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題名 醫事人員參與ACT Raising Safe Kids親職團體帶領人訓練方案之經驗探究
A Study of the Experience of Medical Personnel Participating in ACT Raising Safe Kids Facilitator Training Program作者 廖紫伶
Liao, Tzu-Ling貢獻者 傅如馨
Fu, Ju-Hsin
廖紫伶
Liao, Tzu-Ling關鍵詞 ACT Raising Safe Kids親職團體帶領人訓練方案
ACT Raising Safe Kids親職教育方案
醫事人員
親職教育
兒少保護工作
ACT Raising Safe Kids Facilitator Training Program
ACT Raising Safe Kids Parenting Program
Medical personnel
Parenting education
Child and youth protection日期 2022 上傳時間 1-Aug-2022 18:55:52 (UTC+8) 摘要 本研究旨在探討ACT Raising Safe Kids親職團體帶領人訓練方案對於臺灣兒少保護工作的適用性。本研究以立意取樣的方式，由參與ACT Raising Safe Kids親職團體帶領人訓練方案的成員當中，邀請三位醫事人員進行半結構式訪談，瞭解他們參與ACT Raising Safe Kids親職團體帶領人訓練方案的經驗、感受、想法、回饋以及瞭解其應用ACT Raising Safe Kids親職教育方案的情形等等，研究者將所得之訪談資料，以質性研究中的主題分析法進行資料分析，並得出研究結果，如下：一、醫事人員在兒少保護工作當中常面臨系統合作方面的挑戰。二、ACT Raising Safe Kids親職教育方案能為醫事人員帶來實務工作的啟發及應用，包含：（一）課程結構性高，有助於籌備講座與團體內涵；（二）體驗活動引發覺察與省思，啟發醫事人員藉此具象化衛教內涵，從而提升家長的接受度；（三）多元的討論與分享有助於拓展實務工作的視野並增加互動性；（四）夢想卡幫助醫事人員回憶與喚起課程學習與感受，啟發以相似媒材與家長互動。三、ACT Raising Safe Kids親職團體帶領人訓練方案可針對課程架構及本土化調適進行修正，包含：（一）增加ACT Raising Safe Kids親職團體帶領人訓練方案的課程時間；（二）ACT Raising Safe Kids親職教育方案翻譯內容作本土化的修正與調適；（三）簡報與手冊內容作一致化修正。最後依據研究結果進行討論，並提出兒少保護方面與研究方面的建議，以作為後續修正ACT Raising Safe Kids親職團體帶領人訓練方案以及ACT Raising Safe Kids親職教育方案以及未來研究的參考依據。
The purpose of this study was to explore the applicability of the ACT Raising Safe Kids Facilitator Training Program in Taiwan. The study invited three medical personnel who participated in ACT Raising Safe Kids Facilitator Training Program by purposive sampling. After the ACT Raising Safe Kids Facilitator Training Program, the individual semi-structured interviews were conducted. The purpose of the interviews was to understand medical personnel’s experiences, feelings, thoughts, feedbacks in the ACT Raising Safe Kids Facilitator Training Program and the applications of the ACT Raising Safe Kids Parenting Program. The researcher used the thematic analysis to analyze the data. The results were as follows:1.Medical personnel often face the challenges of system collaboration while working with children, youth, and families.2.The inspiration and helpfulness that ACT Raising Safe Kids Facilitator Training Program can bring to medical personnel include: (1) The high-structured curriculum is helpful to prepare for the lecture and the group. (2) The experiential activities can arouse medical personnel’s self awareness and reflection, and inspire medical personnel to visualize the connotations of the health education that can help them communicating with parents easier. (3) The diversified discussions and sharing help medical personnel broaden their horizons of practical work. (4) The dream cards help medical personnel recall and evoke their learning and feelings in the lessons, and inspire them to adopt similar materials while interacting with parents.3.The directions that the ACT Raising Safe Kids Facilitator Training Program can be adjusted in the process of localization, including: (1) Increasing the course time of the ACT Raising Safe Kids Facilitator Training Program’s lessons. (2) Conducting the localized revision and adjustment of the translated contents of the ACT Raising Safe Kids Parenting Program. 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國立政治大學
