Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/141377
|
| Title: | 新手諮商師想像帶領親職團體之挑戰及 ACT Raising Safe Kids親職方案培訓之經驗探究
An Exploration of Novice Counselors’ Imagined Challenges in Leading Parenting Groups and Training Experiences of ACT Raising Safe Kids Parenting Program |
| Authors: | 劉育伶
Liu, Yu-Lin |
| Contributors: | 傅如馨
Fu, Trista Juhsin
劉育伶
Liu, Yu-Lin |
| Keywords: | ACT親職方案
新手諮商師
親職團體
ACT Raising Safe Kids program
Novice counselor
Parenting group |
| Date: | 2022 |
| Issue Date: | 2022-08-01 18:56:05 (UTC+8) |
| Abstract: | 本研究採質性研究方法，並邀請五位新手諮商師進行半結構式的個別訪談，旨於探討新手諮商師對帶領親職團體之想像、參與ACT親職方案培訓之經驗，以及對於方案培訓之回饋與建議，以提供方案培訓之籌辦單位，未來調整方案之依循方向。本研究結果如下：
一、新手諮商師對帶領ACT親職團體之想像，主要分為團體歷程、團體帶領者、團體結構三個部分。團體歷程包含擔心團體陷入沉默、無法掌控團體未知因素、遭受家長成員的質疑等挑戰；團體帶領者包含感受到難以符合自我的期待、對親職議題的熟悉度低、個人價值觀及刻板印象的潛在影響等挑戰；團體結構則包含課程的時間安排、家長成員的背景多元、成員間的教養理念分歧、文化的影響等挑戰。
二、新手諮商師參與ACT親職方案培訓之經驗，主要分為專業及個人兩層面之成長。專業層面包含親職教育知能、團體帶領技巧之成長；個人層面則藉由體驗式活動回顧自身成長經驗，進以達到對家長觀點的理解及自我覺察。
三、新手諮商師對ACT親職方案培訓之回饋及建議，主要分為親職團體帶領，以及ACT親職方案培訓兩個面向。親職團體帶領面向，分為團體帶領者、團體結構兩部分，前者包含可將帶領親職團體的焦慮，轉化為解決問題的行動力，並可搭配協同領者一同帶領親職團體，以增加帶領團體的安心感。後者則為ACT親職方案內容雖充實且具結構，但無法確認家長成員能否吸收龐大的資訊量；ACT親職方案培訓面向，則為體驗式活動效果較佳、其他領域之專業人員參與所伴隨而來的壓力等回饋及建議。
最後，本研究依據研究結果進行綜合討論，並提出對未來研究及實務的建議。研究部分，建議未來可對照已帶領過親職團體的新手諮商師，抑或新手諮商師參與ACT方案培訓前、後之變化；實務部分，建議未來可於方案培訓期間，協助新手諮商師澄清對帶領親職團體的擔憂、瞭解自身及專業上之限制，並著重於初期關係的建立，以及培訓時間、案例分享之安排等方案培訓之調整。
The aims of this study were to explore the novice counselors` imagination about leading ACT parenting groups, their training experiences, feedback and suggestions of ACT Raising Safe Kids parenting program, so that the organizer can adjust the program to meet the needs of the participants in the future. Ten participants were invited to this study and five were interviewed. The results of this study are as follows:
1.Novice counselor`s imagination of leading ACT parenting groups are mainly divided into three parts: group process, group leaders, and group structure. Group process includes challenges, such as fear of group silence, unknow factors in groups, and doubts from parent members; group leaders include feeling difficult to meet self-expectations, being unfamiliar with parenting issues, and being affected by personal values and stereotypes; group structure includes challenges, such as scheduling of classes, diverse backgrounds of parent members, differences in parenting attitudes among members, and cultural influences.
2.Novice counselors` experiences in ACT training program are divided into two levels of growth: professional and personal. The professional level includes the growth of parenting education knowledge and group leading skills; the personal level includes that understanding parents’ perspectives and achieving self-awareness through experiential activities.
3.The feedback and suggestions from the novice counselors of the ACT training program are mainly divided into two aspects: leading parenting groups and ACT parenting training program. The leading parenting groups aspect is also divided into two parts: the group leader and the group structure. The former includes transforming anxiety of leading a parenting group into action, and cooperating with co-leaders to increase the confidence of leading groups. The latter refers to the contents of ACT parenting program are substantial and structured, but it’s not sure whether the parent members can absorb the huge amount of information; The ACT parenting training program aspect refers that effects of experiential activities are better than lectures, and the pressure brought by the participation of professionals in other fields.
