1. NCCU Academic Hub
  2. Publications
  3. College of Social Science
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 優勢觀點應用於經濟弱勢家庭青少年行為問題處遇之成效研究
A study on the effectiveness of Strengths-based group intervention on the behavioral problems of the adolescents from economically disadvantaged families
作者 孟潔
Meng, Jie
貢獻者 宋麗玉
Song, Li-Yu
孟潔
Meng, Jie
關鍵詞 優勢觀點
青少年行為問題
優勢為基礎的團體干預
Strengths perspective
Adolescent behavior problems
Strengths-Based group intervention
日期 2018
上傳時間 23-Jan-2019 15:44:42 (UTC+8)
摘要 本研究採用立意抽樣選取9位中國大陸地區經濟弱勢家庭之行為問題青少年進行優勢團體處遇工作。本研究採用「時間序列設計」、質量並重方法探究優勢觀點處遇模式在青少年行為問題領域的成效及內涵；使用量表測量青少年行為問題在參與團體前、過程中，結束后的分數變化趨勢，同時兼以進行個案訪談和非正式對話訪談、團體觀察記錄，以了解在青少年的感知、想法、行為狀態，檢視優勢團體處遇對經濟弱勢家庭青少年之行為問題的影響、效果和作用為何。經整理，本研究結論如下：
1. 經由優勢團體處遇，經濟弱勢家庭之青少年行為問題有明顯改善；且優勢團體處遇次數的增加，青少年行為問題整體呈逐漸變好的趨勢。
2. 優勢處遇對青少年對青少年增強權能有顯著的積極作用：青少年在個人層面、人際層面、社會層面的權能經由優勢處遇后可實現正向增強。
3. 優勢團體處遇可培養或增強青少年因應問題、解決困難的技巧或能力。
4. 優勢處遇對青少年未來的學習和生活產生延伸有影響，有可能產生長遠的積極效果。
5. 優勢處遇模式在中國大陸地區青少年行為問題領域的可行性和適用性較佳。
本研究是優勢觀點應用於中國大陸地區經濟弱勢家庭青少年行為問題之處遇呈現，雖有許多獨特之處，但與以往前人研究亦多有重疊、補充、超越。故最後，本研究在盡力全面呈現、對比、討論的基礎上，結合本研究之結果、特性和限制，對未來優勢觀點處遇模式在青少年行為問題領域的發展提出建議。
This study selects 9 adolescents with behavioral problems from economically disadvantaged families in Mainland China to conduct strengths-based group work by purposive sampling. The study explored the effect and connotation of adolescent behavioral problems in strengths perspective, it used a time-series design and combined with both quantitative and qualitative research methods; Additionally, the perceptions, thoughts and behaviors of adolescents were understood through in-depth interviews, informal conversational interview and group observation records. Moreover, the trend of the scores of adolescent behavioral problems before, during and after participating in groups was measured using scales. Furthermore, the impact, effect and role of adolescent behavioral problems were examined. After arrangement, the conclusions of this study are as follows：
1. By participating in strengths-based groups, adolescent behavioral problems had significantly improved in economically disadvantaged families. In addition, with the increased frequency of participating in groups, adolescents’ behavioral problems showed an overall gradually improving trend.
2. Strengths-based groups played a significantly positive role in empowerment of adolescents. Adolescents’ power at individual, interpersonal and societal levels were positively enhanced after participating in groups.
3. Strengths-based groups could cultivate or enhance adolescents’ coping ability and skills or abilities to solve difficulties.

4. Strengths-based groups had an impact on the extension of adolescents’ future learning and life and might have a long-term positive effect.
5. Strengths-based groups in adolescent behavioral problems have good feasibility and applicability in mainland china.
This study focuses on the treatment of behavioral problems in the adolescents from economically disadvantaged families of mainland China, through application of strengths perspective. Characterized by numerous viewpoints, it overlaps, replenishes and surpasses the research achievements made by the predecessors. Therefore, the conclusion of this study dismisses the suggestions on the development of strength perspective of treatment mode in to address the behavioral problems in adolescents in the future, based on full presentation, comparison and discussion in the combination of the results, characteristics and the limitations of this study.
參考文獻 英文文獻
Achenbach, T. M. (1982). Assessment and taxonomy of children’s behavior disorders. In Advances in clinical child psychology(pp.1-38). Boston, MA: Springer.
Andersen, M. L., & Taylor, H. F. (2007). Deviance. In Sociology: Understanding a Diverse Society, Updated(4th) (pp.165-186). Belmont, CA: Thomson Higher Education.
Arnett, J. J. (2014). Biological Foundations. In Adolescence and emerging adulthood(pp.30-55). New York, NY: Pearson Education Limited.
Arnold, E. M., Walsh, A., Oldham, M., & Rapp, C. (2007). Strengths-based case management: Implementation with high-risk youth. Families in Society: The Journal of Contemporary Social Services, 88(1), 86-94.
Banks, T., & Zionts, P. (2009). REBT used with children and adolescentswho haveemotional and behavioral disorders in educational settings: A review of the literature. Journal of Rational-Emotive & Cognitive- Behavior Therapy, 27(1), 51-65.
Barrera, M., & Li, S. A. (1996). The relation of family support to adolescents’ psychological distress and behavior problems. In Handbook of social support and the family (pp. 313-343). Boston, MA: Springer.
Barroilhet, S., Vöhringer, P., Gunnell, D., Stallard, P., Guajardo, V., Gaete, J., ...Montgomery, A. A. (2013). School Intervention to Improve Mental Health of Students in Santiago, Chile A Randomized Clinical Trial. JAMA, 167(11), 1005.
Baumrind, D. (1978). Parental disciplinary patterns and social competence in children. Youth & Society, 9(3), 239-267.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. The Journal of Early Adolescence, 11(1), 56-95.
Bava, S., & Tapert, S. F. (2010). Adolescent brain development and the risk for alcohol and other drug problems. Neuropsychology review, 20(4), 398-413.
Bergen, D., & Coscia, J. (2001). Brain research and childhood education: Implications for educators. Abstract retrieved from https://eric.ed.gov/?id=ED458943.
Beyers, J. M., Bates, J. E., Pettit, G. S., & Dodge, K. A. (2003). Neighborhood structure, parenting processes, and the development of youths` externalizing behaviors: A multilevel analysis. American journal of community psychology, 31(1-2), 35-53.
Blakemore, S. J., & Robbins, T. W. (2012). Decision-making in the adolescent brain. Nature neuroscience, 15(9), 1184-1191.
Bolland, J. M. (2003). Hopelessness and risk behavior among adolescents living in high-poverty inner-city neighborhoods. Journal of adolescence, 26(2), 145-158.
Bot, S. M., Engels, R. C., Knibbe, R. A., & Meeus, W. H. (2005). Friend`s drinking behavior and adolescent alcohol consumption: The moderating role of friendship characteristics. Addictive behaviors, 30(5), 929-947.
Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The future of children, 55-71.
Brown, B. B., & Larson, J. (2009). Peer relationships in adolescence. In Handbook of adolescent psychology,2(pp.74-103). New York, NY: John Wiley & Sons, Inc.
Brownlee, K., Rawana, E. P., & MacArtthur, J. (2012). Implementation of a strengths-based approach to teaching in an elementary School. Journal of Teaching and Learning, 8(1).
Brownlee, K., Rawana, J., Franks, J., Harper, J., Bajwa, J., O’Brien, E., & Clarkson, A. (2013). A systematic review of strengths and resilience outcome literature relevant to children and adolescents. Child and Adolescent Social Work Journal, 30(5), 435-459.
Brunk, M. A., & Henggeler, S. W. (1984). Child influences on adult controls: An experimental investigation. Developmental Psychology, 20(6), 1074.
Buckley, J. A., & Epstein, M. H. (2004). The Behavioral and Emotional Rating Scale-2 (BERS-2): Providing a comprehensive approach to strength-based assessment. The California School Psychologist, 9(1), 21-27.
