肆、研究結果
IV. Results
1 Class counseling (1)Process evaluation
The class counseling sessions implemented in this research were conducted in two modes: lecture and group discussion. Process eval- uation was mainly based on the observations of participation and the leaders’ self-evaluation. Table 4 shows the progress of students’ in- volvement and openness throughout the program from awkwardness to heated discussion. The dimension of “comprehension” records stu- dents’ progress of learning. As for whether the students achieved the learning goals in the activities, results of this research were derived from subjective observations of the counsellors, and the students’
journey of learning was observed from how they interact with each
other and the teachers. In general, students who are more enthusiastic in the discussion and interact with the teachers more closely exhibited better learning effectiveness. Records in “member interaction anal- ysis” show that the students ran into some problems when trying to interact with others due to the presence of the opposite sex. After this problem was resolved, records stating “the classroom was a little cha- otic because students were very talkative and discussions heated up among the students” and “good interaction”. The records show that the students achieved certain level of learning effectiveness through peer discussion. Records of “interaction between the leader and group members”, as shown in table 4, indicates that the students were some- what resistant at the beginning, but after a while, they began to “com- municate and talk to the leader after class sessions.” Therefore, we think “group members have good impressions of the leader”. When the program entered the third session, statements, such as “students listened to the lecture attentively and began to ask questions”, were recorded. In the fourth session, the leader recorded “good interaction with group members”. The above statements indicate that the students had a certain level of concern on the subjects and achieved a certain level of learning effectiveness.
底有沒有達到本次活動所規畫之學習目標。除了記 錄輔導員對活動紀錄的主觀觀察外，青少年的學習 歷程，也可由青少年彼此互動的情形和與老師互動 情形來觀察。通常討論得越熱烈與老師的互動越密 切，學習效果越佳。因此由「成員互動情形分析」
顯示一開始因為性別的關係，互動有些問題，此問 題解決後，成員彼此之間的討論，顯示「學生發言 過 於 踴 躍 以 及 在 私 下 討 論 非 常 熱 烈 ， 讓 秩 序 有 些 亂」和「互動非常良好」，顯示學生彼此之間透過 討論，可以達到某些學習成果。在與「領導者與成 員 互 動 情 形 」部 分 ， 由 表 四 顯 示 ， 一 開 始 學 生 們 有 一 些 抵 抗 ， 之 後「 下 課 仍 會 找 領 導 者 溝 通 及 聊 天」，因此認為「可見得成員對於領導者有良好之 印象」，到第三次則顯示成員「認真聽並且提出疑 問」，到第四次則評估「在課程中與成員的互動還 不錯」，也顯示出學員對主題的關注，達到一定的 學習效果。
表四Table 4 成員參與互動情形
Member participation and interaction 第一次：認
識何謂壓力 Session 1:
Getting to know stress
學生參與度 Students’ involvement
學生開放度 Students’ openness
學生了解程度
Students’ level of comprehension 1.關係建立：學生皆能專心聽從領導者講
解，並向領導者提出問題。
1.Establishing relationship: Students were able to pay attention to the leader’s lecture and asked questions.
2.大部分學生積極參與小組討論，僅有少 部分無法融入，但整體秩序良好。
2.Most students were active in group discus- sion; only a small group were unable to get involved, but the classroom was generally in good order.
3.約定下次課程：學生對於自己小組名稱會 詳加討論，對於下次輔導時間有期待。
3.Anticipating the next session: Students dis- cussed the names of their groups in details and look forward to the next counseling session.
學生能大膽想像面對災害時 期可能發生之情形和壓力，
且能與組員熱烈討論，但有 許多想法過度天馬行空，開 放度為中上。
Students took a bold step to imag- ine the scenarios of disastrous events and the possible stress and discuss their ideas with their group members. However, some of the ideas were beyond realistic scenarios; therefore, the level of openness is considered medium.
學習單設計用詞有點艱深，
雖不至於完全不懂，但學生 不易讀懂內容，須再改進。
The learning sheet was de- signed with wordings that were somewhat harder than the students’ level, but the content was still considered compre- hensible. Still, this is an area for improvement.
