DSpace Community: 輔諮碩學程
https://ah.lib.nccu.edu.tw/handle/140.119/70244
輔諮碩學程2024-03-28T08:43:53Z家庭治療訓練方案之成效研究
https://ah.lib.nccu.edu.tw/handle/140.119/147332
題名: 家庭治療訓練方案之成效研究; Efficacy of a Family Therapy Training Program: An Evaluation Study
Authors: 余幸子; Yu, XingZi
摘要: 本研究旨在探究:(1)一項本地家庭治療訓練方案中不同單元對受訓者可能帶來的學習成效;(2)探討有助於學習成效發生的課程設計與執行因素;(3)評估家庭治療訓練方案於結束三個月後,對受訓者個人生活的影響及於工作場域的遷移效果。\n本研究對象的家庭治療訓練方案歷時8個月,共112小時,研究共招募到10位受訓者接受訪談,包含三位諮商心理師、一位臨床心理師、三位社工師以及兩位學校輔導老師,其工作場域有國中輔導室、大專院校諮商中心、社福機構、醫院。\n本研究使用質化輔以量化的研究方法,量化部分使用相依樣本t檢定與描述統計,質化資料則蒐集訓練前後受訓者的家庭治療師核心能力量表分數、課後滿意度問卷、學習效果自陳量表;再於訓練方案結束后,以半結構式個別訪談蒐集受訓者經驗,訓練結束後三個月再以焦點團體進行訪談。研究結果摘述如下:\n一、 受訓者參與家庭治療訓練的動機有訓練前遭遇工作困境、對於家庭治療有興趣、及訓練方案本身有吸引力。\n二、 量化資料分析顯示,受訓者對於訓練方案各面向滿意度高、學習效果佳、在家庭治療師核心能力量表的整體及四個不同能力模塊的前後测分數差異均達顯著。質化分析結果進一步呈現受訓者接受訓練後在其工作場域確實出現成效。\n三、 在訓練結束三個月後,受訓者的個人生活改變體現在兩個方面:一為發展出新視角,開始將生活體驗與家庭治療工作連結;另一為受訓者個人關係獲得改善,包含伴侶關係及與原生家庭關係。\n四、 訓練後受訓者的變化包含四個方面:(1)自我效能感顯著提升,主動與系統合作之意願增強;(2)諮商會談效果提升,工作勝任度提升;(3)受訓者的工作適應狀況提升;(4)團隊成員認同受訓者的專業能力,對受訓者的信任度提高。\n根據家庭治療師核心能力,本研究探討受訓者在家庭治療師核心能力不同內涵上進步的情況,同時發現心理師及社工師背景對受訓者之學習路徑及成果存在差異。本研究並進一步探討受訓者工作場域因素對學習成效的可能影響,最後根據結論與討論,對未來家庭治療相關訓練及研究提出建議。; The purpose of this study was to evaluate the outcomes of a family therapy training program in Taipei. It also explored the curriculum design and execution factors that contributed to learning outcomes, and assessed the impact of the family therapy training program on the trainees` personal lives and clinical outcomes three months post-training.\nThe study focused on an 8-month family therapy training program, totaling 112 hours. Ten trainees were recruited for interviews, including three counseling psychologists, one clinical psychologist, three social workers, and two school guidance counselors. Their workplaces ranged from junior high counseling offices and tertiary education counseling centers to social welfare institutions and hospitals.\nThis study employed a mixed-methods approach, combining qualitative and quantitative research methods. The quantitative portion utilized paired-sample t-tests and descriptive statistics. Qualitative data were collected from pre- and post-training scores on the Family Therapist Core Competency Scale, post-session satisfaction questionnaires, and self-report learning outcome scales. After the training program concluded, semi-structured individual interviews were conducted to gather trainees` experiences. Three months post-training, focus group interviews were held. Key findings include:\n1. Trainees` motivations for participating in the family therapy training were challenges faced in their work before the training, interest in family therapy, and the distinctive features of the training program.\n2. Quantitative data analysis showed high satisfaction across various aspects of the training program, positive learning outcomes, and significant pre- and post-test differences in scores on the overall Family Therapist Core Competency Scale and its four distinct ability modules. Qualitative analysis further revealed an improvement in clinical work outcomes after the training.\n3. Three months after the training, changes in trainees` personal lives were evident in two aspects: (1) the development of new perspectives, leading them to link their life experiences with family therapy work; (2) improvements in personal relationships, including relationships with partners and families.\n4. Clinical changes in trainees post-training encompassed: (1) significant enhancement in self-efficacy as therapists and strengthened willingness to work collaboratively; (2) enhanced effectiveness in sessions; (3) improved work adaptability; (4) increased recognition and trust from team members.\nBased on the core competencies of family therapists, this study examined the progress of trainees across different domains of family therapist core competencies. It also identified differences in learning paths and outcomes for therapists and social workers. The study further explored how the work environment might influence learning outcomes. Drawing from these conclusions and discussions, recommendations for future family therapy-related training and research are provided.