Buehler, C., & Gerard, J. M. (2002). Marital conflict, ineffective parenting, and children`s and adolescents` maladjustment. Journal of Marriage and Family, 64(1), 78-92.
Cairns, R. B., Leung, M. C., Buchanan, L., & Cairns, B. D. (1995). Friendships and social networks in childhood and adolescence: Fluidity, reliability, and interrelations. Child development, 66(5), 1330-1345.
Caplan, R., Doss, J., Plioplys, S., & Jones, J. E. (2017). Cognitive Behavioral Therapy (CBT) Treatment of Anxiety Disorders and Depression in Pediatric PNES. In Pediatric Psychogenic Non-Epileptic Seizures (pp. 147-160). Springer International Publishing.
Cicchetti, D., & Toth, S. L. (1998). The development of depression in children and adolescents. American psychologist, 53(2), 221.
Cohen, B. Z. (1999). Intervention and supervision in strengths-based social work practice. Families in Society: The Journal of Contemporary Social Services, 80(5), 460-466.
Coley, R. L., Sims, J., Dearing, E., & Spielvogel, B. (2017). Locating economic risks for adolescent mental and behavioral health: poverty and affluence in families, neighborhoods, and schools. Child development, 89(2), 360-369.
Compas, B. E., & Reeslund, K. L. (2009). Processes of risk and resilience during adolescence. In Handbook of adolescent psychology (pp. 263-296). New York, NY: John Wiley & Sons, Inc.
Cox, K. F. (2006). Investigating the impact of strength-based assessment on youth with emotional or behavioral disorders. Journal of Child and Family Studies, 15(3), 278-292.
Dearing, E. (2008). Psychological costs of growing up poor. Annals of the New York Academy of Sciences, 1136(1), 324-332.
Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305-316.
Dishion, T. J., & Andrews, D. W. (1995). Preventing escalation in problem behaviors with high-risk young adolescents: Immediate and 1-year outcomes. Journal of consulting and clinical psychology, 63(4), 538.
Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American psychologist, 54(9), 755.
Dodge, K. A., Dishion, T. J., & Lansford, J. E. (Eds.). (2007). The problem of deviant peer influences in intervention programs. In Deviant peer influences in programs for youth: Problems and solutions (pp. 3-13). New York, NY: Guilford Press.
Ellis, W. E., & Zarbatany, L. (2007). Peer group status as a moderator of group influence on children’s deviant, aggressive, and prosocial behavior. Child development, 78(4), 1240-1254.
Farrington, D. P. (2000). Explaining and preventing crime: The globalization of knowledge—The American Society of Criminology 1999 presidential address. Criminology, 38(1), 1-24.
Feindler, E. L., & Scalley, M. (1998). Adolescent anger-management groups for violence reduction. In K. C. Stoiber & T. R. Kratochwill (Eds.), Handbook of group intervention for children and families (pp. 100-119). Needham Heights, MA, US: Allyn & Bacon.
Gifford-Smith, M., Dodge, K. A., Dishion, T. J., & McCord, J. (2005). Peer influence in children and adolescents: Crossing the bridge from developmental to intervention science. Journal of abnormal child psychology, 33(3), 255-265.
Goldstein, A. P., & McGinnis, E. (1997). Skillstreaming training procedures. In Skillstreaming the adolescent: New strategies and perspectives for teaching prosocial skills(pp.37-54). Champaign, US: Research Press.
Goldstein, A. P., Glick, B., & Gibbs, J. C. (1998). Aggression replacement training: A comprehensive intervention for aggressive youth, Champaign, IL, US: Research Press.
Goldstein, A. P., Sprafkin, R. P., Gershaw, N. J., & Klein, P. (1980). Skillstreaming the adolescent: A structured learning approach to teaching prosocial skills. Champaign, IL: Research Press.
Gonzalez, J. E., Nelson, J. R., Gutkin, T. B., Saunders, A., Galloway, A., & Shwery, C. S. (2004). Rational emotive therapy with children and adolescents: A meta-analysis. Journal of Emotional and behavioral Disorders, 12(4), 222-235.
Graber, J. A., & Sontag, L. M. (2004). Internalizing problems during adolescence. In Handbook of adolescent psychology (pp. 587-626). New York, NY: John Wiley & Sons, Inc.
Gray, M. (2011). Back to basics: A critique of the strengths perspective in social work. Families in Society: The Journal of Contemporary Social Services, 92(1), 5-11.
Güroğlu, B., Haselager, G. J., van Lieshout, C. F., Takashima, A., Rijpkema, M., & Fernández, G. (2008). Why are friends special? Implementing a social interaction simulation task to probe the neural correlates of friendship. Neuroimage, 39(2), 903-910.
Güroğlu, B., Van Lieshout, C. F., Haselager, G. J., & Scholte, R. H. (2007). Similarity and complementarity of behavioral profiles of friendship types and types of friends: Friendships and psychosocial adjustment. Journal of Research on Adolescence, 17(2), 357-386.
Harris, N., Brazeau, J., Clarkson, A., Brownlee, K., & Rawana, E. P. (2012). Adolescents` perspectives on strengths-based group work and group cohesion in residential treatment for substance abuse. Journal of Social Work Practice in the Addictions, 12(4), 333-347.
Harris, N., Brazeau, J., Rawana, E. P., Brownlee, K., Mazmanian D. (2016). A Preliminary Examination of a Strengths-Based Treatment for Adolescent Substance Use Issues. Canadian Journal of Counsellingand Psychotherapy, 50(2), 145–163.
Haynie, D. L. (2002). Friendship networks and delinquency: The relative nature of peer delinquency. Journal of Quantitative Criminology, 18(2), 99-134.
Haynie, D. L., Silver, E., & Teasdale, B. (2006). Neighborhood characteristics, peer networks, and adolescent violence. Journal of Quantitative Criminology, 22(2), 147-169.
Healy, K. (2014). Social work theories in context: Creating frameworks for practice. New York, NY: Palgrave Macmillan.
Heflinger, C. A., & Hinshaw, S. P. (2010). Stigma in child and adolescent mental health services research: Understanding professional and institutional stigmatization of youth with mental health problems and their families. Administration and Policy in Mental Health and Mental Health Services Research, 37(1), 61-70.
Horne, M. (1987). Values in theory. In Values in social work(pp.1-33), Aldershot: Ashgate
Hsueh, J., & Yoshikawa, H. (2007). Working nonstandard schedules and variable shifts in low-income families: Associations with parental psychological well-being, family functioning, and child well-being. Developmental Psychology, 43(3), 620-632.
Hsueh, J., & Yoshikawa, H. (2007). Working nonstandard schedules and variable shifts in low-income families: Associations with parental psychological well-being, family functioning, and child well-being. Developmental Psychology, 43(3), 620-632.
Hudson, B. L., & Macdonald, G. M. (1986). Why behavioural social work? In Behavioural Social Work(pp. 7-21). Macmillan Education UK.
Hupp, S. D., Reitman, D., & Jewell, J. D. (2008). Cognitive behavioral theory.In Handbook of clinical psychology,2. New York, NY: John Wiley & Sons, Inc.
Jacqueline V. Lerner, Erin Phelps, Yulika E. Forman, Edmond P. Bowers. (2009). Positive youth development. In Handbook of Adolescent Psychology(pp.47-76).New York, NY: John Wiley & Sons, Inc.
Johnsen, T. J., & Friborg, O. (2015). The effects of cognitive behavioral therapy as an anti-depressive treatment is falling: A meta-analysis. Psychological Bulletin, 141(4), 747
Keyes, C. L. (2006). Mental health in adolescence: is America`s youth flourishing? American journal of orthopsychiatry, 76(3), 395.
Krueger, R. F., Caspi, A., Moffitt, T. E., & Silva, P. A. (1998). The structure and stability of common mental disorders (DSM-III-R): a longitudinal-epidemiological study. Journal of abnormal psychology, 107(2), 216.
Lai, E. S., Kwok, C. L., Wong, P. W., Fu, K. W., Law, Y. W., & Yip, P. S. (2016). The effectiveness and sustainability of a universal school-based programme for preventing depression in Chinese adolescents: A follow-up study using quasi-experimental design. PloS one, 11(2), e0149854.
