| Summary: | 博士 === 國立屏東科技大學 === 熱帶農業暨國際合作系 === 105 === This study aims to probe into effectiveness of strength-based approach horticultural group on elementary school students’ resilience and subjective experience of group members. This study adopted both qualitative and quantitative methods. As to quantitative method, the researcher used pretest and posttest experiment design and treated 36 students as subjects. There were respectively 18 subjects in experimental group and control group. Experimental group joined the group once a week, 120 minutes for each time and a total of 10 times. Measurement tool was “Scale of Resilience for Primary School Students”. Pretest was conducted in two groups one week before group activity, posttest was conducted after the group activity, and track-test was conducted after the group activity three months later. As to research data, the researcher adopted descriptive statistics, analysis of covariance and Johnson-Neyman. After each activity, experimental group filled in unit feedback form; the last time, they filled in total feedback form. The researcher conducted individual interview on experimental group before and after group. Feedback and interview were included in qualitative analysis. The results of this study are as follows:
1. The effects of resilience
(1) In posttest of resilience, inherent strength, social model, optimistic, interpersonal communication and problem solving ability, experimental group is significantly higher than control group. However, in posttest of external resource, parent resource, teacher resource, neighbor resource and self-efficacy, two groups are not significantly different. In posttest of friend resource, for pretest of lower score students, experimental group is significantly higher than control group.
(2) In track-test of teacher resource and neighbor resource, experimental group is significantly higher than control group. However, in track-test of external resource, parent resource, optimistic and problem solving ability, two groups are not significantly different. In track-test of resilience, inherent strength, friend resource, social model, self-efficacy and interpersonal communication, for pretest of lower score students, experimental group is significantly higher than control group.
Quantitative results show that the strength-based approach horticultural therapy significantly change students’ resilience in posttest, and significantly change lower scor students’ resilience in track-test.
2. Subjective experience of group members
(1) The members perceived change factors classified as follows: self, emotion, attitude, and relationship, including 16 factors: increasing self-understanding and awareness; self-values enhancement; enhancing self-affirmation; thinking mode changes; frustration tolerance. Emotion including; positive emotions increase; emotional management ability enhances; becomes calm, dedicate and patient; attitude is active, responsible and hardworking; positive interpersonal behaviors increase; negative interpersonal behaviors reduce; a better relations with others; comfortable and cheerful to interact with people; empathy increases; and the ability of putting into groups.
(2) There are two factors of group process promoting changes of members: therapeutic factors and interaction. Therapeutic factors include: group cohesion; emotional support; self-understanding and awareness; encouragement and confidence; access to new thinking and motivation; developing problem solving skills and coping skills; interpersonal learning; accomplishment; altruism; sense of release; inner self dialogue; and happy participation experience. Cooperation and interpersonal feedback are interaction factors.
(3) Members’ dimensions include the motivations of members participating in the group, their expectation to group and expectation to horticultural therapy. Leaders’ dimensions include technology involved and leadership.
(4) Group external dynamic factors include: members interact with others and members interact with plants outside the group activities. Negative factors discussed either.
Qualitative results show that the programs play an effective role to combine both theory of counseling and practice of horticultural therapy, and its therapeutic factors are both universal and specific. The group process are the main axis for members’ change; group relationship as its core that contributed by both members and leaders; and group external dynamic factors produce continuous effects.
According to the previous findings, this study proposes the suggestions as reference for future researchers and practical workers.
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