| Summary: | 碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 101 === The purpose of this research is to understand effects of popular structured activities using electronic material at high and low interaction group. Quasi-experimental design was adopted. Participants of this study included 28 junior high school students from 2 public junior high schools in Chang-hua. Instruments included “structured activities programs”, “Group Therapeutic Factors Scale (cohesion scale)”, “GCQ-S (engaged scale)”,and homework. The data was analyzed by using t-test, two-way ANOVA and ANCOVA. The main results of this study can be summarized as follows:
1.High interaction group not using electronic material had greater effect on “Group engaged climate” and “Group cohesion”, Low interaction group not using electronic material had less effect on “Group engaged climate” and “Group cohesion”, the influence between two groups was significant.
(1)High interaction group：Group using electronic material had greater effect on “Guess Who”, and group not using electronic material had greater effect on “Group Norms”, “Little Reporter”, “Richman”, “Rounds” and “Three Cards”.
(2)Low interaction group：Group using electronic material had greater effect on all the six structured activities.
2.The different effects of six structured activities is as follow:
(1)Group engaged climate: “Three Cards” and “Rounds” had greater enhancing effect, while “Guess Who”, “Richman”, and “Little Reporter” had medium effect, and “Group Norms” had less effect.
(2)Group cohesion: “Three Cards” and “Rounds” had greater enhancing effect, while “Guess Who” , “Little Reporter”, and “Richman” had medium effect, and “Group Norms” had less effect.
3.All effect of Group engaged climate and Group cohesion from the four group had clear increase after six times of structured activities.
Based on research results and limitations, several suggestions were proposed to counseling worker and future researchers.
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