Lee Duckworth, A., Steen, T. A., & Seligman, M. E. (2005). Positive psychology in clinical practice. Annu. Rev. Clin. Psychol.,1, 629-651.
Leeman, L. W., Gibbs, J. C., & Fuller, D. (1993). Evaluation of a multi‐component group treatment program for juvenile delinquents. Aggressive Behavior, 19(4), 281-292.
Letourneau, N. L., Duffett-Leger, L., Levac, L., Watson, B., & Young-Morris, C. (2013). Socioeconomic status and child development: A meta-analysis. Journal of Emotional and Behavioral Disorders, 21(3), 211-224.
Letourneau, N. L., Duffett-Leger, L., Levac, L., Watson, B., & Young-Morris, C. (2013). Socioeconomic status and child development: A meta-analysis. Journal of Emotional and Behavioral Disorders, 21(3), 211-224.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (Vol. 75). Newbury Park, CA: Sage.
Linley, P. A., Nielsen, K. M., Gillett, R., & Biswas-Diener, R. (2010). Using signature strengths in pursuit of goals: Effects on goal progress, need satisfaction, and well-being, and implications for coaching psychologists. International Coaching Psychology Review, 5(1), 6-15.
Marquoit, J. & Dobbins, M. (1998). Strength-based treatment for juvenile sexual offenders. Reclaiming Children and Youth, 7(1), 40-43.
Li, S., Zhu, D. M. (2017). Literature Review on Intervention Measures of Children’s Aggressive Behavior—Current Situation and Prospect of Campus Violence Intervention. Advances in Psychology, 7(03), 388.
Li, S. T., Liu. X. H. (2017). A Study on the Status of Risk Behavior and Its Relationship with Cognitive Emotion Regulation in Left-Behind Students in Junior High School. Advances in Psychology, 7(01), 21.
Mason, W. A., Russo, M. J., Chmelka, M. B., Herrenkohl, R. C., & Herrenkohl, T. I. (2017). Parent and peer pathways linking childhood experiences of abuse with marijuana use in adolescence and adulthood. Addictive behaviors, 66, 70-75.
Mitchell, K. J., Finkelhor, D., & Wolak, J. (2001). Risk factors for and impact of online sexual solicitation of youth. Jama, 285(23), 3011-3014.
Moses, T. (2010). Being treated differently: Stigma experiences with family, peers, and school staff among adolescents with mental health disorders. Social science & medicine, 70(7), 985-993.
Ollendick, T. H., Shortt, A. L., & Sander, J. B. (2008). Internalizing disorders in children and adolescents. Psychopathology: Foundations for a contemporary understanding, 2, 375-399.
Papalia, D. E., Olds, S. W., & Feldman, R. D. (2007). Psychosocial Development in adolescence. In Human development (10th ed). New York, NY: McGraw-Hill.
Park, N., Peterson, C., & Seligman, M. E. (2004). Strengths of character and well-being. Journal of social and Clinical Psychology, 23(5), 603-619.
Patterson, G. R., Capaldi, D., & Bank, L. (1991). An early starter model for predicting delinquency. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 139-168). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc.
Payne, M. (2015). Cognitive-behavioral practice. In Modern social work theory(pp.150-183). London, UK: Oxford University Press.
Rapp, C. A. (1998). The strengths model: Case management with people suffering from severe and persistent mental illness. New York, NY: Oxford University Press.
Rawana, E. P., Brownlee, K., Whitley, J., Rawana, J., Franks, J., & Walker, D. (2009). Strengths in Motion: A strengths-based approach to enhance positive school climate and address issues of bullying and school violence. Thunder Bay, On: Centre of excellence for children and adolescents with special needs.
Rawana, E., & Brownlee, K. (2009). Making the possible probable: A strength-based assessment and intervention framework for clinical work with parents, children and adolescents. Families in Society: The Journal of Contemporary Social Services, 90(3), 255-260.
Rose, S. D. (1998). Applications of cognitive-behavioral interactional group therapy. In Group therapy with troubled youth: A cognitive-behavioral interactive approach. Thousand Oaks, CA, US: Sage Publications, Inc
Rubin, A., & Babbie, E. R. (2013). Brooks/Cole empowerment series: Research methods for social work. Cengage Learning.
Ryan, J. P., & Testa, M. F. (2005). Child maltreatment and juvenile delinquency: Investigating the role of placement and placement instability. Children and Youth Services Review, 27(3), 227-249.
Saleebey, D. (1996). The strengths perspective in social work practice: Extensions and cautions. Social work,41(3), 296-305.
Saleebey, D. (2012). The strengths perspective in social work practice (6th Edition). New York, NY: Pearson Higher Ed.
Sampson, R. J., & Laub, J. H. (1994). Urban poverty and the family context of delinquency: A new look at structure and process in a classic study. Child development, 65(2), 523-540.
Scholte, R. H., Poelen, E. A., Willemsen, G., Boomsma, D. I., & Engels, R. C. (2008). Relative risks of adolescent and young adult alcohol use: The role of drinking fathers, mothers, siblings, and friends. Addictive behaviors, 33(1), 1-14.
Seligman, L. D. & Ollendick, T. H. (2011). Cognitive-behavioral therapy for anxiety disorders in youth. Child and adolescent psychiatric clinics of North America, 20(2), 217-238.
Seligman, M. E. (2002). Positive psychology, positive prevention, and positive therapy. Handbook of positive psychology, 2, 3-12.
Sheehan, M. J.& Watson, M. W. (2008). Reciprocal influences between maternal discipline techniques and aggression in children and adolescents. Aggressive Behavior, 34(3), 245-255.
Smith, C. A.& Stern, S. B. (1997). Delinquency and antisocial behavior: A review of family processes and intervention research. Social Service Review, 71(3), 382-420.
Song, L. & Shih, C. (2010). Recovery from partner abuse: the application of the strengths perspective. International Journal of Social Welfare, 19, 23-32.
Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in cognitive sciences, 9(2), 69-74.
Steinberg, L. (2007). Risk taking in adolescence: New perspectives from brain and behavioral science. Current directions in psychological science, 16(2), 55-59.
Steinberg, L. (2008). A social neuroscience perspective on adolescentrisk-taking. Developmental Review, 28, 78–106. doi:10.1016/j.dr.2007.08.002
Steinberg, L., & Monahan, K. C. (2007). Age differences in resistance to peer influence. Developmental psychology, 43(6), 1531.
Tedeschi, R. G., & Kilmer, R. P. (2005). Assessing Strengths, Resilience, and Growth to Guide Clinical Interventions. Professional Psychology: Research and Practice,36(3), 230.
Trenas, A. F. R., Osuna, M. J. P., Olivares, R. R., & Cabrera, J. H. (2013). Relationship between parenting style and aggression in a Spanish children sample. Procedia-Social and Behavioral Sciences, 82, 529-536.
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419-427.
Vernon, A. (2006). Depression in children and adolescents: REBT approaches to assessment and treatment. Rational Emotive Behavioral Approaches to Childhood Disorders, 212-231.
Weick, A., Rapp, C., Sullivan, W. P., & Kisthardt, W. (1989). A strengths perspective for social work practice. Social Work, 34(4), 350-354.
World Health Organization. (2016.09). http://www.who.int/mediacentre/factsheets/fs356/zh/
World Health Organization & World Health Organization. Management of Substance Abuse Unit. (2014). Global status report on alcohol and health, 2014. World Health Organization.
World Health Organization. (2014). Health for the world`s adolescents: a second chance in the second decade: summary.
Yang, K. S. (1981). Problem Behavior in Chinese Adolescents in Taiwan A Classificatory-Factorial Study. Journal of Cross-Cultural Psychology, 12(2), 179-193.
Yip, K. S. (2006). A strengths perspective in working with an adolescent with self-cutting behaviors. Child and Adolescent Social Work Journal, 23(2), 134-146.
