本研究目的著重於團體不同階段人際行為之探討，結合團體諮商實務模式發展理念，探討團體歷程中成員改變的人際行為與其產生的效益，並以此論述領導者之核心任務。研究採用個案研究，針對一個共九位成員參與，進行了十二次聚會的非結構諮商團體歷程做分析；研究將第三次至第十一次的團體諮商過程中，成員的對話轉錄為逐字稿，並且運用個別團體成員人際歷程量表（IGIPS）作為編碼項目，並運用序列分析檢視團體諮商歷程階段的人際行為。研究結果摘要如下：團體前期階段，成員彼此之間尚不熟識，感受到連結或關懷後才會自我揭露，也難以表達真實的情緒；團體中期，成員開始主動自我揭露，分享個人議題之餘，同時表達情緒、關懷與好奇彼此，並且逐漸交織出互助的行為，如：給予彼此正向的觀點與建議、促進他人覺察與同理他人感受等等。在團體後期，成員之間的互動更為主動、頻繁，彼此持續自發性地探索議題、梳理情緒並且從分享的歷程中獲得新的覺察。研究依據團體歷程發展理論探討於團體中相互連結、共享關係和形成互助與賦能之人際歷程發展與轉換；亦分別針對未來研究、實務、督導與培育提出相關建議。

Grounded in practical developmental principles, this study constructs three primary phases of group interaction: connection, sharing, and mutual support. These phases encompass different dimensions of interpersonal behavior: Cognitive Awareness – self-awareness accompanied by positive perspectives; Emotional Expression – emotional release and deeper insights; Perspective Expansion – gaining the strength to face challenges through support and shared experiences; And Action Implementation – progressing from mutual support to commitment and behavioral change in the external world. In the early stage, though relationships among members were built upon discovering shared emotions or experiences, forming a sense of ‘group identity’, this was often accompanied by anxiety, indifference, detachment, and resistance, indicating unstable relationships within the group. The leader’s primary task was to help members identify emotions, manage resistance and conflict, and foster a sense of safety and belonging. During the middle stage, members engaged in self-disclosure and interactive discussions through mutual support behaviors. The sequence analysis revealed a significant transition from ‘resistance to expressing affect (RA)’ in the early stage to ‘reciprocal self-disclosure (DP)’ and ‘facilitating others’ awareness (EW)’ in the middle and later stages. These patterns underscore the dynamic shift from individual defense to interpersonal empowerment within the group system, with decreased resistance, indifference, and detachment. The leader’s role was to deepen discussions, facilitate awareness, and encourage real-time responses to the group process. In the later stage, members actively discussed personal issues, reinterpreted their experiences, and demonstrated cognitive awareness (self-understanding and positive perspectives). Subsequently, emotional release and integration occurred, leading to a more profound emotional awareness. Finally, members enhanced their expressive abilities and behavioral changes through interactions, sharing how they applied insights from the group to their external lives. The leader’s role was to support members in achieving personal and group goals, facilitate the development of coping strategies, and prepare to conclude the group.<br>Based on the group process development theory, we explored the progression of interpersonal connections, shared relationships, and the formation of mutual support and empowerment within the group. The findings provide recommendations for future research, practices, supervision, and training.