團體準備工作是團體諮商中重要的一環，國外研究已指出事前針對成員的介入能有效降低成員焦慮、減少團體流失率與增加團體凝聚力等。本研究旨在探索青少年成員受團體準備單元的影響，並以量化資料為主、質性資料為輔進行討論與分析，並搭配領導者反思初步討論團體準備單元對團體效果的影響。本研究以彰化縣某國中之一、二年級學生為研究對象，使用準實驗設計，蒐集實驗組、控制組成員於接受團體準備單元前後的準備程度，瞭解實驗介入的效果，並結合質性的分析，探索成員在當中的感受與想法。研究結果發現：（1）經準備單元，實驗組成員之團體準備程度有顯著提升，顯示本研究設計之準備單元能確實提升成員團體準備程度，也證實團體準備工作的重要性。（2）成員經準備單元後，認為自身受到「認知與規範」、「感受與態度」與「互動行為」三大面向影響，能分別對應到文獻探討中團體前準備的取向，且有認知、經驗與行為方面的正向幫助。研究者根據上述結果提出結論，並提供實務與研究建議。前者包含採用團體準備工作的可行模式、關注團體準備程度對團體之影響；後者包含測量團體歷程與效果、避免角色重疊的影響、擴展團體類型以及成員年紀，以上建議供相關工作者參考。

Group counseling has long been recognized as an effective intervention for addressing various psychological and interpersonal issues among adolescents. However, pre-group preparation remains underexplored, particularly in Taiwan. Existing research suggests that pre-group interventions can reduce anxiety and attrition rates and enhance group cohesion by helping participants develop a clear understanding of group processes, rules, and expectations. Previous studies demonstrated that participants tend to engage more effectively when group leaders proactively address members’ uncertainties and fears. Despite these findings, limited research has been conducted in Taiwan to investigate the direct effect of pre-group preparation on group effectiveness. This study sought to fill this gap by examining the role of pre-group preparation in an interpersonal problem group setting and by assessing how preparation affects members’ readiness, attitudes, and overall group experiences.

This study employed a quasi-experimental, non-randomized control group, pre-test–post-test design to evaluate the effects of pre-group preparation. The participants were junior high school students from two classes in Changhua, Taiwan, who were selected through convenience sampling. The students were divided into two groups: an experimental group, which underwent a structured pre-group preparation session, and a control group, which attended an unrelated anti-drug session. Both groups followed the same group counseling program led by the same facilitator to ensure consistency in the intervention structure. The only difference was in the pre-group preparation sessions received by the experimental group.

Both quantitative and qualitative data were collected to measure the impact of pre-group preparation. In the quantitative phase, the Group Preparation Scale was administered before and after the pre-group preparation session to evaluate the participants’ readiness levels. The pre-test assessed the initial preparedness of all participants, whereas the post-test measured any improvements following the preparation session. In the qualitative phase, semi-structured interviews were conducted with the experimental group participants after the preparation session. Similar interviews were conducted with the control group participants to maintain research integrity and minimize bias. However, the control group interviews focused primarily on the participants’ emotions and experiences as first-time group participants, rather than on pre-group preparation. This dual-method approach allowed for a comprehensive evaluation of the measurable and experiential effects of pre-group preparation.

The findings of this study indicated that pre-group preparation had a significant positive impact on participants’ readiness and group engagement. The quantitative analysis revealed a statistically significant improvement in the preparation levels of the experimental group members after the pre-group preparation session. This confirmed that structured pre-group preparation effectively enhanced participants’ readiness and motivation, validating its importance in group counseling.

The qualitative findings further revealed that pre-group preparation influenced members across three key domains: (1) cognition and rules, (2) feelings and attitudes, and (3) interaction behaviors. These domains align with the theoretical orientations in pre-group preparation literature, suggesting that well-prepared group members exhibit higher engagement, better emotional regulation, and improved interpersonal interactions. Furthermore, the group leader observed distinct differences between prepared and unprepared members in terms of participation level, self-disclosure, and adherence to group norms. The members who received pre-group preparation demonstrated more confidence, a greater willingness to engage in group discussions, and stronger interpersonal connections than those who did not receive such preparation. These findings reinforce the critical role of pre-group preparation in enhancing individual and collective group effectiveness.

Future studies should explore how different levels of pre-group preparation affect trust building, communication patterns, and conflict resolution within a group setting. Additionally, future research should examine the long-term effects of pre-group preparation on member retention and overall counseling success. Researchers can also investigate diverse counseling themes, group structures, and participant demographics. Exploring the impact of the preparation sessions on older adolescents, adults, and clinical populations will provide valuable insights into the broader applicability of these findings.