研究生: |
賴國彰 Lai, Kuo-Chang |
---|---|
論文名稱: |
童軍活動運用於國中生挫折容忍力影響之研究─以新北市某國中輔導小團體為例 The Effects of Applying Scouting Activities in Improving Students' Frustration Tolerance: An Example of Group Guidance at a Junior High School in New Taipei City. |
指導教授: |
蔡居澤
Tsai, Ju-Tse |
口試委員: |
王俊杰
Wang, Chun-Chieh 李晟瑋 Li, Cheng-Wei 蔡居澤 Tsai, Ju-Tse |
口試日期: | 2023/06/07 |
學位類別: |
碩士 Master |
系所名稱: |
公民教育與活動領導學系 Department of Civic Education and Leadership |
論文出版年: | 2023 |
畢業學年度: | 111 |
語文別: | 中文 |
論文頁數: | 152 |
中文關鍵詞: | 挫折容忍力 、童軍活動 、輔導小團體 |
英文關鍵詞: | Frustration Tolerance, Scouting Activities, Group Guidance |
研究方法: | 行動研究法 |
DOI URL: | http://doi.org/10.6345/NTNU202300559 |
論文種類: | 學術論文 |
相關次數: | 點閱:104 下載:13 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在探求童軍活動應用在輔導小團體時,成員的挫折容忍力是如何隨著團體歷程而改變。研究目的如下所示:
一、探討如何運用童軍活動設計能夠增進學生挫折容忍力的輔導小團體方案。
二、分析以童軍活動設計的輔導小團體方案實施歷程、遇到的問題及因應策略。
三、評估學生在歷經以童軍活動設計的輔導小團體方案後的發展情形。
本研究採用行動研究法,以新北市某國中七、八年級學生共八位為研究對象。研究工具除以挫折容忍力量表來檢視成員在團體進行前後的差異外,同時以訪談大綱、名牌小書、團體回饋表、團體活動紀錄表、團體觀察紀錄表、滿意度調查表等蒐集質性資料,俟資料蒐集完畢後進行分析與歸納。
本研究的研究結果如下:
一、本研究的方案名稱為【當挫折來敲門】,將「挫折容忍力要素」、「童軍規律」、「綜合活動學習重點」以及「團體發展階段」作為方案的設計核心,使方案的設計得以緊扣研究目的。
二、八週的實施歷程可分為五個階段,但衝突期隱藏在形成期當中,大多為規範期難以進入發展期;實施中遇到的問題可分成三個部分,分別為小團體的開設、成員的參與狀況以及課程的設計與執行,因應策略都考驗著帶領者對方案的理解程度。
三、在量化分析上,成員挫折容忍力的分數前後調查有增加,而差異多寡受其本身的參與態度,以及在團體中是否有同儕的支持有關;在質性研究上,從成員的訪談分析中發現成員陳述出來的概念與接納自己及他人、有效溝通、欣然面對成功、貼近他人及發揮憐憫心、用別人的觀點觀察生活、選擇抗壓而不是備壓力擊垮、訓練自律及自制力與維持心智堅韌的生活型態等挫折容忍力要素相符。
The purpose of this study was to explore how the frustration tolerance of members in group guidance changes throughout the group process when scouting activities were applied. The research objectives are as follows:
1. Investigate how scouting activities can be used to design group guidance programs that enhance students' frustration tolerance.
2. Analyze the implementation process, challenges encountered, and strategies employed in group guidance programs designed with scouting activities.
3. Evaluate the developmental outcomes of students after participating in group guidance programs designed with scouting activities.
This study adopted an action research method and involves a total of eight 7th and 8th-grade students from a junior high school in New Taipei City. In addition to using a Frustration Tolerance Scale to examine the differences in members' frustration tolerance before and after the group process, qualitative data also was collected through interview outlines, nameplate booklets, group feedback forms, group activity record sheets, group observation record sheets, and satisfaction surveys. After data collection was complete, analysis and synthesis was conducted.
