EQUIP方案對高危險群青少年認知扭曲之團體諮商效果研究

The Effects of EQUIP Group Counseling on the At-Risk Adolescents

10.6308/CG.07.01

戴嘉南(Chia-Nan Tai)；連廷嘉(Ting-Chia Lien)；陳志賢(Chih-Hsien Chen)

EQUIP ； 團體諮商 ； 高危險群青少年 ； 認知扭曲 ； 攻擊行為 ； EQUIP program ； cognitive distortion ； adolescents at risk ； aggressive behavior

諮商輔導文粹：高師輔導所刊

7期（2002 / 11 / 01）

1 - 25

繁體中文

本研究的主要目的在探討「EQUIP團體方案」對高危險群青少年之團體諮商效果，以提供未來從事高危險群青少年輔導工作的參考及應用。本研究採等組前後測測量的實驗設計，以二十名國一具高危險行為的學生為對象，隨機分派成實驗組和控制組。實驗組接受為期十二週，每週二個小時，共二十四小時的團體諮商；控制組則不作處理。本研究之依變項為認知扭曲與攻擊行為等二類；自變項則為實驗處理。本研究以「認知扭曲量表」、「攻擊行為量表」測量之。所得資料以單因子共變數分析進行統計考驗，並以成員所填寫之團體回饋單作為研究結果的佐證及補充。本研究之主要結論如下：一、EQUIP方案團體諮商對高危險群青少年降低認知扭曲具有顯著的立即性輔導效果；也在自我中心、錯誤標籤、壞處思考、責備他人等分量表亦具有立即性輔導效果。二、EQUIP方案團體諮商對高危險群青少年降低攻擊行為具有顯著的立即性輔導效果；也在口語攻擊、身體攻擊等分量表亦具有立即性輔導效果。三、由團體成員的回饋發現，成員對此團體持正向肯定的態度，認為實驗處理後較了解往後如何面對衝突情境。此外，團體也提供行為演練的機會，讓成員較以往了解認知扭曲的四種類型、有效管理憤怒情緒與增加人際互動技巧。最後，研究者針對研究結果加以討論分析，並對輔導實務以及未來研究提出若干建議。

The major purposes of the research were to develop a EQUIP group counseling program and to examine the effects of EQUIP group counseling on the at-risk adolescents. Twenty at-risk students in 1st and 2nd grades were randomly assigned into experiment group and control group. The students in the experiment group were arranged to attend 12 sessions of EQUIP group counseling for 12 weeks. The control group received no treatment. The dependent variables consisted of “cognitive distortions,” “aggressive behavior.” All subjects received the pretest, and the posttest test with the Cognitive Distortions Scale, and Aggressive Behavior Scale. The data were analyzed by analysis of covariance (ANCONA) for quantitative analysis. The results of the feedback sheets, the degree of satisfaction scale were used as the proof and supplements of the research results. The following conclusions were drawn from this study: 1 .The results showed that EQUIP group had an effect on the self-centered, minimizing/mislabeling, assuming the worst, and blaming others of cognitive distortions. 2. The results showed that EQUIP group had an effect on the verbal aggressive, and body aggressive of aggressive behavior. 3. From the feedback and interviews of the experiment group, it was found that the students had positive attitudes for group, and knew how to handle the situation of conflict in the future better. Finally, suggestions from the results of this study were provided for school counselors. Some topics for future research were also indicated.

