「修訂Enright 寬恕治療歷程模式」團體介入方案對國小兒童寬恕態度、情緒智力與幸福感之研究

The Effects of Revised Enright ProcessModel of Forgiveness Educational Intervention on Forgiveness, Emotional Intelligence, andWell-being among Elementary Students

本研究旨在探討「修訂Enright 寬恕治療歷程模式」團體介入方案對國小兒童在寬恕態度、情緒智力與幸福感之輔導效果。研究方法為準實驗研究法，研究對象為國小六年級學童，實驗組與對照組各為22 人。實驗組接受為期24 次，每週兩次「修訂Enright 寬恕治療歷程模式」團體介入方案，對照組接受一般團體課程處理。受試者分別在實驗前、後及八週後分別接受前測、後測與追蹤測；研究工具為「Enright 寬恕量表」、「兒童情緒智力量表」與「國小兒童幸福感量表」。所得資料以獨立樣本單因子共變數分析之；同時以團體成員回饋問卷，作為實驗方案介入的回饋與省思。研究結果顯示實驗組受試在寬恕態度、情緒智力與幸福感之立即與延續性效果顯著優於對照組，在成員回饋表中也顯示在實驗方案也對孩子的人際關係有正向提升效果。

This study examined the effectiveness of the “Revised Enright process model of forgiveness” group intervention on forgiveness attitude， emotional intelligence， and well-being among 6th graders in elementary school. Quasi-experimental design was used . Forty-four children from two classes were randomly selected from one elementary school. Twenty-two students were assigned to the experimental group and the alternative treatment group， respectively. The experimental group participated in 24 sessions (twice a week) of group intervention using the “Revised Enright process model of forgiveness” while the alternative treatment group received general intervention. All participants were administrated the Enright forgiveness inventory， a children emotional intelligence scale， and a children well-being inventory at pretest， posttest and follow-up. One-way ANCOVA was conducted using pretest scores as covariates. Feedback returned from group members was also analyzed. Results showed that compared to the alternative treatment group， the experimental group scored significantly higher in forgiveness， emotional intelligence， and well-being at pretest， posttest and follow-up. Participant feedback also indicated that the group intervention had significant positive impact on the interpersonal relationships among children in the experimental group.