Zahn–Waxler, C., Klimes–Dougan, B., & Slattery, M. J. (2000). Internalizing problems of childhood and adolescence: Prospects, pitfalls, and progress in understanding the development of anxiety and depression. Development and psychopathology,12(3), 443-466.
中文文獻
左其沛，(1985)。關於中小學生問題行為的研究——品格研究協作組報告之二。心理學探新，(3)，94-101.
周曉虹，(1995)。社會學習理論。台北: 桂冠.
中美日韓四國高中生安全意識及問題調查報告，(2012)。From: http://www.jyb.cn/world/gjsx/201605/t20160525_660859.html
張一波, 張衛, 朱鍵軍, 喻承甫, 陳圓圓, 盧鎮輝，(2017)。社區暴力暴露與初中生外化問題行為的關系: 一個有調節的中介模型。心理發展與教育, 33(2), 228-239。
楊菲菲，(2013)。朋友的問題行為與青少年暴力犯罪自我控制; 父母教養行為的作用。山東師範大學，心理學院，山東。
徐筱茜，(2016)。運用優勢觀點為基礎之團體於青少年家暴相對人之 適用性與成效: 親子關係之探討。國立政治大學，社會工作研究所，台北。
徐劭婷，張景然，(2010)。應用延伸計劃行為理論探討青少年吸菸行為之影響因素。輔導與諮商學報, 32(1), 67-83.
熊猛，葉一舵，(2011)。中國城市農民工子女心理健康研究述評。心理科學進展, 19(12), 1798-1813.
李慧玟，(2012)。校園高關懷國中生介入方案-優勢取向小團體諮商之效果，臺灣師範大學，教育心理與輔導學系，台北。
蕭阿勤，(2012)。敘事分析。載於社會及行為科學研究法 (二): 質性研究法 (133-166 頁)。台北: 東華。
吳武典，(1985)。青少年問題與對策。台北：張老師出版社。
吳嘉苓，(2012)。訪談法。社會科學研究方法 (二): 質性研究法 (34-60 頁)。台北: 東華。
吳縛龍,(2009)。中國城市的新貧困。二十一世紀 (香港), (113), 86-86.
王玉潔, 竇凱，高濤，(2017)。青少年自我控制與情緒行為問題的相關性。中國學校衛生, 38(2), 294-297.
唐建良，(2008)。青少年心理問題現狀分析。臨床心身疾病雜誌, 14(3), 263-264.宋麗玉，(2006)。增強權能量表之發展與驗證。社會政策與社會工作學刊,10(2), 49-86.
宋麗玉,施教裕(2009)。優勢觀點－社會工作理論與實務。台北 : 紅葉文化。
宋麗玉,(2013)。婚姻暴力受暴婦女之處遇模式與成效：華人文化與經驗。台北 : 紅葉文化。
宋麗玉,施教裕,(2012)。受暴婦女之復元與負向感受: 輪廓與相關因素之初探。中華心理衛生學刊, 25(2), 191-229.
阮文廣，張應立，(2008)。浙江省流動人口青少年違法犯罪特點及其對策。江蘇警官學院學報, (2), 105-112.
陸士楨，劉宇飛，(2017)。我國未成年人校園暴力問題的現狀及對策研究。中國青年研究, (3), 100-104.
盧士軍，(2015)。六城市青少年飲酒行為調查及其防控策略研究。北京：中國疾病預防控制中心。
劉陽陽，王瑞，(2017)。寒門難出貴子?——基於 “家庭財富-教育投資-貧富差距” 的實證研究。南方經濟, 36(2), 40-61.
劉和海，(2008)。南京市棲霞區外來未成年人犯罪現狀及預防對策。青少年犯罪研究, (4), 58-60.
林青瑩，(1999)。青少年偏差行為的家庭因素之分析研究。公民訓育學報，(8)，409-455。
林丹華，方曉義，(2001)。同伴, 父母對青少年吸煙認識, 吸煙行為的相對影響力。心理發展與教育，(4)，28-34。
聯合國，（2000-2014）。聯合國青年議題。From: http://www.un.org/zh/events/youth/index.shtml
李景美, 苗迺芳,黃惠玲,(2000)。青少年物質使用之社會學習及社會連結因素研究-以在學生為例。健康促進暨衛生教育雜誌健康促進暨衛生教育雜誌健康促進暨衛生教育雜誌, 20, 17-34.
蔣東霖，(2003)。依附、社會學習與少年偏差行為。南華大學，教育社會學研究所，嘉義。
黃喜珊，(2010)。青少年問題行為概述。青少年問題行為的預防和矯治。廣東：廣東教育出版社
黃聚雲，晏妮，(2016)。家庭因素與農民工隨遷子女學生問題行為的關系。中國學校衛生, 7, 020。
侯珂, 張雲運, 駱方，任萍，(2017)。鄰裏環境, 父母監控和不良同伴交往對青少年問題行為的影響。心理發展與教育, 33(1), 85-94。
範逢春，(2016)。城市新貧困: 扶貧之囿與治理之道。理論探討, (1), 156-161。
鄧希泉, 張樂, 董海軍, 方奕, 胡獻忠, 蔡揚眉, ... & 郭開元，(2012)。新世紀中國青年發展報告 (2000-2010)。中國青年研究, (4), 5-20.
鄧世英, 劉視湘,鄭日昌，(2001)。西方有關父母教養方式與青少年問題行為關系的理論及其研究綜述。心理發展與教育, 2(9), 50-54。
崔麗霞，鄭日昌，(2005)。中學生問題行為的問卷編制和聚類分析。中國心理衛生雜誌, 19(5), 313-315。
崔麗霞,雷靂，(2005)。中學生問題行為群體特征的多視角研究。心理發展與教育, 3, 112-119。
常欣怡，(2012)。在兒童安置機構中青少年復原力與憂鬱情緒之相關研究。暨南大學，社會政策與社會工作學系，台中。
蔡杰伶，(2010)。優勢觀點為基礎之探索教育團體對感化教育少年增強權能的成效。國立政治大學，社會工作研究所，台北。
2014中國青少年煙草調查報告。(2014) 中國疾病預防和控制中心。http://www.nhfpc.gov.cn/ewebeditor/uploadfile/2014/05/20140528121514117.pdf。
描述 博士
國立政治大學
社會工作研究所
1032645041
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1032645041
資料類型 thesis
dc.contributor.advisor 宋麗玉zh_TW
dc.contributor.advisor Song, Li-Yuen_US
dc.contributor.author (Authors) 孟潔zh_TW
dc.contributor.author (Authors) Meng, Jieen_US
dc.creator (作者) 孟潔zh_TW
dc.creator (作者) Meng, Jieen_US
dc.date (日期) 2018en_US
dc.date.accessioned 23-Jan-2019 15:44:42 (UTC+8)-
dc.date.available 23-Jan-2019 15:44:42 (UTC+8)-
dc.date.issued (上傳時間) 23-Jan-2019 15:44:42 (UTC+8)-
dc.identifier (Other Identifiers) G1032645041en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/122141-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 社會工作研究所zh_TW
dc.description (描述) 1032645041zh_TW
dc.description.abstract (摘要) 本研究採用立意抽樣選取9位中國大陸地區經濟弱勢家庭之行為問題青少年進行優勢團體處遇工作。本研究採用「時間序列設計」、質量並重方法探究優勢觀點處遇模式在青少年行為問題領域的成效及內涵；使用量表測量青少年行為問題在參與團體前、過程中，結束后的分數變化趨勢，同時兼以進行個案訪談和非正式對話訪談、團體觀察記錄，以了解在青少年的感知、想法、行為狀態，檢視優勢團體處遇對經濟弱勢家庭青少年之行為問題的影響、效果和作用為何。經整理，本研究結論如下：
1. 經由優勢團體處遇，經濟弱勢家庭之青少年行為問題有明顯改善；且優勢團體處遇次數的增加，青少年行為問題整體呈逐漸變好的趨勢。
2. 優勢處遇對青少年對青少年增強權能有顯著的積極作用：青少年在個人層面、人際層面、社會層面的權能經由優勢處遇后可實現正向增強。
3. 優勢團體處遇可培養或增強青少年因應問題、解決困難的技巧或能力。
4. 優勢處遇對青少年未來的學習和生活產生延伸有影響，有可能產生長遠的積極效果。
5. 優勢處遇模式在中國大陸地區青少年行為問題領域的可行性和適用性較佳。
本研究是優勢觀點應用於中國大陸地區經濟弱勢家庭青少年行為問題之處遇呈現，雖有許多獨特之處，但與以往前人研究亦多有重疊、補充、超越。故最後，本研究在盡力全面呈現、對比、討論的基礎上，結合本研究之結果、特性和限制，對未來優勢觀點處遇模式在青少年行為問題領域的發展提出建議。		zh_TW
dc.description.abstract (摘要) This study selects 9 adolescents with behavioral problems from economically disadvantaged families in Mainland China to conduct strengths-based group work by purposive sampling. The study explored the effect and connotation of adolescent behavioral problems in strengths perspective, it used a time-series design and combined with both quantitative and qualitative research methods; Additionally, the perceptions, thoughts and behaviors of adolescents were understood through in-depth interviews, informal conversational interview and group observation records. Moreover, the trend of the scores of adolescent behavioral problems before, during and after participating in groups was measured using scales. Furthermore, the impact, effect and role of adolescent behavioral problems were examined. After arrangement, the conclusions of this study are as follows：
1. By participating in strengths-based groups, adolescent behavioral problems had significantly improved in economically disadvantaged families. In addition, with the increased frequency of participating in groups, adolescents’ behavioral problems showed an overall gradually improving trend.
