阿德勒取向親職團體對國中資優生家長在親職效能感與家庭氣氛之成效

The Effects of an Adler-oriented Parenting Group on Parenting Efficacy and Family Atmosphere Learning for Parents of the Gifted Students in Junior High School

目前能夠回應青春期資優生特性及其家長特有需求的親職團體並不多見。本研究即在探討「阿德勒取向親職團體」對國中資優生家長在親職效能感與家庭氣氛等之立即性與持續性輔導效果。本研究採前、後測準實驗設計，以高雄市某國中12名資優生家長為對象，分為實驗組及控制組，實驗組接受每週一次，每次120分鐘，共八次16小時之親職團體。本研究工具為親職效能感量表（由家長填寫）及家庭氣氛量表（由子女填寫）。兩組成員在團體開始一週前進行前測，團體結束一週內進行後測，並於結束第四週進行追蹤測。實驗組成員於團體前七次結束時填寫回饋表，並於團體最後一次結束時填寫總回饋表。研究者在團體結束後進行實驗組成員個別訪談，藉以暸解成員在參與團體後的改變情形。資料分析後發現如下：1.能立即提升整體親職效能感與人際溝通；2.能立即提升整體家庭氣氛與家庭溝通；3.能持續提升整體親職效能感、學習引導與生活督導；4.整體家庭氣氛、家庭關係與家庭溝通持續提升。本研究提出親子聯合參與團體、增加家長自我探索、納入資優學生訪談等具體建議，作為輔導應用之參考。

 

The purpose of the study is to explore the immediate and continuous counseling effects of an Adlerian-oriented parenting group on parenting efficacy and family atmosphere for parents of the gifted students in junior high school. The research used a quasi-experimental design. Participants were twelve parents of gifted students in a junior high school. Six parents were in the experimental group and Six parents were in a control group. The participants in the experimental group attended 8-week group counseling sessions for two hours per week. Members of the two groups took a pre-test one week before the start of the group, a post-test within one week after the end of the group, and a follow-up test in the fourth week afterwards. Members of the experimental group filled out the feedback form at the end of the first session, and the general feedback form at the end of the last group. The researcher conducted individual interviews with the members of the experimental group after the group. Four significant results were found for those who joined the Adlerian-oriented parenting group. First, parents of the gifted students in junior high school who participated in the parenting group could immediately improve the overall parenting efficacy and "interpersonal communication". Second, parents of the gifted students in junior high school could immediately improve the overall family atmosphere and "family communication" after participating in the parenting group. Third, parents of the gifted students in junior high school can continue to improve the overall parenting efficacy, "learning-guidance" and "life-supervision" after participating in the parenting group. Fourth, parents of the gifted students in junior high school could continue to improve the family atmosphere, "family relationship" and "family communication" after participating in the parenting group. Suggestions as above can be references to applications for the counseling and research in the future.