建構特殊兒家長親職教育支持團體之行動研究

An Action Research on Constructing a Parental Education Support Group for Parents of Children with Disabilities

本研究旨在透過特殊兒家長參與親職教育支持團體，幫助其應對挑戰，以提升特殊兒家長的教養知能、情感態度及實踐能力，並探討建構家長支持團體的歷程與模式，同時分析家長的反應與改變情形。本研究採行動研究設計，共招募8位特殊兒家長，通過壓力與需求評估，以家庭系統、家庭壓力、生態系統理論為基礎，結合影片課程規劃為期八週的「線上」與「線下」多元形式的學習團體。研究發現建構團體需整合課程、團體及帶領三大要素。行動歷程包括五個階段：預備、初始、轉換、穩定及結束。在這些階段中，家長逐步適應學習模式並在團體支持下親子關係提升，獲得知能提升和情感支持，從而促進特殊兒家庭的可持續發展。建議本行動研究擴展到不同地區的特殊兒家庭，進行更具實證性的親職教育方案研究。

This research aimed to support parents of children with disabilities by organizing parenting education support groups. The goal was to enhance these parents’parenting knowledge, emotional attitudes, and practical abilities while exploring the process and model of constructing a support group. Additionally, the research analyzed the parents' responses and changes. The research utilized the action research design, recruiting eight parents of children with disabilities. Through stress and needs assessments based on family systems, family stress, and ecological systems theories, an eight-week hybrid learning group was planned, combining video courses with both ''online'' and ''offline'' formats. We found that constructing the group required the integration of three key elements: curriculum, group dynamics, and leadership. The action process consisted of five stages: preparation, initiation, adjustment, stabilization, and conclusion. Throughout these stages, parents gradually adapted to the learning model, enhance their parentchild relationship, and gained knowledge and emotional growth through group support, thereby promoting the sustainable development of special children families. The data also suggest that educators can be expanded to families of children with disabilities in different regions to conduct more evidence-based research on parenting education programs.