輔導與諮商碩士學位學程
108172006資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108172006 資料類型 thesis dc.contributor.advisor 傅如馨 zh_TW dc.contributor.advisor Fu, Ju-Hsin en_US dc.contributor.author (Authors) 廖紫伶 zh_TW dc.contributor.author (Authors) Liao, Tzu-Ling en_US dc.creator (作者) 廖紫伶 zh_TW dc.creator (作者) Liao, Tzu-Ling en_US dc.date (日期) 2022 en_US dc.date.accessioned 1-Aug-2022 18:55:52 (UTC+8) - dc.date.available 1-Aug-2022 18:55:52 (UTC+8) - dc.date.issued (上傳時間) 1-Aug-2022 18:55:52 (UTC+8) - dc.identifier (Other Identifiers) G0108172006 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/141376 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 輔導與諮商碩士學位學程 zh_TW dc.description (描述) 108172006 zh_TW dc.description.abstract (摘要) 本研究旨在探討ACT Raising Safe Kids親職團體帶領人訓練方案對於臺灣兒少保護工作的適用性。本研究以立意取樣的方式，由參與ACT Raising Safe Kids親職團體帶領人訓練方案的成員當中，邀請三位醫事人員進行半結構式訪談，瞭解他們參與ACT Raising Safe Kids親職團體帶領人訓練方案的經驗、感受、想法、回饋以及瞭解其應用ACT Raising Safe Kids親職教育方案的情形等等，研究者將所得之訪談資料，以質性研究中的主題分析法進行資料分析，並得出研究結果，如下：一、醫事人員在兒少保護工作當中常面臨系統合作方面的挑戰。二、ACT Raising Safe Kids親職教育方案能為醫事人員帶來實務工作的啟發及應用，包含：（一）課程結構性高，有助於籌備講座與團體內涵；（二）體驗活動引發覺察與省思，啟發醫事人員藉此具象化衛教內涵，從而提升家長的接受度；（三）多元的討論與分享有助於拓展實務工作的視野並增加互動性；（四）夢想卡幫助醫事人員回憶與喚起課程學習與感受，啟發以相似媒材與家長互動。三、ACT Raising Safe Kids親職團體帶領人訓練方案可針對課程架構及本土化調適進行修正，包含：（一）增加ACT Raising Safe Kids親職團體帶領人訓練方案的課程時間；（二）ACT Raising Safe Kids親職教育方案翻譯內容作本土化的修正與調適；（三）簡報與手冊內容作一致化修正。最後依據研究結果進行討論，並提出兒少保護方面與研究方面的建議，以作為後續修正ACT Raising Safe Kids親職團體帶領人訓練方案以及ACT Raising Safe Kids親職教育方案以及未來研究的參考依據。 zh_TW dc.description.abstract (摘要) The purpose of this study was to explore the applicability of the ACT Raising Safe Kids Facilitator Training Program in Taiwan. The study invited three medical personnel who participated in ACT Raising Safe Kids Facilitator Training Program by purposive sampling. After the ACT Raising Safe Kids Facilitator Training Program, the individual semi-structured interviews were conducted. The purpose of the interviews was to understand medical personnel’s experiences, feelings, thoughts, feedbacks in the ACT Raising Safe Kids Facilitator Training Program and the applications of the ACT Raising Safe Kids Parenting Program. The researcher used the thematic analysis to analyze the data. The results were as follows:1.Medical personnel often face the challenges of system collaboration while working with children, youth, and families.2.The inspiration and helpfulness that ACT Raising Safe Kids Facilitator Training Program can bring to medical personnel include: (1) The high-structured curriculum is helpful to prepare for the lecture and the group. (2) The experiential activities can arouse medical personnel’s self awareness and reflection, and inspire medical personnel to visualize the connotations of the health education that can help them communicating with parents