桌遊媒材融入「人際技能學習團體」之行動研究

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Title:	桌遊媒材融入「人際技能學習團體」之行動研究 An Action Research of the Board Games infused into the Interpersonal Skills Group
Authors:	范宸瑋
Contributors:	心理輔導學系
Keywords:	桌遊技能學習理論人際技能學習團體 board games skills learning theory interpersonal skills learning groups
Date:	2018
Issue Date:	2018-05-08 15:49:56 (UTC+8)
Abstract:	本研究動機源自於研究者實習期間帶領兒童諮商團體的經驗，團體以技能學習理論為核心，並融入桌遊媒材。研究者嘗試將技能學習理論使用於成人的團體工作中，期望能推廣技能學習理論。　　研究採取行動研究法，以團體諮商的方式進行，分為前導和正式團體，透過確立主題、蒐集與閱讀文獻、設計與執行方案、行動反思、再計畫等行動研究的歷程，將蒐集到的量化及質性資料進行分析。本研究結果有以下主要發現：一、以桌遊為媒介的「人際技能學習團體」之優點 1. 有效引起成員對於參與團體的興趣 2. 使成員快速準備好參與當次團體 3. 遊戲情境中能夠展現人際互動習慣、內在議題，並促進自我覺察 4. 協助團體快速度過破冰期 5. 促進團體凝聚力 6. 促進社會化以及人際互動 7. 提供技能的練習環境及資源 8. 建立一組積極、正向的問題應對模式 9. 培養後設認知能力二、以桌遊為媒介的「人際技能學習團體」之潛在問題 1. 為配合團體方案而修改桌遊的規則時應謹慎而行 2. 規則較為複雜、抽象的桌遊可能帶給成員負擔 3. 從桌遊經驗至個人獲益的連結需要適當引導 4. 技能學習的相關議題三、大學生在參與融入桌遊媒材之「技能學習團體」後，對其人際行為的變化 1. 提升後設認知能力，增加覺察與自我反思，帶來改變的契機 2. 設定屬於個人的技能並加以學習，使生活中的問題開始改善 3. 將改變帶回人際生活中，並形成正向循環　　最後，本研究總結以桌遊媒材融入人際技能學習團體可以有效協助大學生產生人際行為上的改變，上述之研究節果將提供大專院校領域的實務工作者參考與編修，逐步累積研究成果。關鍵字：桌遊、技能學習理論、人際技能學習團體 The purpose of this study originated from researcher’s during the internship experience to lead the children of counseling group, the core of this group was skills learning theory and into the board games medium. Researcher try to apply the theory of skills learning for adult counseling group, expecting to promote the theory of skills learning. The action research method was used in this study, which includes two stages of pilot and formal study. The study was conducted in forms of group counseling. Through the process of identifying issues, collecting and reading literature, designing and implementing program, action reflection, and replanning, the qualitative and quantitative data were collected and analyzed. The results revealed three main findings as follow. A. Advantages with board games as medium in interpersonal skills learning groups: 1. Effectively aroused members' interest in participating groups; 2. Make members quickly ready to participate in the current group; 3. The game situation can show the interpersonal interaction habits, internal issues, and to promote self-awareness; 4. Help the group to get through the icebreaker quickly; 5. Promote group cohesion; 6. Promote socialization and interpersonal interaction; 7. Provide skills training environment and resources; 8. Establish a positive coping mode to the problem; 9. Training Metacognition. B. Latent problems with board games as medium in interpersonal skills learning groups: 1. Exercise caution when changing the rules of board games to suit group programs; 2. The rules are more complicated, abstract board games may bring members burden; 3. The personal benefit from board games experience needs to be properly guided; 4. Related topics of skills learning. C. The changes of college students' interpersonal behavior participated in the interpersonal skills learning group with board games as medium: 1. Enhance Metacognition, increase self-awareness, bringing the opportunity to change; 2. Set individual skills and learning, to improve problems of life; 3. Bring personal changes back to life and produce a positive cycle. The study concluded with board games as medium in interpersonal skills learning groups was effective in assisting college students produce changes in interpersonal behavior. The study findings may serve as a reference for further practice in the field of college. Keywords: board games, skills learning theory, interpersonal skills learning groups
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