The research findings of this study was as follows:
1. The program designed in this study, titled "When Frustration Knocks," incorporates the core elements of " Frustration Tolerance Factors," "Scout Law," "Integrated Activity-based learning," and "Stages of group development," aligning closely with the research objectives.
2. The implementation process, spanning eight weeks, could be divided into five stages. However, the conflict stage is embedded within the forming stage, making it difficult for most groups to transition from the norming stage to the performing stage. The problems encountered during implementation can be categorized into three areas: the establishment of group guidance, member participation, and curriculum design and execution. The strategies employed to address these issues test the leader's understanding of the program.
3. In the quantitative analysis, it was found that members' scores of frustration tolerance test were increasing. The extent of this improvement was influenced by their individual participation attitudes and the presence of peer support within the group. In the qualitative research, through analysis of members' interviews, it was discovered that the concepts expressed by the members corresponded to frustration tolerance factors such as self-acceptance and acceptance of others, effective communication, embracing success, closeness to others and showing compassion, observing life from others' perspectives, choosing resilience over being overwhelmed by stress, training self-discipline and self-control, and maintaining a mentally resilient lifestyle.
壹、中文文獻
王珮珩、周煌智、許秀月 (2014)。挫折之概念分析。高雄護理雜誌,31(1),39-49。。http://doi.org/10.6692/KJN-2014-31-1-5
王夢萍 (2005)。每個孩子都要學習的50堂挫折課。宇河。
吳秀碧 (2019)。團體諮商與治療:一個嶄新的人際─心理動力模式。五南。
吳崇旗、李晟瑋 (2021)。探索與冒險教育:理論與實踐。亞洲體驗教育學會。
吳清山、林天祐 (2003)。教育名詞解釋:挫折容忍力。教育研究月刊,115,155。
林孟欣 (2019)。冒險教育活動對弱勢家庭學生挫折容忍力影響之研究—以桃園某團體自行車環島活動為例。[未出版碩士論文]。國立臺灣師範大學。
徐秀婕 (2021)。第三章:童軍科素養導向教學。載於蔡居澤與徐秀婕 (主編),國中童軍教材教法 (頁37-63)。教育部。
張文鑫 (2021)。第二章:童軍教材教法理論與發展趨勢。載於蔡居澤與徐秀婕 (主編),國中童軍教材教法 (頁19-35)。教育部。
張春興 (2006)。張氏心理學辭典。東華。
張清濱 (2020)。教學原理與實務。五南。
張景媛 (2000)。教育大辭書。雙語詞彙、學術名詞暨辭書資訊網。https://reurl.cc/OVzgVv
教育部 (2014)。十二年國民基本教育課程綱要總綱。作者。
教育部 (2014)。全國法規資料庫。作者。https://reurl.cc/EGWypk
教育部 (2018)。十二年國民基本教育課程綱要:綜合活動領域。作者。
教育部 (2021)。重編國語辭典修訂本。作者。https://reurl.cc/yko0k2
教育部 (2021)。國中童軍教材教法。作者。
連建皓 (2016)。運用探索教育課程提升國小六年級學童自我概念與挫折容忍力之行動研究。[未出版碩士論文]。靜宜大學。
陳向明 (2019)。社會科學質的研究。五南。
陳志銘 (2012)。教育大辭書。雙語詞彙、學術名詞暨辭書資訊網。https://reurl.cc/eXngdK
陳奕旋 (2022)。團體輔導提升國小學童挫折容忍力之行動研究。[未出版碩士論文]。國立暨南大學。
黃政傑、林佩璇 (2013)。合作學習。五南。
黃惠惠 (2018)。助人歷程與技巧。張老師。
黃智淵 (2004)。談挫折容忍力。師友月刊,443期,72-73。http://doi.org/10.6692/KJN-2014-31-1-5
新北市教育局 (2021)。新北市童軍手冊。作者。
楊俊鴻 (2018)。素養導向課程與教學:理論與實踐。高等。
廖以琳 (2020)。融入團體輔導之童軍課程對提升學生挫折忍受力影響之行動研究。[未出版碩士論文]。中原大學。
劉玉玲 (2016)。青少年發展與輔導:認知、情意與關懷。高等。
劉彥俊 (1987)。童軍教育。水牛。
潘正德 (2012)。團體動力學 (第三版)。心理。
蔡居澤 (2021)。第一章:導論。載於蔡居澤與徐秀婕 (主編),國中童軍教材教法 (頁1-17)。教育部。
