| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 107 === The purpose of this study was to explore the development and differences of group climate as well as its association with effects of two counseling groups based on Bowen family systems theory and Interpersonal Process approach for college students with codependency in Taiwan. Participants were 14 college students with codependency and interpersonal problems; six of them took part in the counseling group with Interpersonal Process approach (IP group), and eight participants were in the group based on Bowen theory (Bowen group). Both of the two groups consisted of eight two-and a-half-hour sessions for a total of 20 hours for eight successive weeks. A mixed method convergent parallel design was used for this study, in which both quantitative and qualitative data were collected simultaneously. Generalized Estimating Equation and Multiple Hierarchical Regression were used to analyze quantitative data; the perspective of hermeneutical phenomenology and thematic analysis was used to code and analyze qualitative data for the study. To show the change and development of group climate, data were analyzed according to the early, middle, and final stages of the two groups.
As for the development and differences of group climate, results of the study indicated that engagement in the Bowen group increased significantly throughout the group stages and that a significant difference in the change of engagement was found between the IP and Bowen groups. Qualitative findings revealed that four same major themes including “cohesive and positive environment”, “progression in group work”, “anxiety and tension in group”, and “explicit group guidance” were emerged in the early stage of both the IP and Bowen groups. While three same major themes including “cohesive and positive environment”, “progression in group work”, “anxiety and tension in group” were also emerged in the middle and final stages of the two groups, differences in the subthemes were noted.
As for the association between group climate and group effects, results of the study indicated a significant interaction between averaged conflict and different group approaches for participants’ levels of I-position. Qualitative findings revealed one same major theme for both the IP and Bowen groups, that is, “reduced expression of members by distances and worries in the group”. In addition, two other major themes including “self-reflection and adjustment induced by group experience” and “positive environment and emotional connection promoting sharing and mutual understanding” were emerged in the IP group. Two other major themes including “observation, reflection and adjustment of self and relationship systems induced by group experience” and “observation and differentiation of self promoted by group connections and differences” were emerged in the Bowen group.
The study concluded that slight differences found in group climate development as well as the association between group climate and group effects of the IP and Bowen groups should be noted. Implications of these findings for counseling groups based on different approaches for college students with codependency as well as suggestions for future research are discussed.
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