鄔佩麗PEI-LI WU翟宗悌ZONG-TI JHAI2019-08-282009-4-202019-08-282009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0890010073%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91077本研究目的在驗證國中青少女參與--以促進自重與尊重為導向--之戀愛關係團體諮商方案的成效，使青少女在團體內的關係與團體外的親密同儕關係，包括戀愛與友誼中，都能平衡地顧及自己與對方，意即能夠自重與尊重對方，而有更好的關係品質。 綜合以往的研究與實務經驗可知，協助國中生處理戀愛關係時，處理範圍必須包括幫助國中生瞭解異性，處理有關性的議題，並能兼顧其他對國中生來說重要的人際關係，特別是友誼關係。國中青少女易陷入對戀愛的趨避衝突，而諮商團體可以作為她們的「轉換空間」，幫助她們整理自己，面對內心需求與外在現實間的矛盾。自重與尊重能夠直接影響亦可透過衝突發生時的處理策略影響友誼及戀愛關係的品質，所以在帶領本團體諮商方案時，需運用團體的互動，建立團體內的親密關係，善用團體內外的人際衝突，透過問題解決的過程，培養青少女自重與尊重別人。 本團體諮商方案來自筆者先前帶領七個前導團體的經驗及相關的研究，團體結構為每週兩小時，共十次二十小時，由兩位女性領導員帶領，並有一女性觀察員，均為心理諮商背景，領導員每週接受一小時諮商督導；帶領時以預定的八大主題為觸媒，依照成員的需要彈性地調整。 主要研究對象為一寄宿型學校之國一、二住宿生，她們曾經戀愛或正處在戀愛關係中，經過隨機分派至實驗組與對照組，實驗組8人，參與本團體諮商方案，；對照組7人，研究期間不介入，研究結束始提供團體諮商。 本研究採取混合研究方法，團體內的改變採取質性方法，收集每次團體聚會記錄、觀察記錄、督導記錄、協同領導員與觀察員之焦點團體記錄等質性資料，進行心理治療逐字稿之敘說分析。團體外的改變則併用質性和量性的方法，量性部分採取時間 × 實驗處理之研究設計，收集實驗組與對照組在自重、尊重對方、衝突處理取向、關係評量表等量表上的自陳結果，收集時間為團體前一週到團體結束後八個月，共四次，從第一次施測到最後一次施測間隔近一年；質性部分則收集團體結束後三個月實驗組的訪談記錄，進行主題分析並將結果數量化，以互相檢核質量性兩種資料的結果。 研究結果發現研究參與者參加本團體諮商方案後，於團體內逐漸建立起親密關係，在多次討論團體內外的人際衝突中學習停而後思，練習表達自己並傾聽別人；從一開始各顧各的、無法顧及別人的感受，到漸能自律、看重對方的需要表達關懷；遇到團體內外的衝突原本是逃避或急於給予建議，到後來能夠共同面對協商，顯示參與者在團體內漸能做到兼顧彼此。雖然因為人數太少，以致於實驗組與對照組的量表結果未能達到統計上的顯著差異，但從效果量、平均數的變化趨勢及訪談結果顯示，實驗組在友誼及戀愛關係上的自重、尊重與衝突處理取向皆有朝正向改變的趨勢，面對人際衝突能夠停而後思、顧及彼此；實驗組在戀愛關係上能夠做到一般國中生做不到的「維護自己」，但又能顧及對方的感受，較少採取「忽略貶抑」之殺傷戀愛關係的舉動，更加意識到衝突處理方式與親密同儕關係間的關連，並更能克制衝動並安撫自己的情緒。而與實驗組來往頻繁的對照組，在友誼上也同樣有正向的改變但在戀愛關係上則未有正向的改變。 根據上述結果，本研究建議，在往來密切的住宿型學校或機構帶領本團體諮商方案應有助於促進全體良好的互動，而在一般學校進行則需更長的時間、更多次的聚會方能有效達成目標；帶領時領導員需經常反省自己做到自重與尊重，並需運用多樣的方式陪伴青少女反思自己對性的感受。最後亦提出有關未來研究的建議。The purpose of this study is to verify the outcome of teenage girls in junior high school participating in the oriented group of encouragement of self-respect and respect for her partner – girls giving consideration to both herself and her partner in a romantic relationship counseling group project. In other words, to have self-respect and respect for her partner in order to have a quality relationship while inside the group as well as with intimate peer relationships outside the group. By looking at past studies and practice experiences, one can conclude that in order to help junior high schoolers with their romantic relationship, one has to assist with understanding gender issues, sex issues, and interpersonal relationship issues all correlate with their romantic relationships. Considering all these issues, friendship is the most important relationship to junior high schoolers. Girls in junior high are prone to be caught in approach-avoidance conflict when it comes to love. Counseling groups can be used as a “transitional space” to help these girls clear their mind and face their conflicts between the inner needs and outer reality. Self-respect and respect for the partner can directly affect or can affect the quality of friendship and romantic relationship through conflict coping strategy. Therefore when leading the counseling group project in this study, group interaction was used to build close relationships with peers and leaders in the group; to make good use of interpersonal conflict inside and outside the group, and with the process of problem solving, to foster the girls to gain self-respect and to respect others. This counseling group project started with the author’s related studies and experience of the seven preceding groups as a leader. The group structure is as followed: two hours per week for a total of ten weeks, led by two female leaders and one female observer, all have degrees in counseling psychology. The leaders underwent an hour of counseling supervision each week. There were eight main catalysts during the group sessions, and were adjusted according to the needs of the members. The participants were mainly seventh and eighth graders from a boarding school (A). They were either in a relationship or had experienced love. These girls were randomly assigned to either the experimental or the contrast group. There were eight girls in the experimental group who joined the