焦點解決短期諮商對高中生問題解決態度之輔導效果研究

Abstract

本研究旨在探討焦點解決短期諮商（Solution Focused Brief Counseling, SFBC）提升高中生「問題解決態度」之輔導效果為何。研究目的為：（1）了解SFBC對高中生之「問題解決態度」立即與追蹤輔導效果，以及（2）探討高中生在接受SFBC後，「問題解決態度」的主觀經驗變化。 本研究對象為北部公立高中一年級學生，採混合研究設計，透過半結構式訪談蒐集質性資料，同時透過「問題解決態度量表」蒐集量化資料，並採用不等組前後測與追蹤測之準實驗設計。隨機選取三個班級，實施「問題解決態度量表」，挑選分數低於65分之8位學生，含6位男性與2位女性，根據其意願分別安排4位至實驗組、4位至控制組。實驗組進行五至六次個別焦點解決短期諮商，並在諮商前、諮商後及諮商後一個月等三個階段，分別接受三次各50分鐘的半結構式訪談；控制組則無諮商處理及訪談。8位受試者分別於實驗組進行諮商前、諮商後及諮商後一個月等三階段，總共施測三次「問題解決態度量表」。 質性研究結果以樣本分析法進行分析，量表結果則採用Wilcoxon符號等級檢定，比較實驗組於諮商後以及追蹤階段之測驗分數是否與諮商前分數具顯著差異。研究結果如下： 一、 高中生在SFBC後，「自信取向」和「全量表」分數有顯著提升，即SFBC對高中生之「整體問題解決態度」及「自信取向」有立即輔導效果。 二、 高中生在SFBC後一個月，「自信取向」、「逃避取向」和「全量表」分數有顯著提升，即SFBC對高中生「整體問題解決態度」、「自信取向」及「逃避取向」有追蹤輔導效果。 三、 高中生在SFBC後，「問題解決態度」的「認知取向」之主觀經驗變化包含： （一） 能界定與面對問題、設定解決目標及設想解決方法。 （二） 較少了解問題形成的原因。 四、 高中生在SFBC後，「問題解決態度」的「自信取向」之主觀經驗變化包含： （一）提升了對自我解決問題能力和毅力的評估。 五、 高中生在SFBC後，「問題解決態度」的「逃避取向」之主觀經驗變化包含： （一）提升了面對問題的耐心，並降低無助感。 （二）降低了面對問題的厭惡感受。 （三）面對問題的態度變得積極。 最後根據以上結果，針對SFBC對高中生「問題解決態度」之影響進行討論，並針對未來相關研究及青少年輔導工作者分別提供相關建議以供參考。

The aim of this research was to explore the immediate and long-term effec-tiveness of SFBC counseling in improving high school students’ problem-solving atti-tudes and their subjective perceptions of these attitudes. This study adopted a parallel and mixed design, analyzing qualitative data from interviews and quantitative data from the Problem Solving Inventory (employing pretest-posttest and follow-up none-quivalent control group designs). Participants were first-year students in a public high school in north Taiwan. After administering the Problem Solving Inventory, we select-ed eight students (six male, two female) with scores below 65 and divided them evenly into an experimental group and a control group. The experimental group received five to six individual SFBC consultations and participated in three 50-minute semi-structured interviews (before, immediately after, and one month after the coun-seling sessions). Additionally, participants completed the Problem Solving Inventory before, after, and one month after the experimental group’s consultations. We used sample analysis to evaluate the interview data and the Wilcoxon signed-rank test to determine whether the experimental group’s post-counseling Problem Solving Inven-tory scores significantly differed from their pre-counseling scores. After counseling, we found that:

1. After the counseling sessions, the confidence orientation and total scores increased significantly, indicating that SFBC has an immediate effect on high school students’ confidence and overall problem-solving attitudes.

2. One month after the counseling sessions, the confidence orientation, avoidance ori-entation and total scores of increased significantly, indicating that SFBC has a long-term effect on high school students’ confidence, avoidance and overall prob-lem-solving attitudes.

3. Students’ subjective perceptions of their cognitive orientation changed, which in-cluded being better able to define and face problems, setting goals and finding solu-tions, and taking less time to explore the causes of problems.

4. Students’ subjective perceptions of their confidence orientation changed, which in-cluded improved self-assessment of problem-solving abilities and perseverance.

5. Students’ subjective perceptions of their avoidance orientation changed, which in-cluded improved attitudes toward and patience in facing problems as well as less feel-ings of helplessness and disgust in facing problems.

Based on the above results, finally discussed the impact of SFBC on high school students’"problem-solving attitude", and provided suggestions for future relevant re-search and practitioners.