貳、文獻回顧
III. Methodology
Research Design
This research selected a class of 7th graders in the lood area of Typhoon Morakot in Tainan City as the research sample and im- plemented a program to reinforce the students’ abilities to deal with disasters. Group work was also given to several individual cases who had traumatic experience in the disaster. The counseling work was im- plemented by students of the junior and senior classes from the Social Work Department of Chia Nan University of Pharmacy and Science, under on-site supervision of social workers from Champions Educa- tion Association. Studies were done in two stages. The irst stage was
“class counseling”, which was implemented to all students of 7th grade (two classes in a grade and 50 students in each class) once a week for four consecutive weeks and each class was led by two counselors and one assistant counselor (in charge of recording and observation). The content of the activities and goals is summarized in table 1.
In the second stage, the class counselors screened students from the two classes in the irst stage for further work based on their reactions in the activities and discuss the cases with their class advisors. These students were then invited to participate in the second stage activities, which involved small group work for emotion management. Seven students were selected to partici- pate in the inal group work, which were led by two counselors and one assistant counselor in charge of recording and observa-
參、研究方法
一、研究設計
本研究選擇台南市，遭受莫拉克風災，嚴重淹水區 域的某所國中一年級作為研究對象。目的是強化學生的 災害應變能力，並對少數經歷過災害的個案進行團體輔 導。本服務案，以嘉南藥理科技大學社會工作系三、四 年級的學生作為主要的輔導員，得勝者教育協會社工員 作為活動現場的督導。研究過程分為二階段，第一階段
「班級輔導」，以全體國中一年級做為服務對象(一年 級有二個班，每班50人)，每周一次，連續四次，每次 由二位輔導員和一名協助輔導員(負責記錄和觀察)帶領 一個班級，活動內容和目標如表(一)所示。
第二階段則在第一階段結束後，由該班輔導員 透過學員對活動的參與和反應篩選出個案，並與該 班導師討論，認為需進一步提供服務的學員，邀請 這一些學員參與第二階段的情緒管理小團體輔導。
最後參與小團體的成員共7位，由二位輔導員帶領活 動，一位協助輔導員負責記錄觀察整個活動。第二 表一Table 1
班級輔導活動內容和目標
Content and goals of class counseling activities 次數
Session
課程主要內容：上課和分組討論 Main contest: lecture and group discussion
目標 Goals 第一次
I
認識何謂壓力 Getting to know stress
1.認識壓力的種類 Introduce the types of stress 2.辨別壓力與情緒
Identify stress and emotions 3.了解壓力的意義
Get to know the deinition and meaning of stress 第二次
II
壓力解決方式與管道 Ways to release stress
1.面臨壓力時可透過哪些方式紓解壓力 What are the ways to release stress?
2.遇到壓力時可以有那些管道尋求協助
Where to ind help when stress becomes overwhelming?
第三次 III
認識何謂危機 What is a crisis?
1.了解危機的意義 Deine crisis
2.辨別危機來臨的情緒
Identify the emotions when crisis hits 3.認識危機的種類
Get to know the types of crisis 第四次
IV
面臨危機解決因應方式 Coping when confronted by a crisis
1.面臨危機時可透過哪些管道尋求協助 Where to ind help when confronted by a crisis?
2.面臨危機可運用哪些因應方式或技巧解決危機
Strategies and techniques for coping with the stress when confronted by a crisis
tion throughout the activities. Table 2 below shows the content and goals of the small group activities.
階段小團體活動內容和目標如表(二)所示。
表二 Table 2
小團體活動內容和目標
Content and goals of small group activities 次
Session 日期 Date
單元名稱 Unit name
單元目標 Unit goal
活動內容 Content
1 2011/05/11
May 11th 2011
文心之約 Introduction
使成員了解團體目標、
內容及規範。
l e a d e r與 成 員 建 立 關 係。
Guide the group members through the goals, content, and rules of the group work and help the leader establish relationships with the members
1【暖身活動】棒打老虎
成員熟悉活動中，借由活動彼此認識，並且開始有互動。
1【Warm Up】Hitting the tiger
Bring the group members to know each other and initiate interactivi- ty.
2【主要活動】大手印
成員建立團體的規範，並且了解成員參與團體的原因，以 及對團體的期待。
2【Main Activity】Big Hand
Establish group rules and give the group members an opportunity to express their reasons for participation and expectations from the group.
3【結束活動】回饋
成員開始表達一些想法，能夠初步說明自己觀察到的事 情。
3【Closing Activity】Feedback
Group members began to express their thoughts and their initial observation of their own conditions.