counseling group in this project. The seven girls in the contrast group were not involved during the time of this study, but were later provided with group counseling after the study concluded. At the same time, the author conducted the same group project in a regular junior high school (B), and records from the focus group of the co-leaders and observers from the two groups were used as references for the discussion of the outcome of this study. This study adopted the mixed research method, the changes inside the group was analyzed through qualitative method, collecting information such as the records of the group sessions, observation notes, supervision notes, and focus group records in order to proceed with narrative analysis of psychotherapy transcripts. The changes outside the group were analyzed with both qualitative and quantitative methods. The quantitative section, time x treatment research design was used, self-reported results of the questionnaires of the self-respect, respect for the partner, conflict coping strategy and relationship assessment from experimental and contrast groups were collected. The collection time started one week prior to the beginning of the group and ended eight months after the group concluded. The time interval between the first and last testing was nearly one year apart with a total of four testing times. On the qualitative section, interview logs were collected three months after the group ended. As for the experimental group, thematic analysis was used as well as quantitized of the results; triangulation was used for both qualitative and quantitative results. The study result shows that after participating in the counseling group project, the girls had developed close relationships inside the group. They learned the importance of “stop and think of what I want to do” when encountering interpersonal conflicts inside and outside the group, they also practiced expressing themselves and listening to others. The individuals transformed from caring only about oneself and not taking other people’s feelings into account to having self-discipline and concerns for others’ needs. They made the transition from avoidance and giving hasty suggestions to facing and solving the problems they have encountered together as a group. This proves the participants are not only able to care for themselves but for others. The subjects in this study did not reach a sufficient number, therefore the assessment results of both experimental and contrast groups could not exhibit a significant differentiation statistically; however, the change of the means and the results of the interviews show that the participants in the experimental group reached a positive change in self-respect, respect for others and conflict coping strategy in friendships and romantic relationships. They can also think and care about themselves as well as others in interpersonal relationship conflicts. The experimental group can “stand up for oneself” in romantic relationships which is not seen in other junior high schoolers. Additionally, they notice how their partners are feeling and they rarely use “neglect-contempt” which harms the romantic relationships. They also notice the connection between conflict coping strategy and intimate peer relationships, and are able control their impulsive behavior and sooth their own emotions. In conclusion, the author suggests that by modeling the above counseling group project should bring forth positive interaction in boarding schools or institutes. It takes longer time and more sessions to achieve the same outcome with regular schools. The leaders themselves must reflect often and also have self-respect and respect for others. It is imperative that they devise different ways to guide and attend to the thoughts the girls might have regarding sex issues, and in hopes that the girls can then reflect upon them independently. Lastly, future study suggestions were proposed.青少女戀愛關係團體諮商尊重衝突teenagegirlsgroup counselingrespectconflict