國小低年級弱勢兒童生活適應團體之輔導效果

Guidance Effect of the Life-Adaption Group on Disadvantaged Early Elementary School Children

本研究探討生活適應團體對國小低年級弱勢兒童之生活適應的輔導效果。實驗採用準實驗前後測不等組設計，研究對象取自高雄市某國小低年級弱勢兒童，對6名實驗組成員進行定向輔導30分鐘及每次50分鐘的生活適應團體十二次，而6名控制組成員則於實驗期間未接受任何處理。研究以「國小低年級學童學校生活適應量表」為測驗工具，分別對實驗組和控制組進行前測、後測及追蹤測量。研究資料以Wilcoxon等級和檢定無母數統計方法進行統計分析，考驗研究對象經實驗處遇後之立即及追蹤輔導效果。研究綜合量化資料及成員、成員家長與導師的回饋和訪談資料，進行實驗組輔導效果之分析，結果如下：1.團體輔導對提升國小低年級弱勢兒童「整體生活適應」、及各適應向度，包含「個人適應」、「學校適應」、「家庭適應」與「同儕適應」未具有立即輔導效果，但在兩週後的追蹤評量顯示，實驗組成員在「整體生活適應」、「家庭適應」具有追蹤輔導成效。2.成員對「團體氣氛」、「團體的互動」、及「團體成效」滿意度皆高達92％以上，顯示實驗組成員認同團體輔導，並且會把在團體中所學習的運用在日常生活當中。整體評量也顯示成員參與團體後，對自己正向心情和滿意度方面都有明顯的增加。3.從成員、導師及家長的質化回饋資料顯示，生活適應團體輔導對成員具有正向輔導效果，成員對於團體有高的滿意度，且團體獲得成員的家長和導師的肯定，認為生活適應輔導團體對提升成員之生活適應有助益。 This study explored the guidance effect of participation in life-adaptation group on the life adaptation of disadvantaged early elementary school children, through pre/post quasi-experiments conducted on unequal groups. Study subjects included disadvantaged children at a public elementary school in Kaohsiung City, Taiwan. Six experimental groups received twelve 30-minute counseling sessions and participated in twelve 50-minute life-adaptation group sessions. Another six control groups received no treatment. The study applied the ＂School Adaptation Scale for Early Elementary School Students＂ for pre-and post-experimental assessment along with follow-up measurements for both the experimental and control groups. Research data was analyzed using nonparametric statistics in the Wilcoxon Rank-Sum Test to measure the immediate and tracking effect of experimental interaction. The study assessed the effect of experimental group guidance through a comprehensive quantitative analysis, along with feedback and interview data from study subjects, their parents and tutors. Results are as follows: For disadvantaged lower elementary school children, group guidance did not improve “overall life adaptation＂ or degree of adaptation, including “personal adaptation＂, “school adaptation＂, “family adaptation＂ or “peer adaptation＂. However, after two weeks of follow-up assessment, experimental group members exhibited a guidance impact for “overall life adaptation＂ and “family adaptation＂. Over ninety-two percent of participants indicated satisfaction with “group atmosphere＂, “group interaction＂ and “group effectiveness＂, indicating that experimental group members found the group guidance approach to be useful and would apply group learning content to daily life. Overall assessment showed a significant improvement to mood and satisfaction following group participation. Qualitative feedback from participants, teachers and parents indicated that life-adaptive group guidance had a positive coaching effect for participants, that participants had a strong sense of satisfaction with group interaction, and that parents and teachers approved that the life-adaptation group truly helps improve members' quality of life.