2 2011/05/18
May 18th 2011
情緒你我他 Yours, Mine, and His Emo- tions
1.引導學生察覺自己的 內在情緒。
1.Guide the students to detect their emotions.
2.建立團體成員間的凝 聚力。
2. Bring the group mem- bers closer.
3.協助團體成員遵守團 體規範。
3. Help the group members follow the rules.
1【暖身活動】團隊默契
藉由活動讓成員間彼此培養一定的動力，讓成員增加互 動，一起增加表達的機會
1【Warm Up】Teamwork
Help the members develop the drive to interact with each other and encourage them to express their thoughts.
2【主要活動】熊、魚、蚊子
增加成員對活動參與的興趣，並且熟悉活動具有變化性，
以及在個別競爭後學會團體活動，並能互相表達意見。
2【Main Activity】Bear, Fish, and Mosquito
Raise the interest of the group members, bring them to know the variations of the activities, and encourage them to express their opinions after competitive activities.
3【結束活動】情緒卡片
成員藉由卡片分享自己的心情。
3【Closing Activity】Card of Emotions
Group members share their thoughts through cards.
3 2011/05/25
May 25th 2011 遙控器 Remote Control
1.透過體驗活動了解各 種表達的方式。
1. Learn the different ways of expressing thoughts through experience activi- ties
2.引導學生了解表達是 雙向的溝通。
2. Guide the students to understand the bilateral communication in an expression
【暖身活動】好運旺旺來
可能由於剛吃完午餐加上剛到教室心情亢奮，所以講解時 有同學沒有注意聽。
【Warm Up】Good Luck
Group member just had lunch and were quite excited when they entered the classroom, some of the students did not pay attention to the instructions.
【主要活動】摩斯密碼
分為兩隊作競賽，可以看出團隊的默契極佳以及合作無 間。
【Main Activity】Morse Code
Students were grouped into two teams and both teams worked together seamlessly.
【結束活動】撲克牌排排站
併為一個團體的時候，在活動開始前有許多分歧的意見，
不過最後還是有統一。
【Closing Activity】Standing Poker Cards
When the students were brought together, different opinions arose at the beginning, but they eventually came to a consensus.
次 Session
日期 Date
單元名稱 Unit name
單元目標 Unit goal
活動內容 Content
4 2011/06/01
Jun. 1st 2011
榨果汁機 Juicier
1.協助成員認識自己的 情緒與身體狀態 1. Help the group members
identify their emotions and physically respons- es.
2.引導學生的肢體表達 2. Guide the students to ex- press themselves through body language.
3.協助成員建立與團體 間的尊重
3. Help the students estab- lish respect for others in the group.
【暖身活動】全身啟動
協助成員表達自己，並且讓成員能夠活動。
【Warm Up】Launch Pad
Help the group member express themselves and carry out activi- ties.
【主要活動】超級金頭腦
鼓勵成員思考，並學習發表自己的想法，能夠多方面的思 考。主要內容是說出水災發生時家人如何合作度過。
【Main Activity】Super Brain
Encourage the students to think, express their thoughts, and look at things from different perspectives. The main content involves nar- rating how they got through the deadly lood with their families.
【結束活動】榨果汁
讓成員能夠集中注意力，傾聽其他人的話和分享。
【Closing Activity】Juicier
Guide the group members to focus on listening and share their stories.
5 2011/06/08
Jun.8th 2011
培養接班人 The Next Boss
1.培養學生對壓力情緒 管理的責任。
1. Help the students de- velop a sense of respon- sibility for stress and emotion management.
2.增進成員溝通個人的 想法與感受。
2. Encourage group members to communi- cate their thoughts and feelings.
【暖身活動】
老師說、同學說(當領導者在話語前頭說出「老師說」的 時候大家都要跟著說
【Warm Up】
“Teacher Says”, “Student Says” (when the leader opens a state- ment with “Teacher Says”, everybody repeats the statement).
【主要活動】
分組PK 剪刀石頭布(用腳比)，剛開始是2人PK，進階版是 分組PK。輸的人要用屁股寫字！並分享下次水災發生時應 如何應變。
【Main Activity】
Break the group into two teams for the “paper-scissor-rock” game (done with a foot). The game begins with one-on-one playoff and then progress to team championship. The penalty for the losers is writing by wiggle the buttocks and sharing how they reacted when the lood hit their homes.
【結束活動】
分享今天活動中，帶給自己什麼樣的感覺。
【Closing Activity】
Share their feelings in today’s activity.
