正向心理健康BMI（友善—情緒—認同）團體輔導之種子師資培訓課程成效研究

The Effect of Leader Training Program for Positive Mental Health BMI (Befriend-Mindfulness-Identity) Group Counseling

本研究目的以Kirkpatrick訓練評鑑模式對「焦點解決取向之正向心理健康BMI（友善—情緒—認同）團體輔導之種子師資培訓課程」進行「反應、學習、行為、結果」四層次成效評估，並探索社心或非社心背景通過培訓與未通過者的差異。藉由包含人際支持親密感（befriend, B）、情緒平穩掌握感（mindfulness, M）、自我價值意義（identity, I）三向度核心概念，發展成可促進「友善—情緒—認同」三種正向心理健康技能的團體輔導方案，招募47位種子師資接受八單元培訓課程及方案實作，並於訓練課程前／中／後、追蹤完成方案實作推廣後，分別對種子師資及其團體輔導學員進行「心理健康BMI幸福感指標」問卷、病人健康（憂鬱）狀況問卷測量，以及督導評核與焦點團體訪談。最後通過訓練評鑑師資26位。本研究結果顯示，培訓課程的介入對種子師資以及接受推廣的學員之心理健康有正向影響。此外，培訓課程在訓練評鑑的「反應、學習、行為、結果」四層次結果皆有正向效果，社心或非社心背景通過與未通過師資，在心理健康、方案實作及課程參與情形皆有所差異。研究建議未來培訓課程可朝向專業分流、受訓者動機與期待的了解、課程內容與通過標準採分階段規劃、教材配合課程分階目標採系統性編制、推廣方式多元化等方向持續辦理培訓。

In this study, the Kirkpatrick training evaluation model was used to comprehensively evaluate the effectiveness of the positive mental health BMI leader training program. This evaluation framework encompasses four key levels, namely reaction, learning, behavior, and results. This study also investigated differences between individuals with and without a social work background, with a focus on the outcomes of training. Three foundational dimensions, namely interpersonal support intimacy (befriend, B), mindfulness stability mastery (mindfulness, M), and self-worth meaning (identity, I), were used to develop a robust group counseling approach to nurturing three essential positive mental health skills. A total of 47 seed teachers participated in this study and completed an intensive 8-unit training program. The program included both theoretical and practical elements to ensure a holistic and well-rounded learning experience. Multiple assessments were conducted at several critical stages, namely, before training, during training, after training, and after the implementation of the counseling program. Evaluations were conducted using tools such as surveys focused on mental health BMI; questionnaires targeting patient health, specifically depression; supervisor assessments; and detailed focus group interviews. A train-the-trainer model was used as the primary training program to enhance positive mental health BMI. The curriculum used in this study emphasized solution-focused counseling techniques as crucial to achieving transformative change. This approach to group counseling is structured into eight operational steps; it served as a systematic and structured means of implementing the positive mental health BMI group counseling program. This program is divided into three levels: an introductory level (2 hours) that includes understanding mental health BMI self-management; a beginner level (6 hours) that includes experiential learning in three dimensions of happiness (i.e., befriending, mindfulness, and identity); and an advanced level (6 hours) that includes relationship transformation, mindfulness regulation, identity, and value meaning. These sessions are designed to foster psychological health intelligence related to essential elements of happiness, including interpersonal support, mindfulness, and identity. Each unit of the program, which was heavily based on a solution-focused counseling approach, followed a carefully crafted sequence of steps. The first step involves engaging in warm-up activities designed to set the tone for the group to establish an environment conducive to open communication and collaboration. The second step involves brief lectures and sharing of success experiences, in which participants view lectures and are encouraged to share their success experiences related to psychological health BMI themes. This step enables fostering of a mutual understanding among group members and creates a supportive learning atmosphere. The third step involves the implementation of self-assessment through mental health BMI, in which the participants engage in self-assessment activities to gauge their current levels of psychological health indicators. The fourth step involves setting goals for managing mental health BMI, in which participants receive assistance with setting personalized goals. The fifth step involves determining the order and methods of mental health BMI, with the participants guided in determining the sequence and methods necessary for effectively managing their mental health BMI. The sixth step involves evaluating individual levels of confidence in managing mental health BMI. These confidence levels are evaluated to ensure that the participants feel empowered and capable of implementing strategies for managing their mental health BMI. The seventh step involves self-assessment of mental health BMI. The session concludes with the participants engaging in self-assessment to prepare for subsequent discussions and reflections. The final step involves selection of mental health BMI-related goals for daily life experiences, in which the participants select specific goals related to interpersonal support, mindfulness, or identity. This approach can promote self-management efficacy and instill self-belief through uplifting techniques. Overall, the research findings underscore the positive effect of the training program on the psychological health of both the seed teachers and the participating students. The program had positive effects across all four levels of training evaluation- reaction, learning, behavior, and results. Notably, some disparities were observed in terms of mental health, program implementation, and course participation between individuals with and without a social work background, particularly those who had passed or not passed training. This comprehensive study serves as a valuable contribution to the field of positive mental health training, offering insights into the complex dynamics of training effectiveness and the influence of social work backgrounds on outcomes. The research methodology integrates dimensions of interpersonal support, mindfulness, and self-worth and provides a deep understanding of the complex nature of positive mental health. Overall, the study's use of diverse assessment tools, including surveys, questionnaires, supervisor assessments, and focus group interviews, enriched the evaluation process and captured a holistic view of the program's impact. The structure of the training program, which follows a train-the-trainer model, emphasizes the importance of equipping educators with the skills necessary to promote positive mental health. Strategically integrating solution-focused counseling techniques and the dimensions of happiness of befriending, mindfulness, and identity is a useful approach to meeting the diverse requirements of students. The three-phase program design, which convers topics spanning from understanding self-management to relationship transformation and value meaning, provides a progressive and comprehensive educational journey. Each unit of the program involves eight operational steps, and therefore, the program provides a systematic and participant-centered approach that ensures engagement, understanding, and practical application of mental health management strategies. The activities of this program included warm-up activities, success experience sharing, self-assessment, goal setting, and confidence evaluation creates a supportive and empowering learning environment. Integrating these steps aligns with best practices in adult education, promoting active participation, reflection, and goal-oriented learning. The research findings revealing positive effects across reaction, learning, behavior, and results emphasize the potential of the training program to enhance psychological well-being. The disparities observed between individuals with and without a social work background add an extra layer of complexity to the study, highlighting potential areas for targeted interventions or customization based on participants' professional backgrounds. These insights contribute to the ongoing discourse on customization of mental health interventions to meet the diverse requirements of participants. In conclusion, this extensive evaluation provides a thorough understanding of the effectiveness of the training program and its implications for positive mental health. The research methodology, program structure, and evaluation process collectively contribute to a comprehensive understanding of the complex interplay between training, mental health outcomes, and individual backgrounds. This study not only advances this field but also provides practical insights for educators, trainers, and policymakers involved in designing and implementing mental health training programs. The complex approach and empirical evidence presented in this study lay the foundation for future studies and interventions aimed at promoting positive mental health in diverse educational and professional settings. Given that approximately 50% of the seed teachers completed the training program, this study proposes several directions for developing subsequent training programs and ensuring broader dissemination of information. These include specializing future training programs, gaining a deeper understanding of trainee motivations and expectations, systematic planning of course content and grading criteria in the progressive stages, completing a methodical compilation of materials that align with phased curricular objectives, and implementing training through a diverse range of promotional strategies.