團體諮商對大學生人際困擾輔導效果及其治療性因素之研究

The study of group counseling on interpersonal problems for university students and the involving therapeutic factors

研究目的：本研究旨在探討團體諮商對於大學生人際困擾之輔導效果，及其團體治療性因素。研究方法：採非隨機控制組前後測實驗設計，以名大學生為對象，隨機分派成實驗組和控制組，其中實驗組接受為期四個月、計十次、每次三小時的團體諮商。團體開始前兩組成員皆進行「人際互動評量表」的前測，實驗組並加測「人際行為評量表」。團體結束後實驗組進行這兩種量表的後測，並加測「團體治療性因素量表」；控制組則僅進行「人際互動評量表」後測。研究結果：本研究發現團體諮商不但對於大學生人際困擾具有輔導效果，亦對提高正向的人際組型分數與降低負向人際組型分數有不同程度的效果；個別的團體治療性因素效果不同，但都有中等程度以上貢獻，其中又以「對團體的正向感覺」最有幫助。研究結論：本研究除發現團體諮商可有效降低大學生人際困擾外，並針對結論，提出具體建議，以供諮商輔導人員及有關單位參考。

Purpose: The study aims to explore the effect of group counseling among university students suffering from interpersonal problems, and the involved therapeutic factors in group counseling. Methods: The research was conducted by applying the pretest-posttest control group design. There were 26 participants in this study, 14 males and 12 females. Participants were recruited from different departments from one of the national university of technology. Participants in the study were voluntary and unpaid. During a four-month period, 26 university students were randomly divided into two groups: an experimental group and a control group. The experimental group underwent ten sessions of group counseling, with each session lasting for three hours. Prior to group counseling, all participates took the pretest of the Interpersonal Interaction Scales, whereas the Interpersonal Behavior Scales was taken by the experimental group only. After group counseling came to an end, the Group Therapeutic Factor Scales together with the two scales used in the pretest were used again in the post-test on the experimental group. The control group only took the Interpersonal Interaction Scales in the posttest. Results: The findings of the study confirm that group counseling has a positive influence on interpersonal problems among university students. There is a significant difference between the test results of the two groups of participants. A significant difference has also been found regarding the four sub-scales of ''socially avoidant,'' ''nonassertive,'' ''exploitable'' and ''domineering'' respectively. In the experimental group, the degree of influence varies regarding the improvement of score results of positive interpersonal patterns and the lowering of those of negative ones. Nine of the positive interpersonal patterns have reached a statistically significantly level. These include ''separate,'' ''self-emancipate,'' ''affirm,'' ''disclose,'' ''self-affirm,'' ''active love,'' ''active self- love,'' ''trust,'' and ''self-protect.'' In negative interpersonal patterns, all scores in the posttest go down except in ''self-control,'' where scores go up. Eight of the negative interpersonal patterns have reached a level of significance. These include ''ignore,'' ''self-neglect,'' ''attack,'' ''self-attack,'' ''sulk,'' ''self-blame,'' ''control,'' ''submit.'' Effects of individual group therapy are different but an above average positive outcome can be expected. Such therapy improves ''a positive feeling towards the group'' the most, followed by ''initiation of action,'' ''self-disclosure and sharing,'' ''being altruistic,'' ''acquisition of cognition,'' ''offer of advice,'' ''the experiencing and understanding of family relationship,'' and ''homogeneity.'' Conclusion: The study finds that group counseling can effectively reduce the interpersonal problems that university students have. It has also been found that the contributions of different therapeutic factors are not the same. Based on the conclusion of the study, specific suggestions have been offered for counselors and people working in related fields.