Effects of Child Teacher Relationship Training (CTRT) on Kindergarten Teacher’s Empathic Behaviors and Relationship Building Skills

• Other Authors: Yim, Wai Keung Alan (author.)
• Format: Others
• Language: English; Chinese
• Published: 2016
• Online Access: http://repository.lib.cuhk.edu.hk/en/item/cuhk-1292154

本研究旨在探討「師生關係訓練」對促進幼稚園老師同理心及人際關係技巧之成效。本研究亦探討老師能否把所學的人際關係技巧從遊戲室轉移到課堂上，進而惠及更多學生。此外，「師生關係訓練」成效之持續性亦是本研究之重點。 === 「師生關係訓練」是建基於 Landreth及 Bratton之十週親子遊戲治療方案。此方案乃建基於兒童為本遊戲治療的原理而來 (Landreth & Bratton, 2006) 。本研究採用準實驗組之設計。十二位參與的老師來自兩間本地的幼稚園。經評估後，老師被分派到治療組及非治療組。有關訓練由一名曾接受兒童為本遊戲治療訓練並具備豐富個案工作經驗之導師負責。各參與研究的幼稚園均配置遊戲室及適合的玩具以供老師進行實務訓練。此外，三名曾接受兒童為本遊戲治療訓練之評量員利用錄影之師生互動片段，評估老師的同理心行為及人際關係技巧的前後改變狀況。有關訓練手冊亦作適當之修改，配合以老師為主導的訓練方案。 === 本研究的「師生關係訓練」共分為兩個階段。首階段訓練為十節，每節兩小時的訓練單元。導師著重教授兒童為本遊戲治療之基本原則及各項人際關係技巧，並積極督導老師的師生遊戲時間，以確保老師能運用所學的知識及技巧。第二階段的訓練單元共四節，每節兩小時。此階段之訓練著重協助老師把所學的知識及技巧轉移至課堂上應用。 === 本研究引用變異數分析(ANOVA)及共變數分析(ANCOVA)為五項研究假設作檢定。研究結果顯示，在兩個組別中，治療組的老師出現顯著的同理心行為及人際關係技巧的提升。此顯著的現象在遊戲室及課室均出現。研究結果亦顯示在「師生關係訓練」完結後所提升的同理心行為及人際關係技巧，均能維持十二個星期。上述結果具體證明「師生關係訓練」能有效促進幼稚園老師同理心及人際關係技巧。 === 本研究對於遊戲治療領域，在學術研究上及實務應用上，皆有著重要啟示。在學術層面上，本研究提供有力證據證明「師生關係訓練」之成效，特別是協助老師轉移人際關係技巧於課堂上之應用，促進師生間之關係，進一步豐富了現有的研究成果。在實務層面上，本研究為從事師生關係訓練的人士提供一個切實可行的訓練方案。 === This study examined the effectiveness of Child Teacher Relationship Training (CTRT) on kindergarten teachers’ use of relationship-building skills in individual children’s play sessions, as well as the generalization effect of the treatment in the teachers’ classrooms. This study also aimed at evaluating the sustainability of the treatment over a certain period of time. === CTRT was modeled after Landreth and Bratton’s (2006) 10-session filial therapy model titled Child Parent Relationship Therapy (CPRT) which is grounded on the principles and skills of child-centered play therapy. In this quasi-experimental design, kindergarten teachers (n = 12) were assigned to the treatment (n = 6) or the control group (n = 6). A playroom was set up for teachers to carry out play sessions with their students. An experienced play therapist was invited to conduct CTRT. Three raters who received prior training in child-centered play therapy were recruited to rate teachers’ behaviors based on their video-recorded play sessions. The treatment manual was adapted slightly for use with teachers in this study. === During Phase I of CTRT, teachers in the treatment group participated in 10 weekly two-hour training/supervision sessions for learning and practicing the principles, skills and procedures of CPRT. During CTRT Phase II, the teachers took part in four weekly group supervision sessions designed to facilitate the generalization of relationship-building skills in the classroom environment. === Five hypotheses were established and tested based on three research questions. === Analyses of covariance (ANCOVA) and repeated measures analysis of variance (ANOVA) were conducted to examine these hypotheses. Additionally, effect sizes were calculated to determine practical significance. Teachers in the treatment group (n = 6) demonstrated significant increase in empathic behaviors and the use of relationship-building skills when compared to the teachers in the control group (n=6) in both individual play sessions and in the classroom environment. The treatment effect was even sustained 12 weeks after the completion of the intervention. The results of this study support CTRT as an effective intervention for child-teacher relationship building. === This study is important in its contribution to the literature in the field of play therapy. It enriches the literature by providing evidence on the effectiveness of CTRT on teachers’ use of relationship-building skills in individual play sessions and === Yim, Wai Keung Alan. === Thesis Ed.D. Chinese University of Hong Kong 2016. === Includes bibliographical references (leaves ). === Abstracts also in Chinese. === Title from PDF title page (viewed on …). === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only.