Finally, this study conducts a comprehensive discussion based on the results of this study, and makes recommendations for future research and practice. The part of research, it’s recommended comparing with novice counselors who have led parenting groups, or comparing changes before and after the ACT training program; the part of practice, it’s recommended assisting novice counselors with clarifying their imagination in leading parenting groups, understanding their own and professional limitations, and concerning about the establishment of initial relationships, as well as adjusting the training program. |
| Reference: | 王郁婷（2020）。ACT Raising Safe Kids 親職方案對於父母後設情緒理念之影響（未出版之碩士論文）。國立政治大學，台北市。
台灣家庭教育推展協會（2020）北區親職教育活動帶領人基礎培訓。取自https://ifamilytw.wordpress.com/%E5%8C%97%E5%8D%80-%E8%A6%AA%E8%81%B7%E6%95%99%E8%82%B2%E6%B4%BB%E5%8B%95-%E5%B8%B6%E9%A0%98%E4%BA%BA-%E5%9F%BA%E7%A4%8E%E5%9F%B9%E8%A8%93/
田芳瑜（2017）。全職實習諮商心理師的實習困境與其因應策略之探究（未出版之碩士論文）。國立臺南大學，台南市。
田菀鈞（2015）。新手諮商心理師帶領國中校園非自願團體之研究（未出版之碩士論文）。國立新竹教育大學，新竹市。
李克翰、方將任、張雅雯、陳怡憓、李玉嬋（2015）。身障者支持團體的循環模式帶領工作實務。諮商與輔導，351，58-63。
李佳儒、張勻銘、王智弘（2010）。未成年人團體諮商之倫理困境與因應策略。 中華心理衛生學刊，23（4），613-637。doi: 10.30074/CJMH.201012.0005
李惠敏（2020）。正念課程運用於生命線協談志工訓練之行動研究（未出版之碩士論文）。國立暨南國際大學，南投縣。
阮菲（2019）。多元時代的挑戰—安康平宅社區家長參與ACT親職教育方案之經驗（未出版之碩士論文）。國立政治大學，台北市。
周永杰、張景然（2019）。無心理輔導諮商背景之碩士班學生對結構式諮商團體的學習體驗初探。中華團體心理治療，25（2)，17-34。
周玉真（2007）。焦點解決親職團體之團體效果與療效因素分析。教育心理學報， 39（1），1-21。doi:10.6251/bep.20070123
林家興（1997）。親職教育的原理與實務。臺北市：心理。
林家興（2007）。親職教育團體對親子關係與兒童行為問題的影響。教育心理學報，39（1），91-109。doi:10.6251/bep.20070301
林家興（2010）。哪些因素最能預測親職教育團體的效果？。教育心理學報，41（4），847-858。doi:10.6251/bep.20091217
林淑馨（2010）。質性研究理論與實務。高雄市：巨流。
邱珍琬（2019）。原民親職團體過程與成效－一個初探研究。家庭教育雙月刊， 77，6-28。
洪淑貞、張可微（2016）。大學生生涯團體初次帶領之省思。諮商與輔導，367， 46-50。
洪琳絜、徐可馨（2017）。新手團體領導者帶領團體經驗之省思。諮商與輔導，380，56-59。
高淑清（2001）。在美華人留學生太太的生活世界：詮釋與反思。本土心理學研究，16，225-285。doi:10.6254/2001.16.225
張在蓓、張世華（2019）。青少年母親親職適應團體之成效研究－Bowen家庭系統理論之運用。中華輔導與諮商學報，56，59-95。
教育部（2019）。第三期推展家庭教育中程計畫（111-115年）。取自https://familyedu.moe.gov.tw/docDetail.aspx?uid=8851&pid=1030&docid=40383
陳莉榛（2007）。家長諮詢訓練方案之成效探討-以台北縣家庭教育中心為例。國立政治大學，臺北市。
陳惠英（2003）。親職教育之父母效能成長團體方案的實施。諮商與輔導，211，24-27。doi:10.29837/cg.200307.0006
童小珠、陳亮諭、陳永全（2017）。偏鄉社區療育據點早療宣導及培力方案成效研究。蘭陽學報，16，42-49。
鈕文英（2021）。質性研究方法與論文寫作（三版）。臺北市：雙葉。
傅如馨（2017）。含攝文化的兒少虐待預防與親職教育：以美國 ACT Raising Safe Kids 親職教育方案的文化調適為例。本土諮商心理學學刊，9（3），1-24。
游佳綺（2020）。ACT Raising Safe Kids 親職教育方案對於父母情緒表達風格的介入效果（未出版之碩士論文）。國立政治大學，台北市。
黃松溝（2004）。以「父親」為中心的親職團體設計原則。諮商與輔導，224，32-34。doi:10.29837/cg.200408.0004
黃冠穎、李珮瑜、黃筱喬（2006）。新手團體諮商員的省思－以一個自我成長團體為例。輔導季刊，42（2），58-70。