6 2011/06/15
Jun. 15th 2011
變形金剛 Transformer
1.培養學生將焦點放在 可以改變的事情上。
1. Guide the students to place their focus on the things that can be changed.
2.協助學生因應壓力的 技巧。
2. Teach the students tech- niques for coping with stress.
【暖身活動】講解遊戲規則
促使成員進入團體情境中，讓成員集中注意力。
【Warm Up】Explain the rules of the game
Help the group members enter the scenario of the game and stay focused.
【主要活動】誰是領導者
讓成員能夠組成一個團體，尤其是災難發生時，彼此配 合，輪流當領導者，學習表達並培養默契。
【Main Activity】Who is the leader?
Lead the members to form a group in the scenario of disaster and work together. Members take turns to lead the group. This exercise aims to help the team members express their thoughts and develop rapport.
【結束活動】分享
讓成員透過反思回顧活動內容，並能表達自己的意見。
【Closing Activity】Sharing
Lead the members to retrace the activities in the program and express their opinions.
次 Session
日期 Date
單元名稱 Unit name
單元目標 Unit goal
活動內容 Content
7 2011/06/17
Jun. 17th 2011
飛向希望 Flying towards Hope
1.引導學生統整團體中 的學習及收穫。
1. Lead the students to summarize what they have learned and gained from this program.
2.鼓勵成員建立希望。
2. Encourage the students to have hope.
【暖身活動】顏色小卡
協助成員使用小卡分享自己的心情，用顏色表達感覺。
【Warm Up】Color Cards
Lead the members to share their feelings through colors with the cards.
【主要活動】回憶錄
讓成員對整體有個回顧，並且能夠給予彼此成員正向的回 應。
【Main Activity】Memory
Lead the member to retrace the activities in the program and en- courage them to give each other positive feedback.
【結束活動】結業
協助成員統整活動內容，作活動的結尾。
【Closing Activity】Closing
Guide the members to reintegrate the content of the activities and draw a conclusion of the program.
二、參與人數
如表三所示，原本預計一班，每班執行四次班 級輔導，後來因學校要求，增加一班，所以實際執 行二班，每班執行四次班級輔導，共400人次。小團 體輔導原本預計輔導人數為10-20人，但在班級輔導 過程中發現有實際需要進一步接受小團體輔導者只 有7位。
三、評估方法
本方案評估方式採取自陳評估方式，資料來自 工作者和觀察者的自我陳述紀錄，相關的評估表參 閱何長珠(1980)和宋湘玲、林幸台(1984)之研究後修 正。第一階段之過程評估以質性資料為主。要求帶 領的輔導員在每一次活動結束後，必須書寫課程紀 錄表，內容格式如下：(1)成員參與的情形(2)領導者 的自我評價。最後「服務滿意度量表」作為結果評 估工具。「成員參與的情形」分為學生參與度、學 生開放度、學生了解程度、成員的互動分析和成員 與領導者互動情形五面向。學生參與度指的是觀察 學生積極參與團體的程度;學生開放度是指觀察學生 表三 Table 3
參與人數 Participants
課程方式 Format
計畫預定執行人次 Planned Scale
實際參與人次 Actual Implementation 班級輔導
Class Counseling
一年級220人
One class 220 persons-times
400人次 400 persons-times 小團體輔導
Small Group Work
小團體10-20人
Small group 10-20 participants
7人 7 participants
2 Participation
As shown in Table 3, the program was initially planned for one class and four sessions. In response to the school’s request, an additional class was added to the program. Therefore, the program was implemented four sessions each to two classes, which comes to a total of 400 persons-times. The small group counseling was originally planned for a group of 10 to 20 students, but only seven students were screened out in the class counseling stage for further group work.
3 Evaluation
This program was evaluated by self-reporting inventory. The data was derived from self-reporting records provided by the social workers and observers. Drafts of assessment scales were amended with reference to the researches of He Chang-Chu (1980) and Song Hsiang-Ling & Lin Hsing-Tai (1984). The irst stage process evaluation was mainly based on qualitative data.
The leading counselor was requested to submit a program report after each session, including the following content: (1) Partici- pation of each member and (2) Leader’s self-evaluation. Finally, a “service satisfaction scale” was used as a tool for assessment of the results. Information regarding “member participation”
includes students’ involvement, openness, comprehension, anal- ysis on member interactivity, and leader-member interactivity.
Students’ involvement refers to how active the students were involved in the group activities, openness means the students’