描述: 碩士; 國立政治大學; 輔導與諮商碩士學位學程; 1071720112023-09-01T08:37:18Z大學生拒絕敏感度、親職化與心理健康之相關研究
https://ah.lib.nccu.edu.tw/handle/140.119/146526
題名: 大學生拒絕敏感度、親職化與心理健康之相關研究; The correlation among rejection sensitivity, parentification and mental health of the college students
Authors: 胡妤盈; Hu, Yu-Yin
摘要: 本研究旨在了解大學生拒絕敏感度、親職化與心理健康之相關性,以臺灣大學生為研究對象,並以方便取樣的方式透過網路問卷調查法進行資料蒐集,共回收424份有效問卷。研究工具包含「拒絕敏感度量表」、「親職化量表」與「心理健康連續量表-台灣短版」。資料分析使用獨立樣本t檢定、單因子變異數分析、Pearson積差相關分析、逐步多元迴歸及階層迴歸分析之統計方式。本研究主要結果如下:\n一、不同性別的大學生在拒絕敏感度的焦慮程度、負向預期,整體親職化、功能性照顧、不公平性有顯著差異。\n二、不同出生序的大學生在拒絕敏感度的負向預期、整體親職化、功能性照顧有顯著差異。\n三、不同家庭結構的大學生在整體親職化、不公平性有顯著差異。\n四、大學生拒絕敏感度和負向預期與親職化的不公平性呈顯著正相關;拒絕敏感度的焦慮程度與整體親職化和不公平性呈顯著正相關。\n五、大學生整體和各向度拒絕敏感度與整體和各向度心理健康呈顯著負相關。\n六、大學生整體親職化與整體心理健康、情緒福樂安適和心理福樂安適呈顯著負相關;功能性照顧與心理福樂安適呈顯著正相關;情感性照顧與整體心理健康和社會福樂安適呈顯著正相關;不公平性與整體和各向度心理健康呈顯著負相關。\n七、整體親職化、功能性照顧與情感性照顧在拒絕敏感度和心理健康之間未有中介效果;不公平性在拒絕敏感度與整體及各向度的心理健康之間具有部分中介效果。\n最後根據本研究結果,提供大學生、家長、教育人員、助人工作者之實務建議以及未來研究參考。; The purpose of this study is to investigate the correlation among rejection sensitivity, parentification and mental health of the college students. The sample are comprised of 424 university students from Taiwan based on convenience sampling, and questionnaire survey is conducted as the study method. The research tools used in this study were "Rejection Sensitivity Scale", " Parentification Scale" and "Mental Health Continuous Scale-Taiwan Short Version". The results of study were analyzed by independent sample t test, one-way ANOVA, Pearson Correlation analysis and hierarchical regression analysis.\nThe main results of this study are as follows:\n1.There were significant differences in anxiety and negative expectations of rejection sensitivity, parentification, instrumental caregiving and unfairness of parentification among a group of gender.\n2.There were significant differences in negative expectations of rejection sensitivity, parentification, instrumental caregiving of parentification among a group of birth order.\n3.There were significant differences in parentification and unfairness of parentification among a group of different family structures.\n4.There were a significant positive correlaton between the rejection sensitivity, negative expectations of rejection sensitivity and unfairness of parentification; a significant positive correlaton between anxiety of rejection sensitivity and parentification, unfairness of parentification.\n5.There were a significant negative correlaton between the overall and various levels of rejection sensitivity, and the overall and various levels of mental health.\n6.There were a significant negative correlaton between parentification and mental health, emotional well-being, psychological well-being; a significant positive correlaton between instrumental caregiving of parentification and psychological well-being; a significant positive correlaton between emotional caregiving of parentification and social well-being; a significant negative correlaton between unfairness of parentification and the overall and various levels of mental health.\n7.The unfairness of parentification has a mediating effect on the relationship between rejection sensitivity and the overall and various levels of mental health.\nFinally, according to the results of this study, some suggestions are made to provide to the college students, parents, teachers and counselors and the future researchers.