黃薏靜（2016）。ACT Raising Safe Kids親職教育方案於臺灣家庭的應用—探討親職壓力與兒童行為問題的關聯與改善（未出版之碩士論文）。國立政治大學，台北市。
臺北市家庭教育中心（2021）愛陪伴親職教育推廣方案。取自https://www.family.gov.taipei/cp.aspx?n=EBF7602901F91220
潘文欣（2021）。ACT Raising Safe Kids 親職教育方案應用於多元需求家庭之經驗探究（未出版之碩士論文）。國立政治大學，台北市。
蔡嘉芳、呂紹誠（2017）。新手團體領導者帶領大學生愛情團體之省思。輔導季刊，53（2），60-70。
鄧運合（2020）。ACT親職量表與親職效能的關聯性與量表信效度研究（未出版之碩士論文）。國立政治大學，台北市。
Psychometric Properties of The ACT Scale and Its Relationship with Parental Efficacy.
謝麗紅、陳尚綾（2014）。新手領導者對青少年團體帶領經驗之分析研究。輔導與諮商學報，36（2），65-81。
魏嘉伶、周彥伶（2019）。新手領導者帶領青少年團體的僵局經驗。中華團體心理治療，25（1），4-17。
蘇凡淇、李俜怡（2015）。新手領導者及協同領導者如何克服帶領團體的焦慮。 諮商與輔導，359，17-20。
American Psychological Association, A. (2017a). About the ACT raising safe kids program. Retrieved from https://www.apa.org/act/about
American Psychological Association, A. (2017b). ACT raising safe kids program international. Retrieved from https://www.apa.org/act/about/international
Bischoff, R. J., & Barton, M. (2002). The pathway toward clinical self confidence. The American Journal of Family Therapy, 30(3), 231-242. doi:10.1080/019261802753577557
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa
Christensen, T. M., & Kline, W. B. (2001). Anxiety as a condition for learning in group supervision. The Journal for Specialists in Group Work, 26(4), 385-396. doi:10.1080/01933920108413786
Dodge, J. (1982). Reducing supervisee anxiety: A cognitive-behavioral approach. Counselor Education and Supervision, 22, 55-60.
Eames, C., Daley, D., Hutchings, J., Whitaker, C. J., Bywater, T., Jones, K., & Hughes, J. C. (2010). The impact of group leaders’ behaviour on parents acquisition of key parenting skills during parent training. Behaviour Research and Therapy, 48(12), 1221-1226. doi:https://doi.org/10.1016/j.brat.2010.07.011
Geroski, A. M., & Kraus, K. L. (2002). Process and content in school psychoeducational groups. The Journal for Specialists in Group Work, 27(2), 233-245. doi:10.1080/742848694
Hermann, M. A., Walsh, R. L., & Underwood, J. W. (2019). Experiences of school counselor mothers: A phenomenological investigation. Professional School Counseling, 22(1). doi:10.1177/2156759X19844491
Hildebrand, J., & Markovic, D. (2007). Systemic therapists` experience of powerlessness. Australian and New Zealand journal of Family Therapy, 28(4), 191-199. doi:10.1375/anft.28.4.191
Huang, J.-P. (2013). The unique challenges in counseling infertile individuals and couples. (3589048 Ph.D.), University of Minnesota, Ann Arbor. Retrieved from ProQuest Dissertations & Theses A&I database.
