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    题名: 阿德勒取向親職教育團體對高中生家長鼓勵技巧之增進：從情緒覺察開始
    The Effectiveness of Adlerian Psychology-Based Parenting Education Group on Encouragement Skills
    作者: 李寧靜
    Li, Ning-Jing
    贡献者: 吳毓瑩
    Wu, Yuh-Yin
    李寧靜
    Li, Ning-Jing
    关键词: 鼓勵技巧
    阿德勒親職團體
    家庭教育
    主題分析法
    情緒覺察
    Adler`s encouragement
    Adlerian-based parenting group
    Family education
    Thematic analysis
    Emotional awareness
    日期: 2022
    上传时间: 2023-01-05 15:20:05 (UTC+8)
    摘要: 本研究旨在探究高中生家長在參與阿德勒取向親職教育團體過程中，鼓勵技巧的學習歷程與增進狀況。研究招募十名高中生家長，開展為期八次的阿德勒取向親職團體，共計二十時，並以六名團體的高中生家長為研究對象，分別於團體開始前一週與團體結束後一週對其進行兩次焦點團體訪談，結合團體成員課程回饋單、課堂錄音及團體帶領者觀察札記，採主題分析法對研究資料進行分析。研究發現：（一）鼓勵學習由家長情緒覺察開始，經由學習鼓勵語言、提升鼓勵技能，形成鼓勵的態度意識。情緒覺察、技巧與態度三要素之間相輔相成、聯動配合，形成鼓勵學習歷程金三角。（二）鼓勵語言的學習歷程，是「理解」「覺察」「行動」「整合」形成的正向小循環，透過這個歷程，鼓勵者能夠學會鼓勵的四種語言、克服鼓勵的種種困難挑戰，成為勇氣的催化者。（三）高中生家長學習鼓勵後，更懂連結、更懂肯定、更懂感謝、更有勇氣。依據以上研究結果，提出未來研究方向與實務應用之建議供參考。
    The purpose of this study is to explore the learning process and improvement of encouragement skills of senior high school students` parents, who participating in Adlerian psychology-based parenting education group. The study recruited ten parents who have high school children, and held the Adlerian psychology-based parenting education group for eight times, totaling 20 o`clock. Selected Six parents as the research objects, and conducted two times of focus group interview, the first interview was held on one week before the group, and the second interview was held on one week after the group ended. The research data were analyzed by thematic analysis. The conclusions are as follow: (1) Encouraging learning begins with parents` emotional awareness, and through learning encouraging language and improving encouraging skills, encouraging attitude awareness is formed. The three elements of emotional awareness, skills and attitude complement each other and forming a triangle of encouraging learning process. (2) The process of learning encouragement could be summarized as a virtuous cycle, inclouding understanding, awareness, practice and integration. Through this process, the encourager can learn the four languages of encouragement, overcome difficulties and challenges of encouragement, and become the catalyst of courage. (3) After learning encouraging, parents know more about connection, recognition, gratitude and courage. Based on the results stated above, further discussions were presented with suggestion for future research directions and application.
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