第二次：壓 力解決方式 與管道 Session 2:
Ways to release stress
1.關係建立：學生一開始沒辦法專心聽領 導者講解，但是一進入到分組階段後便 能專心聽從領導者講解，並向領導者提 出問題。
1.Establishing relationship: Students were un- able to focus on the lecture given by the lead- er, but once they entered the stage of group discussion, they became more focused on the leader’s lecture and began to ask questions.
學生對於問題回答都有自己的 思考方式，回答時常常出現許 多天馬行空的想法，也因為時 間上的關係，導致學生無法在 課堂上提出自己的想法。
Students had their own ideas and often give answers that are far from reality. There was also a general insuficiency of time, so the students were unable to fully express their thoughts.
1. 因時間因素造成無法詳加 說明壓力紓解的方法，因 此學生對於壓力紓解方法 了解有限。
1.Time was limited, so the lecture on stress release was not complete; therefore, students’
learning on this subject was rather limited.
學生參與度 Students’ involvement
學生開放度 Students’ openness
學生了解程度
Students’ level of comprehension 2 .學習單：大部分學生積極參與小組討
論，僅有少部分無法融入，但整體秩序 良好。
2 Learning sheet: Most students actively partic- ipated in group discussion; only a small group of students were unable to get involved, but the classroom was considered in good order.
3.約定下次課程：學生對於自己學習單會詳 加討論，對於下次輔導時間有所期待。
3 Anticipating the next session: Students dis- cussed the names of their groups in details and look forward to the next counseling session.
2. 此次學習單用字遣詞較於 簡化，增加國中生的理解 能力。
2 The learning sheet used this time was easier for the junior high school participants to understand.
第三次：認 識何謂危機 Session 3:
What is crisis?
每位學生樂於配合活動。
Every student was willing to get involved in the activities and enjoyed the event.
有些學生在回饋分享時比較 害羞。
Some students were shy during the feedback and sharing session.
多數學生了解危機定義，他 們樂於分享也很踴躍。
Most students understood the deinition of crisis and were quite enthusiastic in sharing.
第四次：面 臨危機解決 因應方式 Session 4:
Coping when confronted by crisis
每位學生都有參與到活動也有填寫活動 單，非常踴躍回答並且提問題。
Every student participated in the activities and illed out the activity sheet. They were enthusi- astic in answering and asking questions.
對於問題之回答會以自我思 考方式，回答時常出現許多 不符邏輯思考，但發言非常 踴躍。
Students often answer questions with their own logics and the logics were often unorthodox, but they were quite enthusiastic in answering questions.
對於災害危機知識，有更進 一 步 的 了 解 ， 在 災 難 發 生 前、發生時、發生後，都知 道該做哪些事情，並互相討 論。
Students learned more advanced knowledge about disasters and crisis. They understand what to do before, during, and after a disaster hits and discussed their thoughts with each other.
表四Table 4
成員參與互動情形(續)
Member participation and interaction (continued) 成員互動情形分析
Member participation
領導者與成員互動情形
Interaction between the leader and the members 第 一 次 ： 認
識何謂壓力 Session 1:
Getting know stress
1.在互動過程，有少數同學有班級排擠現象，但在帶 領者分組之下，排擠情形已有減少，大致學生討論 情形熱烈，但也有少數學生無法進入狀況，帶領者 須加強帶領。
1.During interaction, a small group of students were unwel- comed because they were from a different class, but the issue was resolved after the students were grouped into teams. In general, most students were quite involved in the conversation, but there was still a small group of students who were unable to get involved. This is an area the leader needs to improve on.
2.國中生對於男女性別上之界線十分明顯，造成分組 少數組別人不足之現象，需要其他工作人員協助，
在討論部分，國中生處於叛逆期，越是強迫便會更 加排斥，因此需要多鼓勵便會有其他收穫。
2.Junior high school students draw a clear line between male and female students, so some groups did not get enough team members and needed the social workers and get involved. Junior high school students are also more rebel- lious and react to coercion with resistance. However, they respond positively to encouragement.
1.帶領者的帶領，雖然學生多少有反抗，但也都配合 帶領，沒有大問題。
1.Although a small group of students showed resistance to the leader, the session generally went unobstructed.
2.學生對於領導者的帶領皆十分配合，甚至於下課仍 會找領導者溝通及聊天，可見得成員對於領導者有 良好之印象。
2.Students were quite cooperative with the leader. Some even voluntarily came to chat with the leader. This shows that the member had good impressions of the leader.