Ibrahim, F. A. (2010). Social justice and cultural responsiveness: Innovative teaching strategies for group work. The Journal for Specialists in Group Work, 35(3), 271-280. doi:10.1080/01933922.2010.492900
Ieva, K. P., Ohrt, J. H., Swank, J. M., & Young, T. (2009). The impact of experiential groups on master students` counselor and personal development: A qualitative investigation. The Journal for Specialists in Group Work, 34(4), 351-368. doi:10.1080/01933920903219078
Kim, J., Fletcher, K., & Bryan, J. (2017). Empowering marginalized parents: An emerging parent empowerment model for school counselors. Professional School Counseling, 21(1b). doi:10.1177/2156759X18773585
Knox, M., Burkhart, K., & Cromly, A. (2013). Supporting positive parenting in community health centers: The act raising safe kids program. Journal of Community Psychology, 41(4), 395-407. doi:10.1002/jcop.21543
Knox, M., Burkhart, K., & Hunter, K. (2011). ACT against violence parents raising safe kids program: Effects on maltreatment-related parenting behaviors and beliefs. Journal of Family Issues, 32, 55-74. doi:10.1177/0192513X10370112
Markus, H. E., & King, D. A. (2003). A survey of group psychotherapy training during predoctoral psychology internship. Professional Psychology, Research And Practice, 34(2), 203-209. doi:10.1037/0735-7028.34.2.203
McCleese, J. N. (2012). Proposal of a practical manual for novice clinicians. (3504868 Psy.D.), Regent University, Ann Arbor. Retrieved from ProQuest Dissertations & Theses A&I database.
Michele, K., Klmberly, B., & Tasha, H. (2011). Effects of the act raising safe kids parenting program on children`s externalizing problems. Family Relations, 60(4), 491-503. doi:10.1111/j.1741-3729.2011.00662.x
Ohrt, J. H., Ener, E., Porter, J., & Young, T. L. (2014). Group leader reflections on their training and experience: Implications for group counselor educators and supervisors. The Journal for Specialists in Group Work, 39(2), 95-124. doi:10.1080/01933922.2014.883004
Ohrt, J. H., Robinson, E. H. M., & Hagedorn, W. B. (2013). Group leader development: Effects of personal growth and psychoeducational groups. The Journal for Specialists in Group Work, 38(1), 30-51. doi:10.1080/01933922.2012.732982
Pepinsky, H. B., & Pepinsky, P. N. (1954). Counseling theory and practice. New York: Ronald Press.
Pontes, L. B., Siqueira, A. C., & Williams, L. C. d. A. (2019). A systematic literature review of the act raising safe kids parenting program. Journal of Child and Family Studies, 28(12), 3231-3244. doi:10.1007/s10826-019-01521-6
Porter, B., & Howe, T. (2008). Pilot evaluation of the “ACT parents raising safe kids” violence prevention program. Journal of Child & Adolescent Trauma, 1(3), 193-206. doi:10.1080/19361520802279158
Portwood, S. G., Lambert, R. G., Abrams, L. P., & Nelson, E. B. (2011). An evaluation of the adults and children together (ACT) against violence parents raising safe kids program. The Journal of Primary Prevention, 32(3), 147-160. doi:10.1007/s10935-011-0249-5
Riva, M. T., & Korinek, L. (2004). Teaching group work: Modeling group leader and member behaviors in the classroom to demonstrate group theory. The Journal for Specialists in Group Work, 29(1), 55-63. doi:10.1080/01933920490275402
Shepherd, A. L., Burrows, R., & McAllister, T. (1999). Parenting matters project: A case study of a parenting group. Child Care in Practice, 5(1), 55-65. doi:10.1080/13575279908413152
Shumaker, D., Ortiz, C., & Brenninkmeyer, L. (2011). Revisiting experiential group training in counselor education: A survey of master`s-level programs. The Journal for Specialists in Group Work, 36(2), 111-128. doi:10.1080/01933922.2011.562742
Skovholt, T. M., & Ronnestad, M. H. (2003). Struggles of the novice counselor and therapist. Journal of Career Development, 30(1), 45-58.
Stockton, R., Morran, D., & Krieger, K. M. (2004). An overview of current research and best practices for training beginning group leaders. In J. L. DeLucia-Waack, D. A. Gerrity, C. R. Kalodner, & M. T. Riva (Eds.), Handbook of Group Counseling and Psychotherapy (pp. 65-75). Thousand Oaks, CA: Sage.
Thériault, A., & Gazzola, N. (2010). Therapist feelings of incompetence and suboptimal processes in psychotherapy. Journal of Contemporary Psychotherapy, 40(4), 233-243. doi:http://dx.doi.org/10.1007/s10879-010-9147-z
Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed. ed.). New York: Basic Books. |
| Description: | 碩士
國立政治大學
輔導與諮商碩士學位學程
108172008 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0108172008 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202200941 |
| Appears in Collections: | [輔導與諮商碩士學位學程] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 200801.pdf | | 2977Kb | Adobe PDF2 | 113 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
