2018
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本研究主要目的在編修適用於國小中高年級學童心理輔導之澄清型牌卡「咻卡」，以及探討咻卡輔導活動對減少國小中高年級學生的憤怒及違規行為之影響。
本研究分為研究1及研究2。研究1旨在編修適用於國小中高年級學童心理輔導之澄清型牌卡「咻卡」。以新北市某公立國民小學6名三年級學童為研究對象，進行「編修咻卡輔導活動」，透過學童之實際反饋，逐次修正咻卡上的題目。研究工具為「嗨卡1」（以下簡稱嗨卡）。
研究2旨在探討咻卡輔導活動對降低國小中高年級學童憤怒及違規行為之效果，採實驗設計，以新北市某公立國民小學48名中高年級學童為研究對象，其中，實驗組共23人，控制組共25人。實驗組進行為期九週，每週二次，每次10分鐘的咻卡輔導活動，控制組則未參與咻卡輔導活動。本研究以「貝克兒童及青少年量表第二版中文版」（以下簡稱BYI-Ⅱ中文版）及「咻卡」為研究工具；並以單因子共變數分析對BYI-Ⅱ中文版進行統計處理，再加以分析。
研究1及研究2之研究結果如下：研究1結果發現咻卡能被語文理解程度不同之三年級學童所使用。研究2結果顯示（一）咻卡輔導活動能顯著改善國小中高年級學生之憤怒程度；（二）咻卡輔導活動未能顯著改善國小中高年級學生之違規行為程度。最後，根據研究1及研究2之結果加以討論，並對教師及未來研究提出具體建議，以供後續教育實務及未來研究之參考。
The purpose of this study was to edit Clarification Cards" Welcome Cards" for the counseling for grade 3-5 elementary school students and to explore the effectiveness of Welcome Cards counseling activities to improve anger and disruptive behavior for grade 3-5 elementary school students. This study was divided into Study 1 and Study 2. Study 1 was to edit Clarification Cards" Welcome Cards" and assure that all the cards were comprehenaible for grade 3-5 elementary school students. The participants were 6 grade 3 elementary school students, 4 boys and 2 girls. Through editing Welcome Cards counseling activities, researcher revised Welcome Cards based on the feedback of these 6 elementary school students. The instrument used in Study 1 was Touch Card.Study 2 was to explore the effectiveness of Welcome Cards counseling activities to improve anger and disruptive behavior for grade 3-5 elementary school students. Study 2 adopted an experimental design. The particpants were 48 grade 3-5 elementary school students in New Taipei City, including 23 experimental groups and 25 control groups. The Welcome Cards counseling activities were carried through a period of nine weeks, twice a week, 10-minutes sessions for each participant of experimental group, while the control group did not accept Clarification Cards counseling activities. The instrument used in Study 2 was The Beck Youth Inventories-Second Edition (BYI-II) and Welcome Cards. The data collected from BYI-II was sent to statistical analysis with the technique of one-way ANCOVA. The finding of study 1 and study 2 were as follows: Study 1: The edited Clarification Cards" Welcome Cards" could be used by grade 3 elementary school students with different levels of language comprehension. Study 2: The results showed that the Welcome Cards consultation activities significantly improved anger for grade 3-5 elementary school students, but found no significance in improving disruptive behavior for grade 3-5 elementary school students. Suggestions for teacher and future researchs were provided.
The purpose of this study was to edit Clarification Cards" Welcome Cards" for the counseling for grade 3-5 elementary school students and to explore the effectiveness of Welcome Cards counseling activities to improve anger and disruptive behavior for grade 3-5 elementary school students. This study was divided into Study 1 and Study 2. Study 1 was to edit Clarification Cards" Welcome Cards" and assure that all the cards were comprehenaible for grade 3-5 elementary school students. The participants were 6 grade 3 elementary school students, 4 boys and 2 girls. Through editing Welcome Cards counseling activities, researcher revised Welcome Cards based on the feedback of these 6 elementary school students. The instrument used in Study 1 was Touch Card.Study 2 was to explore the effectiveness of Welcome Cards counseling activities to improve anger and disruptive behavior for grade 3-5 elementary school students. Study 2 adopted an experimental design. The particpants were 48 grade 3-5 elementary school students in New Taipei City, including 23 experimental groups and 25 control groups. The Welcome Cards counseling activities were carried through a period of nine weeks, twice a week, 10-minutes sessions for each participant of experimental group, while the control group did not accept Clarification Cards counseling activities. The instrument used in Study 2 was The Beck Youth Inventories-Second Edition (BYI-II) and Welcome Cards. The data collected from BYI-II was sent to statistical analysis with the technique of one-way ANCOVA. The finding of study 1 and study 2 were as follows: Study 1: The edited Clarification Cards" Welcome Cards" could be used by grade 3 elementary school students with different levels of language comprehension. Study 2: The results showed that the Welcome Cards consultation activities significantly improved anger for grade 3-5 elementary school students, but found no significance in improving disruptive behavior for grade 3-5 elementary school students. Suggestions for teacher and future researchs were provided.
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咻卡, 咻卡輔導活動, 憤怒, 違規行為, 潛意識, Anger, Disruptive behavior, Unconsciousness, Welcome Cards, Welcome Cards counseling activities