2. Strengths-based groups played a significantly positive role in empowerment of adolescents. Adolescents’ power at individual, interpersonal and societal levels were positively enhanced after participating in groups.
3. Strengths-based groups could cultivate or enhance adolescents’ coping ability and skills or abilities to solve difficulties.

4. Strengths-based groups had an impact on the extension of adolescents’ future learning and life and might have a long-term positive effect.
5. Strengths-based groups in adolescent behavioral problems have good feasibility and applicability in mainland china.
This study focuses on the treatment of behavioral problems in the adolescents from economically disadvantaged families of mainland China, through application of strengths perspective. Characterized by numerous viewpoints, it overlaps, replenishes and surpasses the research achievements made by the predecessors. Therefore, the conclusion of this study dismisses the suggestions on the development of strength perspective of treatment mode in to address the behavioral problems in adolescents in the future, based on full presentation, comparison and discussion in the combination of the results, characteristics and the limitations of this study.		en_US
dc.description.tableofcontents 第一章 緒論‭ ‭ ‬1
‭ ‬‭ ‬第一節 研究背景與緣起‭ ‭ ‬1
‭ ‬‭ ‬‭ ‬第二節 研究動機與目的‭ ‬4
‭ ‬‭ ‬第三節 名詞解釋‭ ‬8
第二章 文獻探討‭ 10
‭ ‬‭ ‬第一節 行為問題相關內涵 10
‭ ‬第二節 青少年行為問題相關理論‭ ‬ 14
第三節 影響青少年行為問題的重要因素 ‭ ‬17
‭ ‬第四節 行為問題的傳統處遇方式‭ ‭ ‬22
‭ ‬第五節 優勢觀點內涵及處遇‭ ‭ ‬28
‭ ‬‭ ‬‭ ‬第六節 總結‭ 43
第三章 研究方法‭ 44
‭ ‬第一節 整體架構‭ ‬ 44
‭ ‬第二節 研究對象 46
‭ ‬第三節 研究設計與假設‭ 47
‭ ‬第四節 團體方案‭ ‭ 49
‭ ‬‭ ‬第五節 研究工具與資料分析‭ ‬58
第六節 研究倫理‭ ‭ ‬63
第四章 團體歷程與分析‭ 65
第一節 團體成員簡介 65
‭ ‬ 第二節 團體活動的執行與調整‭ ‬‭ ‬72
‭ 第三節 團體活動進程與評估‭ ‬‭ ‬76
第四節 團體進程與優勢觀點運用‭ ‬ 101
第五章 量化分析結果‭ 110
‭ ‬第一節 研究對象的基本資料及統計描述‭ ‭ ‬110
‭ ‬第二節 SDQ (學生版)量表結果‭ ‬ 111
‭ ‬ 第三節 增權量表結果 128
‭ ‬ 第四節 總結‭ 146
‭第六章 質性訪談分析結果‭ 147
‭ ‬ 第一節 參與團體的感受及想法 147
‭ ‬ 第二節 團體成員之改變 152
‭ 第三節 促進成員改變的因素 172
‭ ‬ 第四節 優勢團體產生的長遠影響及意義 182
‭ ‬第五節 成員參與團體前後之改變 185
‭ ‬第六節 總結 203
‭第七章 研究討論與建議‭ ‬204
‭ ‬第一節 研究討論‭ ‬204
‭ ‬第二節 研究限制‭ 208
第三節 青少年優勢團體處遇的整體程‭ 210
第四節 研究建議與反思 212
‭ ‬ 第五節 結語 214
參考文獻‭ ‬ 215		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1032645041en_US
dc.subject (關鍵詞) 優勢觀點zh_TW
dc.subject (關鍵詞) 青少年行為問題zh_TW
dc.subject (關鍵詞) 優勢為基礎的團體干預zh_TW
dc.subject (關鍵詞) Strengths perspectiveen_US
dc.subject (關鍵詞) Adolescent behavior problemsen_US
dc.subject (關鍵詞) Strengths-Based group interventionen_US
dc.title (題名) 優勢觀點應用於經濟弱勢家庭青少年行為問題處遇之成效研究zh_TW
dc.title (題名) A study on the effectiveness of Strengths-based group intervention on the behavioral problems of the adolescents from economically disadvantaged familiesen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 英文文獻
Achenbach, T. M. (1982). Assessment and taxonomy of children’s behavior disorders. In Advances in clinical child psychology(pp.1-38). Boston, MA: Springer.
Andersen, M. L., & Taylor, H. F. (2007). Deviance. In Sociology: Understanding a Diverse Society, Updated(4th) (pp.165-186). Belmont, CA: Thomson Higher Education.
Arnett, J. J. (2014). Biological Foundations. In Adolescence and emerging adulthood(pp.30-55). New York, NY: Pearson Education Limited.
Arnold, E. M., Walsh, A., Oldham, M., & Rapp, C. (2007). Strengths-based case management: Implementation with high-risk youth. Families in Society: The Journal of Contemporary Social Services, 88(1), 86-94.
Banks, T., & Zionts, P. (2009). REBT used with children and adolescentswho haveemotional and behavioral disorders in educational settings: A review of the literature. Journal of Rational-Emotive & Cognitive- Behavior Therapy, 27(1), 51-65.
Barrera, M., & Li, S. A. (1996). The relation of family support to adolescents’ psychological distress and behavior problems. In Handbook of social support and the family (pp. 313-343). Boston, MA: Springer.
Barroilhet, S., Vöhringer, P., Gunnell, D., Stallard, P., Guajardo, V., Gaete, J., ...Montgomery, A. A. (2013). School Intervention to Improve Mental Health of Students in Santiago, Chile A Randomized Clinical Trial. JAMA, 167(11), 1005.
Baumrind, D. (1978). Parental disciplinary patterns and social competence in children. Youth & Society, 9(3), 239-267.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. The Journal of Early Adolescence, 11(1), 56-95.
Bava, S., & Tapert, S. F. (2010). Adolescent brain development and the risk for alcohol and other drug problems. Neuropsychology review, 20(4), 398-413.
Bergen, D., & Coscia, J. (2001). Brain research and childhood education: Implications for educators. Abstract retrieved from https://eric.ed.gov/?id=ED458943.
Beyers, J. M., Bates, J. E., Pettit, G. S., & Dodge, K. A. (2003). Neighborhood structure, parenting processes, and the development of youths` externalizing behaviors: A multilevel analysis. American journal of community psychology, 31(1-2), 35-53.
