教育性親職討論會領導者技巧之探討

THE LEADERSHIP INTERVENTION TECHNIQUES OF THE DIDACTIC THERAPY GROUP

智能不足是臺大醫院精神科兒童心理衛生中心病童中最常見的症狀，專業人員除個別輔導外，也嘗試由圑體討論會的方式來協助父母更認識、接受及適當地教導他們的孩子，本文主要是探討領導者在教育性親職團體討論會中技巧的應用及其效果。本團體自民國71年11月19日至72年2月3日，每週一次，計12次，由筆者三人和八位成員組成，嘗試由專人演講、鼓勵討論的方式來促成團體的學習經驗。團體過程中領導者主要使用的技巧隨團體過程分成三期：（一）認識期——以增進成員互動，加強彼此信任、溫暖的團體氣氛，確定團體目標、規則，和增進團體凝聚力為主。（二）工作進行期——以提供專業性資料，促進討論，角色扮演，鼓勵情緖的表達及彼此分享支持為主。（三）結束期——以鼓勵成員對團體作理智、情緒上的回顧、整理，和分離焦慮的處理為主。結果是大部分成員覺得得到有關的知識，和別的家長分享教育方法，並有相當滿意的情緒分享和獲得支持。文內分别討論了團體結構、領導者技巧等部分，以作為未來類似團體的參考。發展出不同階段的智能不足兒童家長的團體討論會將是相關專業人員未來努力的方向。

Mental Retardation is the most frequent symptom shown by children visiting to the Children's Mental Health Center of the National Taiwan University Hospital. The use of group-treatment for parents of retarded children is more popular recently. This report will discuss and evaluate the leader's intervention techniques that were applied in this group. The group was composed of eleven members including three caseworkers. They met once a week from November 1982 to February 1983, totally twelve sessions. The members could learn from the professional lectures and group discussions. The main leadership intervention techniques will be described according to group process as follow: phase I. the initial phase: securing a psychosocial environment, defining the group goals and contract, facilitating members' expression, and building cohesiveness phase II. the working phase: giving information, improving discussion, role playing, and encouraging to share their experiences phase III. the termination phase: encouraging members to integrate, review, and share their feelings and experiences, and managing separation anxiety The parents of mentally retarded children needed constructive professional counselling at various stages of the child's life. By reviewing the experiences of this group, we got many recommendations for the further use of similar programs. Well-organized discussion groups can make a significant contribution to the welfare of families with retarded children.