Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/131331


Title: 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
Effects of ACT Raising Safe Kids program on parental emotional expressivity
Authors: 游佳綺
Yu, Chia-Chi
Contributors: 傅如馨
Fu, Ju-Hsin
游佳綺
Yu, Chia-Chi
Keywords: 情緒表達風格
ACT親職教育方案
學齡前孩童
emotional expressivity
ACT Raising Safe Kids program
preschoolers
Date: 2020
Issue Date: 2020-08-03 18:39:02 (UTC+8)
Abstract: 本研究欲應用,美國心理學會暴力預防處與美國幼兒教育協會所發展
之ACT親職教育方案(ACT Raising Safe Kids Program)於台灣學齡前孩童之父母,藉以探討在經歷團體後,是否能增進父母整體在家與學齡前孩童互動時的情緒表達風格較為正向,意即是否能增進正向情緒行為,減緩負向情緒行為。本研究團體實行4周8堂課,每周2堂課,每堂2小時,共16小時,以立意取樣方式設定企業在職父母為對象,目的在於試圖貼近現今學齡前孩童父母工作與家庭生活轉換的現況。採混合研究法結合量化研究資料與質性研究資料,質性為主,量化為輔,以質性資料擴充瞭解量化結果的改變與成長情形。
最終有效樣本為9位,量化方面,採單組前後測準實驗設計,在團體前後搜集情緒表達風格前後測量表,並以Wilcoxon無母數統計法檢驗。質性方面,採主題分析法,分析9位父母於團體進行期間的討論、分享與回饋資料。結果顯示,其一,父母情緒表達風格中,正向情緒行為與負向情緒行為之前後測未呈顯著差異,然則整體父母情緒表達風格之前後測呈顯著差異。其二,父母情緒表達風格的成長情形分為三個主題下探討。一、「非暴力管教與保護孩童遠離暴力的課程效果」:團體夢想盒活動、教養型態走位活動、負向情緒行為形式的討論、紙娃娃具體化活動、以及區分正向管教技巧與負向管教行為差異下,父母能覺察教養中親職角色和情緒行為的影響而暫緩負向情緒行為;二、「兒童發展知識與情緒管理與社交技巧的課程效果」:關於情緒的討論、重新思考模式、理想模式、以及兒童發展知識的情境討論下,父母能在教養中對自己和家人的情緒多些覺察,從而增進同理、傾聽和體恤的正向情緒行為,減緩情緒化的負向情緒行為;三、「實行正向教養的困難與轉化」:家庭作業鼓勵父母實際實行並返回團體討論下,得以發現父母的教養困難仍需考量時間、情境、家庭系統與華人文化下父母的限制。同時,父母也能整合課程概念並彈性地實行正向情緒行為教養孩子,在遭逢困難時能接納自己的限制並肯定自己,從而更堅定地實行正向教養。
綜合言之,ACT親職教育方案對於學齡前孩童之父母情緒表達風格的介入,看似成長較為微幅,卻可在質性資料中看見父母內在覺察的成長,並推動每一個改變的可能。最後,本研究更針對此次ACT親職教育方案提出未來實務上與研究的建議。
This study aimed to examined the effects of ACT Raising Safe Kids program on parental emotional expressivity in preschoolers’ family. The ACT program was developed by the American Psychological Association Office of Violence Prevention and the National Association for the Education of Young Children. This study targeted working parents of the enterprise, and implemented the 8-sessions group intervention in 4 weeks, a total of 16 hours program. In order to enrich the information of the change of parents, the study adopted mixed methods of embedded experimental design including both quantitative and qualitative data.
The remaining 9 parents completed the Family Expressiveness Questionnaire. Through one-group pretest-posttest semi-quasi experimental design, the results of quantitative data showed that posttest scores on parental emotional expressivity were significantly higher than the pretest scores. It indicated that parents have presented more positive emotional expressivity in family. Qualitative data analyzed by Thematic Analysis found that, the change of parental emotional expressivity could be summarized in three parts: (1)non-violent discipline and protect children from exposure to violence of ACT core dimension: parents were aware of their parental roles and attitude in parenting, and improved their negative emotional expressivity toward children.(2)child development and anger management and social problem-solving skills of ACT core dimension: parents improved their emotional awareness in parenting, and used more positive expressivity toward children and coparent.(3)difficulties and changes of positive parenting: although parents still perceived the stress of the parenting from family members and culture value, they still integrated the curriculum concepts, implemented positive expressivity flexibly in family, accepted their limitation, and affirmed themselves. Finally, the suggestions for practice and future research would be discussed.
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Description: 碩士
國立政治大學
輔導與諮商碩士學位學程
105172009
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0105172009
Data Type: thesis
Appears in Collections:[輔導與諮商碩士學位學程] 學位論文

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