最後「領導者自我評價」，由表五顯示，第一 次活動領導者的自我評價是「雖無法十全十美但整 體 已 十 分 完 善 」， 顯 示 領 導 者 想 盡 力 完 成 整 個 活 動，但有一些問題。第二次則是「領導者的帶領經 驗缺少，所以上課的情形有些許混亂，但因副領導 出面協助，使得準時下課，也獲得不少經驗」顯示 活動有一些失控，還好較有經驗的副領導者出面，
控制混亂的場面。第三次活動則是此次活動最順利 的一次，認為「在經過本次課程，學生的回饋與分 享，都讓我們感受到學生對於本次課程的吸收程度 頗佳，希望日後能繼續維持」。第四次則顯示快結 束時，學生上課有一些躁動，但整體而言「這次上 課，學生都很聽話，而且也乖乖配合讓課程做一個 完美的結束」。
成員互動情形分析 Member participation
領導者與成員互動情形
Interaction between the leader and the members 第 二 次 ： 壓
力 解 決 方 式 與管道 Session 2:
Ways to re- lease stress
1.大家會討論活動內容，互相會比較動作。
1.Members discussed the content of the activities among themselves and show each other the movements.
2.在互動過程中，因為是依自己喜好分組的，大家之 間互動相處也很ＯＫ，大致學生討論都很熱烈。
2.The students chose their teams based on their preferences;
therefore, they interacted with each other on positive terms during the activities and discussion was quite heated.
1.領導者會重複二到三次的動作說明，使同學容易跟 上進度。
1.The leader repeated the instructions of the movements two to three times, so the students and catch up.
2.對於領導者的帶領，雖然學生處於亢奮狀態，但也 都配合領導，沒有大問題。
2.Although students were quite excited, they followed the leader without any major problems.
第 三 次 ： 認 識何謂危機 Session 3:
What is crisis?
學生發言過於踴躍以及在私下討論非常熱烈，讓秩 序有些亂。
Students were too enthusiastic about speaking in the class and discuss among themselves, so the classroom was quite chaotic.
主教(領導者在活動中的某一角色扮演)請學生講出自 己的想法時，學生都很樂意發言，當主教在分享自 己的事情時，學生也會認真聽並且提出疑問。
Bishop (a role played by the leader in the activities) asked the students to share their thoughts. Students were highly enthusiastic in sharing. They also listened attentively to the sharing of the Bishop and asked questions.
第 四 次 ： 面 臨 危 機 解 決 因應方式 Session 4:
Coping when confronted by crisis
互動非常良好 Good interaction
與成員互動良好，由於一開始上課有事先做課程內 容說明，因此在課程中與成員的互動還不錯。
The leader interacted with the members quite well. Since the leader explained the content of the session at the beginning, students interacted with each other on positive terms.
表五 Table 5 領導者自我評價 Leader’s self-evaluation
第一次：認識 何謂壓力 Session 1: Get- ting know stress
在有限的時間內能做到良好的關係建立，對於日後輔導活動能夠順利進行，可見得領導者對於活動之用 心，雖無法十全十美但整體已十分完善。
Good relationships were established in such a limited period of time. This was a good beginning for the follow-up coun- seling activities and a good indication of the leader’s dedication in this program. Although it was not perfect, the overall implementation was considered optimum.
Finally, table 5 shows the “leader’s self-evaluation”. The leader’s self-evaluation for the irst session was “the event generally went well although not 100% perfect.” This statement indicates that the leader made all efforts to complete the activities, but there were some issues. The leader’s self-evaluation for the second session was
“the leader is not experienced, so the class was a little chaotic; the class was eventually inished on time because the assistant leader stepped forward to help. A valuable lesson was learned.” This shows that the process of the activities was a little out of control and luckily, the more experienced assistant leader came forward to get the class back into control. The third session was the most successful event in this program. The leader stated, “feedback and sharing from the students in this session gave me a feeling that the students absorbed the content quite well and I hope this will maintain.” In the fourth session, the students anticipated that the program was ending, so they were more restless during class time, but overall the leader made the following statement: “students behaved quite well in this class and drew a perfect ending with good cooperation.”