正向心理健康BMI（友善—情緒—認同）團體輔導之種子師資培訓課程成效研究

Yu-Chan Li; Jiann-Horng Yeh; Yieh-Loong Tsai; Hsin-Cheng Yeh

doi:10.6251/BEP.202406_55(4).0008

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2025/01/01~2025/12/31

感谢试用，科学期刊库｜科学论文库，期间：2025/04/01~2025/06/30

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P819 - 845

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

书目管理工具

相关连结

问题回报

全文下载

正向心理健康BMI（友善—情绪—认同）团体辅导之种子师资培训课程成效研究

The Effect of Leader Training Program for Positive Mental Health BMI (Befriend-Mindfulness-Identity) Group Counseling

李玉婵(Yu-Chan Li) ；叶建宏(Jiann-Horng Yeh) ；蔡育伦(Yieh-Loong Tsai) ；叶芯澄(Hsin-Cheng Yeh)

教育心理学报； 55 卷 4 期 (2024 / 06 / 01) ， P819 - 845

繁体中文;英文 DOI： 10.6251/BEP.202406_55(4).0008

正向心理健康BMI ；友善人际支持—正念情绪平稳—认同自我价值意义；种子师资培训；训练评监四层次模式；成效评估； positive mental health BMI ； befriend-mindfulness-identity ； train the trainer ； Kirkpatrick evaluation model ； effectiveness evaluation

