家庭生活教練與國中生家長合作的個別化親職教育互動歷程

Abstract

本研究旨在探討研究者（即家庭生活教練），運用建立關係、辨識解決方案或問題、釐清目標、設定行動步驟、評估成果與責任承諾等五步驟方法，與三位國中生家長合作的個別化親職教育互動歷程與成效。採質性取向之歷程性研究，每位家長皆經歷五次的家庭生活教練服務。蒐集五次完整的家庭生活教練與家長對話的逐字稿、教練服務日誌與訪談筆記，再進行資料編碼，使用分析歸納法，分析教練與家長的五次互動歷程，及家長在此歷程中的改變。研究發現，家庭生活教練歷程五步驟方法，能層層遞進地引導家長反思與設定教養行動目標。三位家長除了能更有效的覺察與穩定自身情緒，並能產生親職教養知識的轉變，進而提升其教養能力、親子關係與家庭關係，其中兩位家長子女的學校適應也隨之改善。研究亦發現，臺灣家長在服務歷程中展現的特質，包含家長較無法發展出對未來願景與目標的思考、具體客觀的讚美有助家長辨識自己的優勢並強化行動實踐，以及具理論依據的教養知識有助家長釐清行動實踐目標。本研究建議未來可推動家庭生活教練專業認證機制、建立多元領域主題導向與不同學習階段導向的家庭生活教練群，以服務不同需求的家庭。未來的研究建議擴大樣本，進行長期追蹤，並深入探討不同家庭結構與文化背景下的適用性，持續厚植本土家庭生活教練的理論與實證基礎。This study aims to explore the individualized parenting education process and outcomes between the researcher (serving as a Family Life Coach) and three parents of junior high school students, using a five-step coaching framework: building rapport, identifying problems or solutions, clarifying goals, setting action steps, and evaluating outcomes with accountability. A qualitative, process-oriented research design was adopted, in which each parent participated in five Family Life Coaching sessions. Data collected included complete transcripts of the coaching conversations, service journals, and interview notes. These materials were then coded and analyzed using inductive analysis to examine the coaching interactions and the parents’ changes across the five-session process.The findings indicate that the five-step Family Life Coaching process effectively guided parents through reflective thinking and the development of actionable parenting goals. All three parents demonstrated enhanced emotional awareness and regulation, developed new parenting knowledge, and improved their parenting practices, parent–child relationships, and overall family dynamics. Notably, two of the parents also reported improvements in their children’s school adjustment. The study further revealed several characteristics of Taiwanese parents during the coaching process: difficulties in envisioning long-term goals, the effectiveness of specific and objective praise in helping parents recognize their strengths and motivate action, and the importance of theory-based parenting knowledge in clarifying practical goals.The study recommends promoting a formal certification system for Family Life Coaches, as well as developing diverse coaching teams focused on various topics and family life stages to serve different types of families. Future research should include larger samples, longitudinal tracking, and investigations into the applicability of the model across different family structures and cultural backgrounds, in order to further strengthen the theoretical and empirical foundations of locally adapted Family Life Coaching.