描述: 碩士; 國立政治大學; 輔導與諮商碩士學位學程; 1091720012023-08-02T05:53:01Z心理師之靈性行爲、活力感與生活滿意度的關係
https://ah.lib.nccu.edu.tw/handle/140.119/146525
題名: 心理師之靈性行爲、活力感與生活滿意度的關係; The relational study of spiritual practice 、vitality and life satisfaction of psychologists
Authors: 丁雅真; Ding, Ya-Zhen
摘要: 本研究主旨在瞭解各發展階段臺灣心理師之靈性行爲、活力感與生活滿意度現狀,並且探討心理師靈性行為、活力感與生活滿意度之間的關係,並驗證活力感在靈性行為與生活滿意度之間所扮演的中介角色。研究參與對象為144位心理師,其中包含實習心理師。採用靈性行為頻率量表、主觀活力感量表與生活滿意度量表為研究工具,透過網路問卷的方式進行施測,再根據所得資料以SPSS進行描述性統計、單因數變異數分析、皮爾森積差以及階層回歸等統計方式進行處理與分析。研究分析結果如下:\n一、 臺灣心理師族群中存在非常多元的靈性信仰與靈性行為。\n二、 心理師靈性行為頻率、活力感與生活滿意度兩兩之間存在顯著的正相關。活力感與生活滿意度高度相關、靈性行為與活力感和生活滿意度相關度較低。\n三、 不同發展階段的心理師在靈性行為頻率、活力感與生活滿意度上存在顯著差異。隨著工作年限的增長,資深階段即工作年限15年以上心理師的活力感與生活滿意度比實習與新手階段高。\n四、 活力感在心理師群體中,可完全中介靈性行為頻率與生活滿意度之間的關係。; The purpose of this study was to investigate the current status of spiritual practice、vitality and life satisfaction of psychologists among various professional developmental stages in Taiwan, and to explore the relationship between spiritual practices, vitality, and life satisfaction. A total of 144 psychologists participated in the study. The Spiritual Practice Frequency Scale, Subjective Vitality Scale, and Life Satisfaction Scale were used as research measurements. Data were collected through online surveys, and descriptive statistics, one-way ANOVA, Pearson`s correlation, and hierarchical regression analysis were conducted using SPSS. The results of this study showed that psychologists exhibit a diverse range of spiritual beliefs and behaviors;There were significant positive correlations between spiritual practice , vitality and life satisfaction.; Vitality was highly correlated with life satisfaction, while the correlations between spiritual practice and vitality and between life satisfaction were relatively low;psychologists at different development stages showed significant differences in spiritual practice frequency, vitality and life satisfaction. As the years of experience increased,psychologistsin the senior stage, with more than 15 years of experience, reported higher levels of spiritual practice frequency 、vitality and life satisfactions compared to other stages;Vitality fully mediated the relationship between spiritual practice frequency and life satisfaction.