蔡清田 (2021)。十二年國教新課綱與教育行動研究。五南。
衛生福利部 (2019)。全國法規資料庫。作者。https://reurl.cc/yko0rD
衛生福利部心理健康司 (2022)。全國自殺死亡資料統計。https://dep.mohw.gov.tw/DOMHAOH/cp-4904-8883-107.html
謝智謀 (2022)。你的賦權,是最好的成全。親子天下。
謝智謀、王貞懿、莊欣瑋 (2014)。體驗教育:從150個遊戲中學習。亞洲體驗教育學會。
魏芳瑜 (2014)。體驗學習團體對高關懷學生挫折容忍力影響之行動研究。[未出版碩士論文]。臺北市立大學。
羅佳 (2007)。挫折忍受度。諮商與輔導,257期,13。http://doi.org/10.29837/CG.200705.0001
蘇岱崙、方翊涵 (2014)。《親子天下》情緒力大調查:面對負面情緒,孩子束手無策。親子天下。https://www.parenting.com.tw/article/5056995
貳、英文文獻
Atweh, B., Kemmis, S., & Weeks, P. (1998)(Eds.). Action research in practice. Routledge.
B.W Tuckman and M.A.C Jensen (1977). Stage of Small-Group Development Revisited. Group and Organizational Studies, 2(4), 419-427.
Barrett, J., & Greenaway, R. (1995). Why adventure? The role and value of outdoor adventure in young people’s personal and social development. A review of research. Association of Outdoor Learning.
Bass, B. (1965). Organizational psychology. Allyn and Bacon.
Benedetti, F. (2011). The patient’s brain: The neuroscience behind the doctor-patient relationship. Oxford University Press.
Bennis, W. G., & Shepard, H. A. (1965). A theory of group development. Human Relations, 29, 415-457.
Bergin, J., & Klein, J. (2009). Small-group counseling. In A. Vernon (Ed.), Counseling children and adolescents (4th ed., pp. 359-386). LOVE.
Boyd, R.D. (1994). The matrix model: A conceptual framework for small groups analysis. In R.B. Boyd (Ed.), Personal transformation in small groups: A Jungian perspective (pp.14-40). Routledge.
Brooks, R. B., & Goldstein, S. (2003). Power of resilience (p. 3). New York,
Brooks, R., & Goldstein, S. (2001). Raising Resilient Children: Fostering Strength, Hope, and Optimism in Your Child. Contemporary Books
Burlingame, G.M., McClendon, D. T., & Alonso, J. (2011). Cohesion in group therapy. Psychotherapy, 48(1), 34-42
Clifford, M. M. (1988). Failure tolerance and academic risk-taking in ten- to twelve-year-old students. British Journal of Educational Psychology, 58(1), 15-27.
Corey, G. (2012). Theory and practice of group counseling (8th ed.). Books/Cole.
Dewey, J. (1938). Logic. The theory of enquiry. The Later works of John Dewey, Volume 12. Jo Ann Boydston (ed.). Southern Illinois University Press.
Doll, W.E. Jr. (1989). Complexity in the classroom. Educational Leadership, 4(1), 65-70.
Dornbusch, S.M. (1989). The sociology of adolescence. Annual Review of Sociology, 15, 233-259.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087.
Erickson, H. L., & Lanning, L. A. (2013). Transitioning to concept-based curriculum and instruction: How to bring content and process together. Corwin Press.
Erikson, E. H. (1968). Identity: Youth and crisis. Norton.
Festinger, L. (1957). The theory of cognitive dissonance. Row and Peterson.
Gelso, C. J. (2011). The real relationship in psychotherapy: The hidden foundation of change. American Psychological Association.
