遊戲治療對社會退縮兒童之退縮行為與自我概念之成效探討

文化大學機構典藏 CCUR > 教育學院 > 心理輔導學系暨心理輔導研究所 > 博碩士論文 > Item 987654321/25415

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题名:	遊戲治療對社會退縮兒童之退縮行為與自我概念之成效探討 The impact of play therapy on social withdrawal children’s withdrawal behaviors and self-concept
作者:	鄭文媛 Cheng, Wen-Yuan
贡献者:	心理輔導學系
关键词:	兒童中心遊戲治療社會退縮兒童自我概念 Child-Centered Play Therapy Socially withdrawn children Self-concept
日期:	2013-05
上传时间:	2013-10-03 13:22:36 (UTC+8)
摘要:	本研究以臺北市與新北市國小四年級的學生為研究對象，透過班級導師推薦，篩選出七名社會退縮兒童參與研究，經隨機分派至實驗組與控制組，實驗組成員三名，控制組成員四名。本研究採前、後測實驗設計，實驗組成員接受每週一次、每次四十分鐘，共計十次之遊戲治療，而控制組則不接受任何介入。本研究在遊戲治療施行前、後一週，兩組成員分別實施「六歲至十八歲兒童行為檢核表」、「六歲至十八歲兒童-教師報告表」以及「國小學童自我概念量表」，所得資料以SPSS統計軟體進行單因子共變數分析。此外，在遊戲治療介入前三週、介入期間、介入後三週，對7 位研究參與者進行每週二次、每次十分鐘，共計十六週之課堂觀察，此課堂觀察使用直接觀察表進行紀錄，並使用視覺分析方式進行資料分析。本研究的主要發現分述如下：一、兒童中心遊戲治療對社會退縮兒童之退縮行為具有顯著改善。二、兒童中心遊戲治療對於社會退縮兒童之自我概念，未呈現立即性的改善。三、退縮兒童在接受兒童中心遊戲治療前後之歷程變化呈現正向的改變。最後，研究者根據研究結果提出建議，以供國小輔導實務工作者及未來研究者之參考。關鍵詞:社會退縮兒童、自我概念、兒童中心遊戲治療 The current study recruited seven 4th-grade students (9-10-year-olds) at elementary schools in Taipei and New Taipei City. The participants were referred from their teachers because of participants’ socially withdrawal behaviors. Subjects were randomly assigned to an experimental group (n=3) and a control group (n=4). The present study used pretest-posttest experimental design. Participants in the experimental group received child-centered play therapy once a week for 10 weeks, while participants in the control group did not receive any intervention. Both groups were administered by three questionnaires including Child Behavior Checklist For Ages 6-18(CBCL), Teacher’s Report Form For Ages 6-18(TRF), and Children’s Self-concept Questionnaire in a week prior and after receiving child-centered play treatment. All data was analyzed by the analysis of covariance model (ANCOVA) In addition, in-class observations were conducted twice a week for sixteen weeks. Data from direct observations were examined by visual analysis. The main results of the current study were: 1.Child-centered play therapy significantly decreased withdrawn behaviors among socially withdrawal children. 2.Child-centered play therapy did not show instant improvement on socially withdrawal children’s self-concept. 3.Postive changes occurred on socially withdrawal children after receveing child-centered play therapy. Based on the results of the study, the author provided suggestions for school counselors as well as further researchers . Key words: Socially withdrawn children, Self-concept, Child-Centered Play Therapy.
显示于类别:	[心理輔導學系暨心理輔導研究所 ] 博碩士論文

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