0 个人觉得这篇文章赞

摘要 │ 参考文献 (73) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

In this study, the Kirkpatrick training evaluation model was used to comprehensively evaluate the effectiveness of the positive mental health BMI leader training program. This evaluation framework encompasses four key levels, namely reaction, learning, behavior, and results. This study also investigated differences between individuals with and without a social work background, with a focus on the outcomes of training. Three foundational dimensions, namely interpersonal support intimacy (befriend, B), mindfulness stability mastery (mindfulness, M), and self-worth meaning (identity, I), were used to develop a robust group counseling approach to nurturing three essential positive mental health skills. A total of 47 seed teachers participated in this study and completed an intensive 8-unit training program. The program included both theoretical and practical elements to ensure a holistic and well-rounded learning experience. Multiple assessments were conducted at several critical stages, namely, before training, during training, after training, and after the implementation of the counseling program. Evaluations were conducted using tools such as surveys focused on mental health BMI; questionnaires targeting patient health, specifically depression; supervisor assessments; and detailed focus group interviews. A train-the-trainer model was used as the primary training program to enhance positive mental health BMI. The curriculum used in this study emphasized solution-focused counseling techniques as crucial to achieving transformative change. This approach to group counseling is structured into eight operational steps; it served as a systematic and structured means of implementing the positive mental health BMI group counseling program. This program is divided into three levels: an introductory level (2 hours) that includes understanding mental health BMI self-management; a beginner level (6 hours) that includes experiential learning in three dimensions of happiness (i.e., befriending, mindfulness, and identity); and an advanced level (6 hours) that includes relationship transformation, mindfulness regulation, identity, and value meaning. These sessions are designed to foster psychological health intelligence related to essential elements of happiness, including interpersonal support, mindfulness, and identity. Each unit of the program, which was heavily based on a solution-focused counseling approach, followed a carefully crafted sequence of steps. The first step involves engaging in warm-up activities designed to set the tone for the group to establish an environment conducive to open communication and collaboration. The second step involves brief lectures and sharing of success experiences, in which participants view lectures and are encouraged to share their success experiences related to psychological health BMI themes. This step enables fostering of a mutual understanding among group members and creates a supportive learning atmosphere. The third step involves the implementation of self-assessment through mental health BMI, in which the participants engage in self-assessment activities to gauge their current levels of psychological health indicators. The fourth step involves setting goals for managing mental health BMI, in which participants receive assistance with setting personalized goals. The fifth step involves determining the order and methods of mental health BMI, with the participants guided in determining the sequence and methods necessary for effectively managing their mental health BMI. The sixth step involves evaluating individual levels of confidence in managing mental health BMI. These confidence levels are evaluated to ensure that the participants feel empowered and capable of implementing strategies for managing their mental health BMI. The seventh step involves self-assessment of mental health BMI. The session concludes with the participants engaging in self-assessment to prepare for subsequent discussions and reflections. The final step involves selection of mental health BMI-related goals for daily life experiences, in which the participants select specific goals related to interpersonal support, mindfulness, or identity. This approach can promote self-management efficacy and instill self-belief through uplifting techniques. Overall, the research findings underscore the positive effect of the training program on the psychological health of both the seed teachers and the participating students. The program had positive effects across all four levels of training evaluation- reaction, learning, behavior, and results. Notably, some disparities were observed in terms of mental health, program implementation, and course participation between individuals with and without a social work background, particularly those who had passed or not passed training. This comprehensive study serves as a valuable contribution to the field of positive mental health training, offering insights into the complex dynamics of training effectiveness and the influence of social work backgrounds on outcomes. The research methodology integrates dimensions of interpersonal support, mindfulness, and self-worth and provides a deep understanding of the complex nature of positive mental health. Overall, the study's use of diverse assessment tools, including surveys, questionnaires, supervisor assessments, and focus group interviews, enriched the evaluation process and captured a holistic view of the program's impact. The structure of the training program, which follows a train-the-trainer model, emphasizes the importance of equipping educators with the skills necessary to promote positive mental health. Strategically integrating solution-focused counseling techniques and the dimensions of happiness of befriending, mindfulness, and identity is a useful approach to meeting the diverse requirements of students. The three-phase program design, which convers topics spanning from understanding self-management to relationship transformation and value meaning, provides a progressive and comprehensive educational journey. Each unit of the program involves eight operational steps, and therefore, the program provides a systematic and participant-centered approach that ensures engagement, understanding, and practical application of mental health management strategies. The activities of this program included warm-up activities, success experience sharing, self-assessment, goal setting, and confidence evaluation creates a supportive and empowering learning environment. Integrating these steps aligns with best practices in adult education, promoting active participation, reflection, and goal-oriented learning. The research findings revealing positive effects across reaction, learning, behavior, and results emphasize the potential of the training program to enhance psychological well-being. The disparities observed between individuals with and without a social work background add an extra layer of complexity to the study, highlighting potential areas for targeted interventions or customization based on participants' professional backgrounds. These insights contribute to the ongoing discourse on customization of mental health interventions to meet the diverse requirements of participants. In conclusion, this extensive evaluation provides a thorough understanding of the effectiveness of the training program and its implications for positive mental health. The research methodology, program structure, and evaluation process collectively contribute to a comprehensive understanding of the complex interplay between training, mental health outcomes, and individual backgrounds. This study not only advances this field but also provides practical insights for educators, trainers, and policymakers involved in designing and implementing mental health training programs. The complex approach and empirical evidence presented in this study lay the foundation for future studies and interventions aimed at promoting positive mental health in diverse educational and professional settings. Given that approximately 50% of the seed teachers completed the training program, this study proposes several directions for developing subsequent training programs and ensuring broader dissemination of information. These include specializing future training programs, gaining a deeper understanding of trainee motivations and expectations, systematic planning of course content and grading criteria in the progressive stages, completing a methodical compilation of materials that align with phased curricular objectives, and implementing training through a diverse range of promotional strategies.

参考文献 ( 73 ) 〈TOP〉

于若蓉, R.-R.(2005)。样本流失与劳动参与：华人家庭动态资料库的分析。调查研究—方法与应用，18，45-72。
连结：
吴相仪, H.-Y.,辛昱融, Y.-Z.,陈琬云, W.-Y.,简晋龍, C.-L.,锺昆原, K.-Y.(2017)。感恩课程对大学生感恩、幸福感与复原力影响之研究。教育心理学报，49，23-41。
连结：
吴国葆, G.-B.(2016)。焦点解决谘商的个案概念化。谘商与辅导，366，43-46。
连结：
李玉婵, Y.-C.,林圣恒, S.-H.,江嘉敏, J.-M.(2016)。心理健康 BMI 幸福心指标养心运动～修炼成为幸福人的心理卫生活动倡导。谘商与辅导，371，50-55。
连结：
李玉婵, Y.-C.,陈羿方, Y.-F.(2016)。国民心理健康 BMI。谘商与辅导，369，17+50-55。
连结：

被引用文献 ( 1 ) 〈TOP〉

李玉婵,吴苗嘉(2025)。第一线医事人员心理健康的正负向状态。谘商与辅导，469，29-32。

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址