Blakemore, S. J., & Robbins, T. W. (2012). Decision-making in the adolescent brain. Nature neuroscience, 15(9), 1184-1191.
Bolland, J. M. (2003). Hopelessness and risk behavior among adolescents living in high-poverty inner-city neighborhoods. Journal of adolescence, 26(2), 145-158.
Bot, S. M., Engels, R. C., Knibbe, R. A., & Meeus, W. H. (2005). Friend`s drinking behavior and adolescent alcohol consumption: The moderating role of friendship characteristics. Addictive behaviors, 30(5), 929-947.
Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The future of children, 55-71.
Brown, B. B., & Larson, J. (2009). Peer relationships in adolescence. In Handbook of adolescent psychology,2(pp.74-103). New York, NY: John Wiley & Sons, Inc.
Brownlee, K., Rawana, E. P., & MacArtthur, J. (2012). Implementation of a strengths-based approach to teaching in an elementary School. Journal of Teaching and Learning, 8(1).
Brownlee, K., Rawana, J., Franks, J., Harper, J., Bajwa, J., O’Brien, E., & Clarkson, A. (2013). A systematic review of strengths and resilience outcome literature relevant to children and adolescents. Child and Adolescent Social Work Journal, 30(5), 435-459.
Brunk, M. A., & Henggeler, S. W. (1984). Child influences on adult controls: An experimental investigation. Developmental Psychology, 20(6), 1074.
Buckley, J. A., & Epstein, M. H. (2004). The Behavioral and Emotional Rating Scale-2 (BERS-2): Providing a comprehensive approach to strength-based assessment. The California School Psychologist, 9(1), 21-27.
Buehler, C., & Gerard, J. M. (2002). Marital conflict, ineffective parenting, and children`s and adolescents` maladjustment. Journal of Marriage and Family, 64(1), 78-92.
Cairns, R. B., Leung, M. C., Buchanan, L., & Cairns, B. D. (1995). Friendships and social networks in childhood and adolescence: Fluidity, reliability, and interrelations. Child development, 66(5), 1330-1345.
Caplan, R., Doss, J., Plioplys, S., & Jones, J. E. (2017). Cognitive Behavioral Therapy (CBT) Treatment of Anxiety Disorders and Depression in Pediatric PNES. In Pediatric Psychogenic Non-Epileptic Seizures (pp. 147-160). Springer International Publishing.
Cicchetti, D., & Toth, S. L. (1998). The development of depression in children and adolescents. American psychologist, 53(2), 221.
Cohen, B. Z. (1999). Intervention and supervision in strengths-based social work practice. Families in Society: The Journal of Contemporary Social Services, 80(5), 460-466.
Coley, R. L., Sims, J., Dearing, E., & Spielvogel, B. (2017). Locating economic risks for adolescent mental and behavioral health: poverty and affluence in families, neighborhoods, and schools. Child development, 89(2), 360-369.
Compas, B. E., & Reeslund, K. L. (2009). Processes of risk and resilience during adolescence. In Handbook of adolescent psychology (pp. 263-296). New York, NY: John Wiley & Sons, Inc.
Cox, K. F. (2006). Investigating the impact of strength-based assessment on youth with emotional or behavioral disorders. Journal of Child and Family Studies, 15(3), 278-292.
Dearing, E. (2008). Psychological costs of growing up poor. Annals of the New York Academy of Sciences, 1136(1), 324-332.
Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305-316.
Dishion, T. J., & Andrews, D. W. (1995). Preventing escalation in problem behaviors with high-risk young adolescents: Immediate and 1-year outcomes. Journal of consulting and clinical psychology, 63(4), 538.
Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American psychologist, 54(9), 755.
Dodge, K. A., Dishion, T. J., & Lansford, J. E. (Eds.). (2007). The problem of deviant peer influences in intervention programs. In Deviant peer influences in programs for youth: Problems and solutions (pp. 3-13). New York, NY: Guilford Press.
Ellis, W. E., & Zarbatany, L. (2007). Peer group status as a moderator of group influence on children’s deviant, aggressive, and prosocial behavior. Child development, 78(4), 1240-1254.
Farrington, D. P. (2000). Explaining and preventing crime: The globalization of knowledge—The American Society of Criminology 1999 presidential address. Criminology, 38(1), 1-24.
Feindler, E. L., & Scalley, M. (1998). Adolescent anger-management groups for violence reduction. In K. C. Stoiber & T. R. Kratochwill (Eds.), Handbook of group intervention for children and families (pp. 100-119). Needham Heights, MA, US: Allyn & Bacon.
Gifford-Smith, M., Dodge, K. A., Dishion, T. J., & McCord, J. (2005). Peer influence in children and adolescents: Crossing the bridge from developmental to intervention science. Journal of abnormal child psychology, 33(3), 255-265.
Goldstein, A. P., & McGinnis, E. (1997). Skillstreaming training procedures. In Skillstreaming the adolescent: New strategies and perspectives for teaching prosocial skills(pp.37-54). Champaign, US: Research Press.
Goldstein, A. P., Glick, B., & Gibbs, J. C. (1998). Aggression replacement training: A comprehensive intervention for aggressive youth, Champaign, IL, US: Research Press.
Goldstein, A. P., Sprafkin, R. P., Gershaw, N. J., & Klein, P. (1980). Skillstreaming the adolescent: A structured learning approach to teaching prosocial skills. Champaign, IL: Research Press.
Gonzalez, J. E., Nelson, J. R., Gutkin, T. B., Saunders, A., Galloway, A., & Shwery, C. S. (2004). Rational emotive therapy with children and adolescents: A meta-analysis. Journal of Emotional and behavioral Disorders, 12(4), 222-235.
Graber, J. A., & Sontag, L. M. (2004). Internalizing problems during adolescence. In Handbook of adolescent psychology (pp. 587-626). New York, NY: John Wiley & Sons, Inc.
Gray, M. (2011). Back to basics: A critique of the strengths perspective in social work. Families in Society: The Journal of Contemporary Social Services, 92(1), 5-11.
Güroğlu, B., Haselager, G. J., van Lieshout, C. F., Takashima, A., Rijpkema, M., & Fernández, G. (2008). Why are friends special? Implementing a social interaction simulation task to probe the neural correlates of friendship. Neuroimage, 39(2), 903-910.
Güroğlu, B., Van Lieshout, C. F., Haselager, G. J., & Scholte, R. H. (2007). Similarity and complementarity of behavioral profiles of friendship types and types of friends: Friendships and psychosocial adjustment. Journal of Research on Adolescence, 17(2), 357-386.
Harris, N., Brazeau, J., Clarkson, A., Brownlee, K., & Rawana, E. P. (2012). Adolescents` perspectives on strengths-based group work and group cohesion in residential treatment for substance abuse. Journal of Social Work Practice in the Addictions, 12(4), 333-347.
Harris, N., Brazeau, J., Rawana, E. P., Brownlee, K., Mazmanian D. (2016). A Preliminary Examination of a Strengths-Based Treatment for Adolescent Substance Use Issues. Canadian Journal of Counsellingand Psychotherapy, 50(2), 145–163.
Haynie, D. L. (2002). Friendship networks and delinquency: The relative nature of peer delinquency. Journal of Quantitative Criminology, 18(2), 99-134.
Haynie, D. L., Silver, E., & Teasdale, B. (2006). Neighborhood characteristics, peer networks, and adolescent violence. Journal of Quantitative Criminology, 22(2), 147-169.
Healy, K. (2014). Social work theories in context: Creating frameworks for practice. New York, NY: Palgrave Macmillan.
Heflinger, C. A., & Hinshaw, S. P. (2010). Stigma in child and adolescent mental health services research: Understanding professional and institutional stigmatization of youth with mental health problems and their families. Administration and Policy in Mental Health and Mental Health Services Research, 37(1), 61-70.
Horne, M. (1987). Values in theory. In Values in social work(pp.1-33), Aldershot: Ashgate
Hsueh, J., & Yoshikawa, H. (2007). Working nonstandard schedules and variable shifts in low-income families: Associations with parental psychological well-being, family functioning, and child well-being. Developmental Psychology, 43(3), 620-632.