1. Alvarez-Sander, C.,Reyes, L.S.(1994).Capital offender group Program.Giddings, TX:Giddings State Home and School of the Texas Yexas Youth Commission.
2. Anderson, K. B.,Auderson, C. A.,Dill, K.E.,Deuser, W.E.(1998).The interactive relations between trait hostility, pain, and aggressive thoughts.Aggressive Behavior,24,161-171.
3. Barriga, A. Q.(1997).The Ohio State University.
4. Beck, A. T.(1976).Cognitive therapy and the emotional disorders.New York:International Universities.
5. California Department of Youth Authority(1994).Victim awareness/community safety: Student`s and teacher`s manuals.Sacramento:California Department of Youth Authority.
6. Click, N. R.,Dodge, K. A.(1994).A review and reformulation of social information processing mechanisms in children`s social adjustment.Psychological Bulletin,115,74-101.
7. Coleman, M.,Pfeiffer, S.,Oakland, T.(1992).Aggression replacement training with behaviorally disordered adolescents.Behavioral Disorders,18(1),54-56.
8. Craven, S. V.(1997).Duke University.
9. Curulla, V. L.(1990).Seattle,University of Washington.
10. Gibbs, J. C.,Potter G.,Goldstein A. P.(1995).The EQUIP program: Teaching responsible thinking and acting through a peer-helping approach.Champaign, IL:Research Press.
11. Goldstein, A. P.,Glick, B.,Carthan, W.,Blancero, D.(1994).Reducing delinquency: Intervention in the community.New York:Pergamon.
12. Goldstein, A. P.,Glick, B.,Gibbs, J. C.(1998).Aggression replacement training: A comprehensive intervention for aggressive youth.Champaign, IL:Research Press.
13. Goldstein, A. P.,McGinns, E.(1997).Skillstreaming the adolescent: New strategies and perspectives for teaching prosocial skills.Champaign, IL:Research Press.
14. Goldstein, A.P.(1999).The prepare curriculum: Teaching prosocial competencies.
15. Jones, Y.(1990).Center for learning and adjustment difficulties.Brisbane, Australia:
16. Kennedy, S. M.(1989).Canada,University of Ottawa.
17. Leeman, L. W.,Gibbs, J. C.,Fuller, D.(1993).Evaluation of a multi-component group treatment program for juvenile delinquents.Aggressive Behavior,19,281-292.
18. Liau, A. K.,Barriga, A. Q.,Gibbs, J. C.(1998).Relations between self-serving cognitive distortions and overt vs. covert antisocial behavior in adolescents.Aggressive Behavior,24,335-346.
19. Lochman, J. E.,C. R. Keith(Ed.)(1984).The aggressive adolescent: Clinical perspective.New York:A Division of Macmillan, Inc.
20. Mass, D. E.(1997).General semantics formulations in David Bums` feeling good.ETC: A Review of General Semantics,54(2),225-235.
21. National Institute on Drug Abuse(1993).Recovery training and self-help: Relapse prevention and aftercare for drug addicts.Rockville, MD:National Institute on Drug Abuse.
22. Ohio Department of Youth Services(1990).Victim awareness: A comprehensive and integrated program.Columbus:Ohio Department of Youth Services.
23. Perry, D.G.,Perry, L. C.,Rasumussen, P.(1986).Cognitive social learning mediators of aggression.Child Development,57,700-711.
24. 方惠生(2000)。碩士論文(碩士論文)。高雄師範大學輔導研究所。
25. 連秀鸞(1999)。碩士論文(碩士論文)。高雄師範大學輔導研究所。
26. 郭隆興(1997)。博士論文(博士論文)。高雄師範大學教育研究所博士論文。
27. 黃正鵠、楊瑞珠、教育部訓委會(1996)。國立高雄師範大學。
28. 楊瑞珠(1996)。高危險群青少年文化心態特質與甄別量表編製。台北:心理。
29. 楊瑞珠、鍾思嘉、蕭文、連廷嘉、劉玲君(1999)。國科會專案研究論文報告國科會專案研究論文報告,未出版
30. 謝淑芬(1991)。碩士論文(碩士論文)。台灣師範大學教育心理與輔導研究所碩士論文。

1. 連廷嘉(2007)。焦點解決取向團體諮商對青少年綱路成癮行為之成效研究。諮商輔導學報：高師輔導所刊，17，39-64。
2. (2003)。台灣都會區高危險群青少年流行率之調查研究。屏東師院學報，20，105-140。