敘事取向繪本輔導團體對國小情緒困擾兒童之介入成效初探

Effectiveness of Narrative Counseling Groups Using Picture Books among Children with Emotional Disturbances: An Exploratory Study

本研究探討敘事取向繪本輔導團體對提升情緒困擾兒童情緒管理能力及降低其負向情緒經驗之輔導效果。採準實驗設計，將16位國小高年級情緒困擾兒童分為實驗組與控制組，實驗組接受為期六週、每週兩次、每次50分鐘之輔導介入，控制組為延宕處理。兩組分別於前測、後測及追蹤測施以「國小學童情緒管理量表」與「國小學童生活情緒經驗調查問卷」，資料以曼惠二氏U檢定法分析。結果顯示，實驗團體在提升情緒管理能力上具有立即性與持續性效果，在降低負向情緒經驗方面雖無立即效果，但具持續性輔導成效。研究者建議實務工作者可善用敘事取向介入策略（如：治療性文件），未來研究可擴大研究對象的範圍。

The present study aimed to evaluate the effectiveness of a narrative-oriented picture book group counseling intervention in enhancing emotional management skills and reducing negative emotional experiences among children with emotional disturbances. Adopting a quasi-experimental equivalent pretest–posttest control group design, the study enrolled 16 fifth- and sixth-grade students with emotional disturbances and assigned them to either an experimental group or a wait-list control group. The experimental group attended a six-week, 12-session intervention, whereas the control group received delayed treatment. All participants completed the“emotional experiences questionnaire for elementary school children”and the“emotion management scale for elementary school children”at the pretest, posttest, and five-week follow-up. The data were analyzed using the Mann–Whitney U test. The results indicated that the narrative-oriented intervention significantly enhanced emotion management skills both immediately after the intervention and at the follow-up. Although no immediate reduction in negative emotional experiences was observed, considerable improvement in the occurrence of such experiences was noted at the follow-up. These findings support the integration of narrative-oriented techniques such as therapeutic documentation into school counseling practices.