描述: 碩士; 國立政治大學; 輔導與諮商碩士學位學程; 1081720132023-08-02T05:52:49Z國中導師與輔導教師雙師合作量表之編製研究:以導師的觀點
https://ah.lib.nccu.edu.tw/handle/140.119/146524
題名: 國中導師與輔導教師雙師合作量表之編製研究:以導師的觀點; The development of collaboration between homeroom teacher and school counselor scale: The homeroom teacher’s perspective
Authors: 李佳恩; Lee, Chia-En
摘要: 本研究旨在「以導師的觀點」,探討導師知覺與輔導教師之合作現況與合作期待,以及比較兩者之間的差異情形。本研究採取問卷調查法,以335位國中導師作為研究對象,使用自編之「國中導師與輔導教師雙師合作量表」作為研究工具進行調查。於資料收集完成後,以驗證性因素分析檢驗自編量表是否具有良好的模式適配度,並以描述性統計、單因子變異數分析等統計方式探究導師知覺與輔導教師之合作現況與合作期待的整體概況,最後使用相依樣本t檢定來分析合作現況與合作期待之差異情形。\n本研究結果發現如下:\n一、量表編製:「國中導師與輔導教師雙師合作量表」具有良好的信效度。\n二、合作現況:國中導師知覺雙師合作現況呈現偏高的符合程度。比較四個面向之間的差異,「合作支持」面向的現況符合程度最高,且顯著大於其他三個面向;「成效評估」面向的現況符合程度最低,且顯著低於其他三個面向。\n三、合作期待:國中導師對於雙師合作期待呈現高的程度。比較四個面向之間的差異,「合作支持」面向的期待程度最高,且顯著大於其他三個面向。\n四、合作現況與合作期待之間的差異:導師與輔導教師合作現況分量表和合作期待分量表之平均值有顯著差異,整體合作期待分數顯著大於合作現況。在四個面向的差異比較中,不論是在合作支持、專業協助、輔導責任與成效評估,導師對於雙師合作之現況與期待之間均呈顯著差異,且皆為合作期待大於合作現況。\n本研究根據研究結果提出建議,提供導師與輔導教師在學校輔導實務以及未來相關研究作為參考。; This study aims to explore the collaboration situation and expectations between homeroom teachers and school counselors from the perspective of homeroom teachers. It compares the differences between the situation and expectations of collaboration. A questionnaire survey method was employed, and 335 junior high school homeroom teachers were selected for sampling. This study developed “The Collaboration Scale for Junior High School Homeroom Teachers and School Counselors” After data collection, confirmatory factor analysis was conducted to examine the goodness of fit of the self-developed scale. Descriptive statistics and one-way ANOVA were used to explore the collaboration situation and expectations. Finally, paired samples t-tests were employed to analyze the differences between collaboration situation and expectations.\n\nThe findings of this study are as follows:\n1. Scale development: The reliability and validity of “The Collaboration Scale for Junior High School Homeroom Teachers and School Counselors” are supported.\n2. Collaboration situation: The homeroom teachers have a relatively high level of agreement with the collaboration situation. Among the four dimensions, “Collaborative Support” shows the highest level of agreement, significantly higher than the other three dimensions. “Effectiveness Evaluation” shows the lowest level of agreement, significantly lower than the other three dimensions.\n3. Collaboration expectation: The homeroom teachers have high expectations for collaboration. Among the four dimensions, “Collaborative Support” shows the highest level of expectations, significantly higher than the other three dimensions.\n4. Differences between collaboration situation and expectations: The collaboration expectations scored significantly higher than collaboration situation. In the comparison of the four dimensions, there are significant differences between collaboration situation and expectations for “Collaborative Support”, “Professional Assistance”, “Counseling Responsibility”, and “Effectiveness Evaluation”, with expectations being higher than the situation in all dimensions.\n\nBased on the research findings, this study provides suggestions for homeroom teachers and school counselors and suggests directions for future research in this area.
描述: 碩士; 國立政治大學; 輔導與諮商碩士學位學程; 1081720102023-08-02T05:52:36Z