easier. (3) The diversified discussions and sharing help medical personnel broaden their horizons of practical work. (4) The dream cards help medical personnel recall and evoke their learning and feelings in the lessons, and inspire them to adopt similar materials while interacting with parents.3.The directions that the ACT Raising Safe Kids Facilitator Training Program can be adjusted in the process of localization, including: (1) Increasing the course time of the ACT Raising Safe Kids Facilitator Training Program’s lessons. (2) Conducting the localized revision and adjustment of the translated contents of the ACT Raising Safe Kids Parenting Program. (3) Revising the slides and manual contents to make them consistent.According to the results of the study, the researcher proposed some practical and research recommendations for future research. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究動機 1第二節 研究目的與問題 5第三節 名詞釋義 6第二章 文獻探討 8第一節 兒童虐待及其現況 8第二節 親職教育 22第三節 ACT Raising Safe Kids親職教育方案 32第四節 ACT Raising Safe Kids親職團體帶領人訓練方案 45第三章 研究方法 51第一節 研究方法 51第二節 研究參與者 53第三節 研究工具 57第四節 研究程序 61第五節 資料分析 63第六節 研究檢核 71第七節 研究倫理 73第四章 研究結果與討論 75第一節 研究參與者的兒少實務工作之困境 75第二節 ACT Raising Safe Kids親職團體帶領人訓練方案對成員的影響 88第三節 成員對ACT Raising Safe Kids親職團體帶領人訓練方案的建議 101第四節 綜合討論 109第五章 研究結論與建議 122第一節 研究結論 122第二節 研究限制與建議 125第三節 研究者的省思 128參考文獻 130中文部分 130英文部分 138附錄 147附錄一：訪談大綱 147附錄二：研究訪談意願書 149 zh_TW dc.format.extent 1771942 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108172006 en_US dc.subject (關鍵詞) ACT Raising Safe Kids親職團體帶領人訓練方案 zh_TW dc.subject (關鍵詞) ACT Raising Safe Kids親職教育方案 zh_TW dc.subject (關鍵詞) 醫事人員 zh_TW dc.subject (關鍵詞) 親職教育 zh_TW dc.subject (關鍵詞) 兒少保護工作 zh_TW dc.subject (關鍵詞) ACT Raising Safe Kids Facilitator Training Program en_US dc.subject (關鍵詞) ACT Raising Safe Kids Parenting Program en_US dc.subject (關鍵詞) Medical personnel en_US dc.subject (關鍵詞) Parenting education en_US dc.subject (關鍵詞) Child and youth protection en_US dc.title (題名) 醫事人員參與ACT Raising Safe Kids親職團體帶領人訓練方案之經驗探究 zh_TW dc.title (題名) A Study of the Experience of Medical Personnel Participating in ACT Raising Safe Kids Facilitator Training Program en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文部分王以仁（2014）。親職教育：有效的親子互動與溝通。心理。王行（2005）。兒少保護工作中降低施暴風險的策略初探：以強制性親職教育輔導的執行為例。臺大社會工作學刊，12，139-199。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）。國立政大學，臺北市。王增勇等人（2015）。社會及行為科學研究法：質性研究法。東華。丘彥南、江惠綾（2010）。兒童虐待。臺灣醫學，14（4），431-435。江文慈（2013）。兒童諮詢與心理治療不可忽視的環節：家長為子女求助心理專業的阻礙。諮商與輔導，332，6-11。何委娥、周玉敏（2007）。親子關係、父母教養與青少年偏差行為關係之探討。中華家政學刊，41，85-107。何國華（2009）。特殊兒童親職教育。五南。何華國（2013）。特殊兒童親職教育。五南。余漢儀（2005）。兒童虐待：現象檢視與問題反思。巨流圖書公司。吳月霞（2004）。單親家庭的親職教育與學校介入。臺灣教育，629，65-70。吳漢屏（2019）。兒少虐待相關研究與未來發展。載於論壇「兒虐議題之資訊整合與政策建言」委員會（主編），兒虐議題之資訊整合與政策建言（99-103頁）。國家衛生研究院。吳齊殷、陳易甫（2001）。家內暴力的成因與後果：以母親為例。應用心理研究，11，69-91。吳樎椒、王芳如（2010）。幼稚園資深教師的親職教育專業知識發展歷程之敘事探究。教育學誌，24，1-40。吳瓊洳、 蔡明昌（2014）。新住民家長參與親職教育課程之行動研究。嘉大教育研究學刊，32，1-32。宋宥賢（2015）。重拾失落的笑靨：兒童虐待心理治療處遇與成效之探究。臺灣心理諮商季刊，7（1），12-39。李政賢（譯）（2021）。Catherine Marshall & Gretchen B. 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