Gerstein, J.S. (1990). North Illinois University corporate adventure handbook. North Illinois University College of Continuing Education.
Giedd, J.N. (2008). The teen brain: insights from neuroimaging. Journal of Adolescent Health, 42(4), 335-343.
Giedd, J.N. (2015). The Amazing Teen Brain. Scientific American, 312(6), 32-37.
Goffman, E. (1959). The presentation of self in everyday life. Doubleday Anchor.
Halonen, J. S., & Santrock, J. W. (1999). Psychology contexts & applications. McGraw-Hill.
Heider, F. (1958). The psychology of interpersonal relations. John Wiley & Sons.
Homans, G. C. (1961). Social behavior: Its elementary forms. Harcourt, Brace and World.
Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2015). Group counseling: Strategies and skills. Cengage learning.
Kelly, H. H. (1979). Personal relationship: Their structure and processes. Erlbaum.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall, Inc.
Laurs, D.E. (2004). Ungrown-up grown-ups: The representation of adolescence in twentieth-century New Zealand young adult fiction: A of Doctor of Philosophy in English Literature at Massey University, Palmerston North. New Zealand. http://mro.massey.ac.nz/handle/10179/1255
Mann, R., Gibbard, G., & Hartman, J. (1967). Interpersonal styles and group development. John Wiley & Sons.
Martin, Andrew J., Marsh, Herbert W., Debus, Raymond L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, Vol 93(1), Mar 2001, 87-102
Martin, P., & Priest, S. (1986). Understanding the adventure experience. Adventure Education, 3, 18-21.
McLean, K.C. (2005). Late adolescent identity development: Narrative meaning making and memory telling. Developmental Psychology, 41(4), 683-691
McLeod, S. A. (2021). Erik Erikson’s stages of psychosocial development. Simply Psychology. http://www.simplypsychology.org/Erik-Erikson.html.
OECD (2018). The future of education and skills 2030. Author.
OECD (2019). PISA 2018 Results (Volume III) : What School Life Means for Students’ Lives. https://www.oecd.org/publications/pisa-2018-results-volume-iii-acd78851-en.htm
Ornstein, A.C. and Hunkins, F.P. (2004). Curriculum: Foundations, principles, and issues (4th ed.). Pearson Education, Inc.
Parcham, A. (1975). Notes on the evaluation of outdoor experience programmes. National Conference on Outdoor and Experiential Education. Ambleside.
Petrie, R.D.(1987). Group enactment procedures: Theory and application. The Journal for Specialists in Group Work,12(1). 26-30.
Pfeiffer, J.W., & Jones, J.E. (1980). The 1980 annual handbook for group facilitators. University Associates.
Piaget, J. (1932). The child’s conception of physical causality. Harcourt.
Piaget, J. (1948). Judgment and reasoning in the child. Harcourt, Brace.
Piaget, J. (1970). Piaget’s theory. In P.H. Mussen (Ed.), Carmichael’s manual of child psychology (Vol. 1). Wiley.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80, 1-28.
Schaefer, C. E., & Drewes, A. A. (2013). The therapeutic powers of play: 20 core agents of change. John Wiley & Sons.
Slavin, R. E., & Davis, N. (2006). Educational psychology: Theory and practice.
Sweeney, D. S., Baggerly, J., & Ray, D. C. (2014). Group play therapy: A dynamic approach. Routledge.
Tasca, G.A., & Lampard, A.M. (2012). Reciprocal influence of alliance to the group and outcome in day treatment for eating disorders. Journal of Counseling Psychology, 59(4), 507-517.
Toseland, R. W., & Rivas, R. F. (2009). An introduction to group work practice. Boston.
Trotzer, J. P.(1977). The counselor and the group. Cole.
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & organization studies, 2(4), 419-427.
Unicef. (2011). The State of the World’s Children 2011: Adolescence an age of opportunity. Retrieved from http://www.unicef.org/adolescence/files/SOWC_2011-_Main_Report_EN_02092011.pdf
Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45 (1), 28-36.
Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy. Basic books.
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? AmericanPsychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794