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    题名: 單親家庭學生之輔導效果：完形心理學觀點
    The Effect of School Counseling with Students of One-Parent Family: Gestalt Theory Orientation
    作者: 曾貝露
    贡献者: 教育與心理研究
    关键词: 心理輔導效果;未竟事務;教育心理與輔導;單親家庭學生
    intervention effect;unfinished business;educational psychology and counseling;students from single-parent family
    日期: 2020-12
    上传时间: 2021-12-06 16:30:50 (UTC+8)
    摘要: 在學校輔導工作中，如何有效使用理論概念化單親家庭學生的困境，從心理輔導介入單親家庭學生的心理調適並達到心理輔導效果是本研究的重點。本研究基於完形心理學觀點，透過學校心理輔導，期望改善未竟事務達到心理輔導效果。本研究從完形理論觀點視單親家庭學生的困擾為未竟事務，針對606位臺灣青少年族群修訂未竟事務解決量表（Unfinished Business Resolution），本量表具有良好的信效度。研究採單一受試多基準線實驗設計，邀請四位單親家庭學生，進行輔導效果探究，並以C統計與效果值獲得研究結果，研究結合訪談學校心理師的社會效度資料，整理與歸納對當事人的心理輔導效果之歷程。研究結果顯示，完形取向心理輔導介入後，可有效改善單親家庭學生的未竟事務，並達立即顯著與維持顯著的心理輔導效果。從輔導現場與脈絡中訪談學校心理師，歸納單親家庭學生經完形心理循環歷程，如何帶來正向的未竟事務解決，本研究以社會效度歸納量化研究結果下的深層意涵為：一 ; 與單親過程中孤單的自己對話 ; 二 ; 跳出父母衝突的循環 ; 三 ; 對父或母的觀點改變。最後本研究提出對於實務建議與未來研究方向，以供學校輔導實務工作者與未來研究者參考。
    We investigated the effect of school counseling with students from one-parent family to resolve unfinished business caused by the parents’ divorce. We selected four students with unfinished business as the study subjects and applied the multiple probe design across subject study method based on the single-case experimental design. For the experimental design, data were obtained at baseline immediately after an intervention and during follow-up by using the Adolescent Unfinished Business Resolution Scale. Quantitative data obtained from the scale, which were modified for teenagers, were implemented to evaluate the effect of school counseling with students from one-parent family on the unfinished business. We observed that school counseling with students from one-parent family had positive effect and positive social validity on students’ unfinished business. We found that students were able to communicate with their lonely past selves and end the cycle of interparental conflict. They even changed viewpoints toward one of their parents. Through this research, we hope to provide practical suggestions and research directions for mental health counselors in schools and researchers.
    關聯: 教育與心理研究, 43(4), 65-93
    数据类型: article
    DOI 連結: https://doi.org/10.3966/102498852020124304003
    DOI: 10.3966/102498852020124304003
    显示于类别:[教育與心理研究 TSSCI] 期刊論文

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