Hsueh, J., & Yoshikawa, H. (2007). Working nonstandard schedules and variable shifts in low-income families: Associations with parental psychological well-being, family functioning, and child well-being. Developmental Psychology, 43(3), 620-632.
Hudson, B. L., & Macdonald, G. M. (1986). Why behavioural social work? In Behavioural Social Work(pp. 7-21). Macmillan Education UK.
Hupp, S. D., Reitman, D., & Jewell, J. D. (2008). Cognitive behavioral theory.In Handbook of clinical psychology,2. New York, NY: John Wiley & Sons, Inc.
Jacqueline V. Lerner, Erin Phelps, Yulika E. Forman, Edmond P. Bowers. (2009). Positive youth development. In Handbook of Adolescent Psychology(pp.47-76).New York, NY: John Wiley & Sons, Inc.
Johnsen, T. J., & Friborg, O. (2015). The effects of cognitive behavioral therapy as an anti-depressive treatment is falling: A meta-analysis. Psychological Bulletin, 141(4), 747
Keyes, C. L. (2006). Mental health in adolescence: is America`s youth flourishing? American journal of orthopsychiatry, 76(3), 395.
Krueger, R. F., Caspi, A., Moffitt, T. E., & Silva, P. A. (1998). The structure and stability of common mental disorders (DSM-III-R): a longitudinal-epidemiological study. Journal of abnormal psychology, 107(2), 216.
Lai, E. S., Kwok, C. L., Wong, P. W., Fu, K. W., Law, Y. W., & Yip, P. S. (2016). The effectiveness and sustainability of a universal school-based programme for preventing depression in Chinese adolescents: A follow-up study using quasi-experimental design. PloS one, 11(2), e0149854.
Lee Duckworth, A., Steen, T. A., & Seligman, M. E. (2005). Positive psychology in clinical practice. Annu. Rev. Clin. Psychol.,1, 629-651.
Leeman, L. W., Gibbs, J. C., & Fuller, D. (1993). Evaluation of a multi‐component group treatment program for juvenile delinquents. Aggressive Behavior, 19(4), 281-292.
Letourneau, N. L., Duffett-Leger, L., Levac, L., Watson, B., & Young-Morris, C. (2013). Socioeconomic status and child development: A meta-analysis. Journal of Emotional and Behavioral Disorders, 21(3), 211-224.
Letourneau, N. L., Duffett-Leger, L., Levac, L., Watson, B., & Young-Morris, C. (2013). Socioeconomic status and child development: A meta-analysis. Journal of Emotional and Behavioral Disorders, 21(3), 211-224.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (Vol. 75). Newbury Park, CA: Sage.
Linley, P. A., Nielsen, K. M., Gillett, R., & Biswas-Diener, R. (2010). Using signature strengths in pursuit of goals: Effects on goal progress, need satisfaction, and well-being, and implications for coaching psychologists. International Coaching Psychology Review, 5(1), 6-15.
Marquoit, J. & Dobbins, M. (1998). Strength-based treatment for juvenile sexual offenders. Reclaiming Children and Youth, 7(1), 40-43.
Li, S., Zhu, D. M. (2017). Literature Review on Intervention Measures of Children’s Aggressive Behavior—Current Situation and Prospect of Campus Violence Intervention. Advances in Psychology, 7(03), 388.
Li, S. T., Liu. X. H. (2017). A Study on the Status of Risk Behavior and Its Relationship with Cognitive Emotion Regulation in Left-Behind Students in Junior High School. Advances in Psychology, 7(01), 21.
Mason, W. A., Russo, M. J., Chmelka, M. B., Herrenkohl, R. C., & Herrenkohl, T. I. (2017). Parent and peer pathways linking childhood experiences of abuse with marijuana use in adolescence and adulthood. Addictive behaviors, 66, 70-75.
Mitchell, K. J., Finkelhor, D., & Wolak, J. (2001). Risk factors for and impact of online sexual solicitation of youth. Jama, 285(23), 3011-3014.
Moses, T. (2010). Being treated differently: Stigma experiences with family, peers, and school staff among adolescents with mental health disorders. Social science & medicine, 70(7), 985-993.
Ollendick, T. H., Shortt, A. L., & Sander, J. B. (2008). Internalizing disorders in children and adolescents. Psychopathology: Foundations for a contemporary understanding, 2, 375-399.
Papalia, D. E., Olds, S. W., & Feldman, R. D. (2007). Psychosocial Development in adolescence. In Human development (10th ed). New York, NY: McGraw-Hill.
Park, N., Peterson, C., & Seligman, M. E. (2004). Strengths of character and well-being. Journal of social and Clinical Psychology, 23(5), 603-619.
Patterson, G. R., Capaldi, D., & Bank, L. (1991). An early starter model for predicting delinquency. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 139-168). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc.
Payne, M. (2015). Cognitive-behavioral practice. In Modern social work theory(pp.150-183). London, UK: Oxford University Press.
Rapp, C. A. (1998). The strengths model: Case management with people suffering from severe and persistent mental illness. New York, NY: Oxford University Press.
Rawana, E. P., Brownlee, K., Whitley, J., Rawana, J., Franks, J., & Walker, D. (2009). Strengths in Motion: A strengths-based approach to enhance positive school climate and address issues of bullying and school violence. Thunder Bay, On: Centre of excellence for children and adolescents with special needs.
Rawana, E., & Brownlee, K. (2009). Making the possible probable: A strength-based assessment and intervention framework for clinical work with parents, children and adolescents. Families in Society: The Journal of Contemporary Social Services, 90(3), 255-260.
Rose, S. D. (1998). Applications of cognitive-behavioral interactional group therapy. In Group therapy with troubled youth: A cognitive-behavioral interactive approach. Thousand Oaks, CA, US: Sage Publications, Inc
Rubin, A., & Babbie, E. R. (2013). Brooks/Cole empowerment series: Research methods for social work. Cengage Learning.
Ryan, J. P., & Testa, M. F. (2005). Child maltreatment and juvenile delinquency: Investigating the role of placement and placement instability. Children and Youth Services Review, 27(3), 227-249.
Saleebey, D. (1996). The strengths perspective in social work practice: Extensions and cautions. Social work,41(3), 296-305.
Saleebey, D. (2012). The strengths perspective in social work practice (6th Edition). New York, NY: Pearson Higher Ed.
Sampson, R. J., & Laub, J. H. (1994). Urban poverty and the family context of delinquency: A new look at structure and process in a classic study. Child development, 65(2), 523-540.
Scholte, R. H., Poelen, E. A., Willemsen, G., Boomsma, D. I., & Engels, R. C. (2008). Relative risks of adolescent and young adult alcohol use: The role of drinking fathers, mothers, siblings, and friends. Addictive behaviors, 33(1), 1-14.
Seligman, L. D. & Ollendick, T. H. (2011). Cognitive-behavioral therapy for anxiety disorders in youth. Child and adolescent psychiatric clinics of North America, 20(2), 217-238.
Seligman, M. E. (2002). Positive psychology, positive prevention, and positive therapy. Handbook of positive psychology, 2, 3-12.
Sheehan, M. J.& Watson, M. W. (2008). Reciprocal influences between maternal discipline techniques and aggression in children and adolescents. Aggressive Behavior, 34(3), 245-255.
Smith, C. A.& Stern, S. B. (1997). Delinquency and antisocial behavior: A review of family processes and intervention research. Social Service Review, 71(3), 382-420.
Song, L. & Shih, C. (2010). Recovery from partner abuse: the application of the strengths perspective. International Journal of Social Welfare, 19, 23-32.
Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in cognitive sciences, 9(2), 69-74.
Steinberg, L. (2007). Risk taking in adolescence: New perspectives from brain and behavioral science. Current directions in psychological science, 16(2), 55-59.
