幽默融入小團體輔導對人際困擾國中生的幽默感、人際因應與人際關係的影響

Abstract

本研究主軸為探究幽默融入小團體輔導對人際困擾國中生於幽默感、人際因應與人際關係的影響。實驗採「實驗組及控制組不等組前後測準實驗設計」，本研究共有31位參與者（實驗組15人、控制組16人）。實驗組每週參加連續兩節課，連續六週，總計540分鐘之小團體輔導，控制組則未施予任何小團體輔導。無論實驗組與控制組均於團體前一週施予「中學生人際關係量表」、「多向度幽默感量表」與「人際困境幽默回應產出作業」等三項前測。實驗處理後一週兩組皆施予「中學生人際關係量表」、「多向度幽默感量表」與「人際困境幽默回應產出作業之後測」，除此之外，實驗組會額外進行書面與口頭回饋。研究結果發現，在六週的小團體輔導後，於「中學生人際關係量表」中的人際互動、人際認知、人際支持、人際需求與人際困擾上獲得全面性的提升，實驗組顯著高於控制組。實驗組在「多向度幽默感量表」中的幽默理解、幽默因應、社交情境中的幽默能力、幽默態度與笑的傾向皆顯著高於控制組，幽默創造則為臨界顯著。於「人際困境幽默回應產出作業」中實驗組的「好笑程度」、「親和型幽默」與「自我貶抑型幽默」顯著高於控制組，於「自我提升型幽默」、「攻擊型幽默」無顯著差異。本研究結果指出將幽默融入小團體輔導中能提升國中生於幽默感及人際關係的表現，並作為後續研究之參考。

This study aims to investigate the effect of humor integrated into small group guidance among junior high school students suffering from interpersonal problems on the sense of humor, interpersonal coping and interpersonal relationship. This study was conducted with the pretest-posttest control group design. 31 participants were recruited in the study and randomly divided into two groups: (1) experimental group and (2) control group. The experimental group has two consecutive lessons per week for six weeks, with a total of 540 minutes of small group guidance, while the control group didn't participate in any small group guidance. Before small group guidance, all participates written the pretest of the "Interpersonal Relationships Scale for Junior High School Students," "Sense of Humor Scale" and "humorous responses patterns in coping with embarrassing situations." One week after small group guidance finished, both group took the same evaluation in the post-test, whereas the additional written and oral feedback was conducted by the experimental group only. After six weeks smallgroup guidance, there were significant difference in interpersonal communication, interpersonal cognition, interpersonal support, interpersonal need and interpersonal problems in"Interpersonal Relationships Scale for Junior High School Students." Except for humor creation was close to the level of significant, there were significant difference in humor comprehension, humor coping, using humor in social context, attitude toward humor and tendency of laugh in "Sense of Humor Scale." There were significant difference in humorous responses patterns in "funny scale," "Affiliative humor" and "Self-defeating humor," and There were no significant difference in humorous responses patterns in "Self-enhancing humor" and "Aggressive humor." The results of this study indicate that the intervention of humor integrated into small group guidance among junior high school students suffering from interpersonal problems can improve interpersonal relationship and the sense of humor. The results also can serve as a reference for subsequent research and examination.