| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導研究所 === 88 === The Study for the Effect of Parent-Adolescent Communication Consultation Group
By Shiann-Huei, Chiou
Abstract
The purpose of this study is to construct a cooperative and professional bridge between “school-family” so as to help adolescents, then to enhance the positive communicational ability of parents, and to resolve parent-adolescent communicational troubles effectively. It is based the communicational conception of “Circumplex Model of Marital and Family System” and the conception of consultation to design Parent-Adolescent Communication Consultation Group. Twenty-two parents of National Hai-San Industrial Vocational High School participated in this study. There were 12 parents selected to attend Group A, and the other 10 parents attended Group B. Group members met once a week, and it took them two hours per section. These two groups were led by the researcher with supervision. The effect of the communication consultation groups was assessed by pretest-posttest design included both quantitative and qualitative datas. The former, obtained from instruments including “Parent-Adolescent Communicational Trouble Check List”, “Parent-Adolescent Communicational Inventory (for Parent)”, “Parent-Adolescent Communi-cational Inventory (for Adolescence)”, were analyzed by t-test to test the hypotheses, which α<.05; the latter, obtained from “Member Focus Group”、and “Adolescent Focus Group”, were transcribed first, and then were processed by content analysis to compare the difference of pre-post groups.
The major findings were as follows:
1. The 22 members’ arithmetic mean M=19.23, standard deviation S=6.91, maximal value is 33, and minimal value is 8, referring to the pre-groups, in “positive communication” of “Parent-Adolescent Communicational Inventory (for Parent)” . And, referring to the post-groups, M=25.73, S=9.61, maximal value is 42, and minimal value is 20. After one-tail dependent event t test, t=-7.565, P<.05, it shows the mean score of post-groups were higher than the scores of pre-groups significantly. It means that the members adopt more positive communicational skills to handle adolescent problems, after attending the groups.
2. The members improve more significantly in positive communicational skills, which is based analyzing the transcript content “Member focus group” and “Adolescent Focus Group”, and it could be classified into six categories, including: “the respect for need of children”, “the skill of leading”, “empathy”, “the skill of enforcement ”, “the flexible attitude”, and “the awareness and control of emotion”.
3. The 22 members’ arithmetic mean M=6.55, standard deviation S=4.17, maximal value is 16, and minimal value is 0, referring to the pre-groups, in “negative communication” of “Parent-Adolescent Communicational Inventory (for Parent)” . And, referring to the post-groups, M=4.09, S=4.98, maximal value is 18, and minimal value is 0. After one-tail dependent event t test, t=1.94, P<.05, it shows the mean score of post-groups were lower than the scores of pre-groups significantly. It means that the members were inclined to avoid negative communicational fashions to handle adolescent problems, after attending the groups.
4. The member decreasingly use in negative communicational fashions, which is based analyzing the transcript content “Member focus group” and “Adolescent Focus Group”, and it could be classified into four categories, including: “the avoidance of preach”, “the avoidance of blame”, “the avoidance of autocracy”, and “theme interference reduction”.
5. The 22 members’ arithmetic mean M=92.68, standard deviation S=10.58, maximal value is 113, and minimal value is 74, referring to the pre-groups, in “Parent-Adolescent Communicational Inventory (for Parent)” . And, referring to the post-groups, M=101.64, S=13.57, maximal value is 122, and minimal value is 78. After one-tail dependent event t test, t=2.24, P<.05, it shows the mean score of post-groups were higher than the scores of pre-groups significantly. It means that the members were capable to adopt communicational skills to handle adolescent problems, after attending the groups .
6. After the members attended the groups, the members’ communication fashions were more acceptable by children than the communication fashions selected at random in “Parent-Adolescent Communicational Inventory (for Adolescence)”. This showed that the groups of this study could help members adopted communication fashions which their children preferred.
7. The 22 members’ arithmetic mean M=11.59, standard deviation S=6.51, maximal value is 26, and minimal value is 2, referring to the pre-groups, in “trouble level” of “Parent-Adolescent Communicational Trouble Check List” With the development of the groups, the scores decreased gradually; And, referring to the post-groups, M=5.77, S=5.10, maximal value is 18, and minimal value is 0. After one-tail dependent event t test, t=7.565, P<.05; it shows that the mean score of the post-groups were lower than those of the pre-groups. That is, Parent-Adolescent Communication Consultation Group could effectively decrease the members’ troubles between parents and adolescents.
8. The 22 members’ arithmetic mean M=11.00, standard deviation S=6.86, maximal value is 25, and minimal value is 2, referring to the pre-groups, in “trouble level” of “Parent-Adolescent Communicational Trouble Check List” With the development of the groups, the scores decreased gradually; And, referring to the post-groups, M=6.45, S=4.65, maximal value is 18, and minimal value is 1. After one-tail dependent event t test, t=6.07, P<.05; it shows that the mean score of the post-groups were lower than those of the pre-groups. It suggests that Parent-Adolescent Communication Consultation Group could effectively resolve the members’ problems between parents and adolescents.
9. The parent-adolescent communicational troubles decreased which is based analyzing the transcript content “Member focus group” and “Adolescent Focus Group”, which were classified into five categories, including: “Adolescent culture”, “personal relationship troubles”, “the interaction in the family”, “school behavioral troubles”, “behavioral troubles” and “no change.”
Finally, the results and findings of this study were fully discussed in order to provide propositions for the cooperation between “school-family” so as to help adolescents、for counseling practice、and for future research.
|
|---|