Steinberg, L. (2008). A social neuroscience perspective on adolescentrisk-taking. Developmental Review, 28, 78–106. doi:10.1016/j.dr.2007.08.002
Steinberg, L., & Monahan, K. C. (2007). Age differences in resistance to peer influence. Developmental psychology, 43(6), 1531.
Tedeschi, R. G., & Kilmer, R. P. (2005). Assessing Strengths, Resilience, and Growth to Guide Clinical Interventions. Professional Psychology: Research and Practice,36(3), 230.
Trenas, A. F. R., Osuna, M. J. P., Olivares, R. R., & Cabrera, J. H. (2013). Relationship between parenting style and aggression in a Spanish children sample. Procedia-Social and Behavioral Sciences, 82, 529-536.
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419-427.
Vernon, A. (2006). Depression in children and adolescents: REBT approaches to assessment and treatment. Rational Emotive Behavioral Approaches to Childhood Disorders, 212-231.
Weick, A., Rapp, C., Sullivan, W. P., & Kisthardt, W. (1989). A strengths perspective for social work practice. Social Work, 34(4), 350-354.
World Health Organization. (2016.09). http://www.who.int/mediacentre/factsheets/fs356/zh/
World Health Organization & World Health Organization. Management of Substance Abuse Unit. (2014). Global status report on alcohol and health, 2014. World Health Organization.
World Health Organization. (2014). Health for the world`s adolescents: a second chance in the second decade: summary.
Yang, K. S. (1981). Problem Behavior in Chinese Adolescents in Taiwan A Classificatory-Factorial Study. Journal of Cross-Cultural Psychology, 12(2), 179-193.
Yip, K. S. (2006). A strengths perspective in working with an adolescent with self-cutting behaviors. Child and Adolescent Social Work Journal, 23(2), 134-146.
Zahn–Waxler, C., Klimes–Dougan, B., & Slattery, M. J. (2000). Internalizing problems of childhood and adolescence: Prospects, pitfalls, and progress in understanding the development of anxiety and depression. Development and psychopathology,12(3), 443-466.
中文文獻
左其沛，(1985)。關於中小學生問題行為的研究——品格研究協作組報告之二。心理學探新，(3)，94-101.
周曉虹，(1995)。社會學習理論。台北: 桂冠.
中美日韓四國高中生安全意識及問題調查報告，(2012)。From: http://www.jyb.cn/world/gjsx/201605/t20160525_660859.html
張一波, 張衛, 朱鍵軍, 喻承甫, 陳圓圓, 盧鎮輝，(2017)。社區暴力暴露與初中生外化問題行為的關系: 一個有調節的中介模型。心理發展與教育, 33(2), 228-239。
楊菲菲，(2013)。朋友的問題行為與青少年暴力犯罪自我控制; 父母教養行為的作用。山東師範大學，心理學院，山東。
徐筱茜，(2016)。運用優勢觀點為基礎之團體於青少年家暴相對人之 適用性與成效: 親子關係之探討。國立政治大學，社會工作研究所，台北。
徐劭婷，張景然，(2010)。應用延伸計劃行為理論探討青少年吸菸行為之影響因素。輔導與諮商學報, 32(1), 67-83.
熊猛，葉一舵，(2011)。中國城市農民工子女心理健康研究述評。心理科學進展, 19(12), 1798-1813.
李慧玟，(2012)。校園高關懷國中生介入方案-優勢取向小團體諮商之效果，臺灣師範大學，教育心理與輔導學系，台北。
蕭阿勤，(2012)。敘事分析。載於社會及行為科學研究法 (二): 質性研究法 (133-166 頁)。台北: 東華。
吳武典，(1985)。青少年問題與對策。台北：張老師出版社。
吳嘉苓，(2012)。訪談法。社會科學研究方法 (二): 質性研究法 (34-60 頁)。台北: 東華。
吳縛龍,(2009)。中國城市的新貧困。二十一世紀 (香港), (113), 86-86.
王玉潔, 竇凱，高濤，(2017)。青少年自我控制與情緒行為問題的相關性。中國學校衛生, 38(2), 294-297.
唐建良，(2008)。青少年心理問題現狀分析。臨床心身疾病雜誌, 14(3), 263-264.宋麗玉，(2006)。增強權能量表之發展與驗證。社會政策與社會工作學刊,10(2), 49-86.
宋麗玉,施教裕(2009)。優勢觀點－社會工作理論與實務。台北 : 紅葉文化。
宋麗玉,(2013)。婚姻暴力受暴婦女之處遇模式與成效：華人文化與經驗。台北 : 紅葉文化。
宋麗玉,施教裕,(2012)。受暴婦女之復元與負向感受: 輪廓與相關因素之初探。中華心理衛生學刊, 25(2), 191-229.
阮文廣，張應立，(2008)。浙江省流動人口青少年違法犯罪特點及其對策。江蘇警官學院學報, (2), 105-112.
陸士楨，劉宇飛，(2017)。我國未成年人校園暴力問題的現狀及對策研究。中國青年研究, (3), 100-104.
盧士軍，(2015)。六城市青少年飲酒行為調查及其防控策略研究。北京：中國疾病預防控制中心。
劉陽陽，王瑞，(2017)。寒門難出貴子?——基於 “家庭財富-教育投資-貧富差距” 的實證研究。南方經濟, 36(2), 40-61.
劉和海，(2008)。南京市棲霞區外來未成年人犯罪現狀及預防對策。青少年犯罪研究, (4), 58-60.
林青瑩，(1999)。青少年偏差行為的家庭因素之分析研究。公民訓育學報，(8)，409-455。
林丹華，方曉義，(2001)。同伴, 父母對青少年吸煙認識, 吸煙行為的相對影響力。心理發展與教育，(4)，28-34。
聯合國，（2000-2014）。聯合國青年議題。From: http://www.un.org/zh/events/youth/index.shtml
李景美, 苗迺芳,黃惠玲,(2000)。青少年物質使用之社會學習及社會連結因素研究-以在學生為例。健康促進暨衛生教育雜誌健康促進暨衛生教育雜誌健康促進暨衛生教育雜誌, 20, 17-34.
蔣東霖，(2003)。依附、社會學習與少年偏差行為。南華大學，教育社會學研究所，嘉義。
黃喜珊，(2010)。青少年問題行為概述。青少年問題行為的預防和矯治。廣東：廣東教育出版社
黃聚雲，晏妮，(2016)。家庭因素與農民工隨遷子女學生問題行為的關系。中國學校衛生, 7, 020。
侯珂, 張雲運, 駱方，任萍，(2017)。鄰裏環境, 父母監控和不良同伴交往對青少年問題行為的影響。心理發展與教育, 33(1), 85-94。
範逢春，(2016)。城市新貧困: 扶貧之囿與治理之道。理論探討, (1), 156-161。
鄧希泉, 張樂, 董海軍, 方奕, 胡獻忠, 蔡揚眉, ... & 郭開元，(2012)。新世紀中國青年發展報告 (2000-2010)。中國青年研究, (4), 5-20.
鄧世英, 劉視湘,鄭日昌，(2001)。西方有關父母教養方式與青少年問題行為關系的理論及其研究綜述。心理發展與教育, 2(9), 50-54。
崔麗霞，鄭日昌，(2005)。中學生問題行為的問卷編制和聚類分析。中國心理衛生雜誌, 19(5), 313-315。
崔麗霞,雷靂，(2005)。中學生問題行為群體特征的多視角研究。心理發展與教育, 3, 112-119。
常欣怡，(2012)。在兒童安置機構中青少年復原力與憂鬱情緒之相關研究。暨南大學，社會政策與社會工作學系，台中。
蔡杰伶，(2010)。優勢觀點為基礎之探索教育團體對感化教育少年增強權能的成效。國立政治大學，社會工作研究所，台北。
2014中國青少年煙草調查報告。(2014) 中國疾病預防和控制中心。http://www.nhfpc.gov.cn/ewebeditor/uploadfile/2014/05/20140528121514117.pdf。		zh_TW
dc.identifier.doi (DOI) 10.6814/DIS.NCCU.GISW.001.2019.F04en_US