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題名：社會能力訓練對國小攻擊傾向學生教學效果之實驗研究
書刊名：特殊教育研究學刊
作者：黃文蔚
作者(外文)：Huang, Wen-wei
出版日期：1997
卷期：15
頁次：頁307-329
主題關鍵詞：社會能力訓練；國小；攻擊傾向學生
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(1) 專書(0) 專書論文(0)
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　　　　　本研究的主要目的在於探討「社會能力訓練方案」的教育介入，能否有效的改變 國小攻擊傾向學生的攻擊信念、社會行為、社會問題解決能力、以及在教學情境和實際生活 情境中的行為表現。本研究以一所國小六年級八名具攻擊傾向的學生為對象，採單一受試實 驗研究法之跨受試者多重基準線設計，將攻擊行為情形、人際關係、智力、及家庭社經地位 相當的學生，兩兩配對，進行社會能力訓練的實驗研究，探討接受社會能力訓練後，對國小 攻擊傾向學生在教學情境中的適應行為、攻擊行為、及擾亂行為表現次數等依變項的教學效 果。而其他無法做持續多次評量工作的依變項，如攻擊信念、社會行為、以及社會問題解決 能力等，採單組前後測的實驗設計，考驗教學的效果。本研究結果顯示：一、教學效果方面 1. 受試者在接受社會能力訓練後， 於教學情境中的適應行為次數有顯著增加，攻擊及擾亂 行為的次數顯著減少，而此教學成效之保留效果也獲證實。 2. 受試者經社會能力訓練後， 整體攻擊信念顯著降低，而此教學效果亦能保留。此外，攻擊信念的因素中，「獲得自尊」 、「合理化」、及「推諉責任」等三個攻擊信念，具立即和保留效果。然「報復」的攻擊信 念之立即教學效果，未獲證實，但保留效果卻獲得肯定。 3. 五項社會問題解決能力，經社 會能力訓練後，「線索搜尋」及「預期結果」等兩項，呈立即效果；「線索搜尋」及「解決 目的」等兩項，呈保留效果。意即社會能力訓練的立即效果及保留效果，僅在「線索搜尋」 獲證實。二、類化效果方面 1. 受試者在接受社會能力訓練後，其行為表現在自評、同儕評 、及教師評之「社會行為評量表」的適應行為部份，具立即效果及保留效果。
　　　　　The purpose of this study was to explore the effects of the "Social Competence Training Program "(SCTP) on aggressive beliefs, social behaviors, social problem-solving abilities, and behaviors on the instructional setting and natural settings of the aggressive students in elementary school. The subjects of this study consisted of eight aggressive students who were selected from sixth grades of an elementary school. A multiple-baseline design across subjects was adapted in this study. Subjects were matched by aggressive behavior, interpersonal relation, intellectual and SES, then were assigned in two instructional groups. And was to examine the effects of the SCTP on adaptive behaviors, aggressive behaviors, and disruptive behaviors on the instructional setting. But other dependent variables, such as the scores on "aggressive beliefs scale", the scores of adaptive and maladaptive behaviors on "social behaviors inventory", and the scores on the "social problem-solving abilities measurement", because can't made continuous measuring, one-group pretestposttest design was adapted. Results were summarized as follows: 1. The effects of the instruction (1) The SCTP can increased significantly the frequencies on adaptive behaviors, and decreased significantly the frequencies on aggressive and disruptive behaviors during intervention period on the instructonal setting, and the effects were maintained after instruction was withdrawn. (2) The SCTP can reduce the subjects'whole aggressive beliefs and showed immediate and follow-up effects. As aggressive beliefs analyzed respectly, "aggressive is a legitimate response", "aggressive is to shirk one's responsibility", and "aggressive increases self-esteem" showed immediate and follow-up effects, but that" aggressive is to revenge" didn't. However, it significantly decreased in follow-up phase. (3) "Information gather" was the only one of social problem-solving abilites, proven immediate and follow-up effects of SCTP. The other abilities, such as "except of consequential" showed immediate effects, but didn't in follow-up effects; "purpose of problem-solving" didn't in immediate effects, but showed follow-up effects. 2. The generalization of the effects (1) The adaptive behaviors increased after training, in the measure of the rating by students, peers from classroom, and homeroom teachers, which showed both immediate and follow-up effects of SCTP. (2) The maladaptive behaviors decreased after training, in the measure of the rating by homeroom teachers, which showed both immediate and follow-up effects of SCTP. But in the measure of the rating by students and peers from classroom, which didn't show immediate and follow-up effects. (3) Maladaptive behaviors, based on homeroom teachers' view from naltural settings, decreased after SCTP. 3. Social validity (1) The effects of the SCTP were supported highly by homeroom teachers of trainees. (2) The course of the SCTP were rated as very important by homeroom teachers of trainees.
期刊論文
1.洪儷瑜(19941200)。不同評量來源的社會特質與學生的社交地位之相關研究。中華輔導學報，2，60-83。new window  延伸查詢new window
2.Parker, J. G.、Asher, S. R.(1987)。Peer relations and later personal adjustment: Are low-accepted children at risk?。Psychological Bulletin，102(3)，357-389。  new window
3.Coie, J. D.、Lochman, J. E.、Terry, R.、Hyman, C.(1992)。Predicting early adolescent disorder from childhood aggression and peer rejection。Journal of Consulting and Clinical Psychology，60(5)，783-792。  new window
4.Coleman, M.、Wheeler, L.、Webber, J.(1993)。Research on interpersonal problem-solving training: A review。Remedial and Special Education，14(2)，25-37。  new window
5.郭國禎(19880300)。社會技巧訓練對青少年攻擊行為之輔導研究。輔導學報，11，265-301。new window  延伸查詢new window
6.鍾思嘉、修慧蘭、林青青、張志彰(19930900)。認知行為策略在犯罪少年團體輔導的應用。教育與心理研究，16，313-347。new window  延伸查詢new window
7.Guerra, N. G.、Slaby, R. C.(1990)。Cognitive mediators of aggression in adolescent offenders: 2. Intervention。Developmental Psychology，26，269-277。  new window
8.洪儷瑜(19931200)。性格及行為異常兒童的輔導。諮商與輔導，96，34-39。  延伸查詢new window
9.Ager, C. L.、Cole, C. L.(1991)。Areview of cognitive-behavioral interventions for children and adolescents with behavioral disorders。Behavioral Disorders，16(4)，276-287。  new window
10.Akhtar, N.、Bradley, E. J.(1991)。Social information processing deficits of aggressive children: Present findings and implications for social skills training。Clinical Psychology Review，11，621-644。  new window
11.Gresham, F. M.(1983)。Social skills assessment as a component of mainstreaming placement decisions。Exceptional Children，49，331-336。  new window
12.Glick, B.、Goldstein, A. P.(1987)。Aggression replacement training。Journal of Counseling & Development，65(7)，356-362。  new window
13.Fox, J. J.、Mcevoy, M. A.(1993)。Assessing and enhancing generalization and social validity of social-skills interventions with children and adolescents。Behavior Modification，17，339-365。  new window
14.Knapczyk, D. R.(1988)。Reducing aggressive behaviors in special and regular class settings by training alternative social responses。Behavioral Disorders，14(1)，27-39。  new window
15.Kazdin, A. E.、Esveldt-Dawson, K.、French, N. H.、Unis, A. S.(1987)。Problem-Solving skills training and relationship therapy in the treatment of antisocial child behavior。Journal of Consulting and Clinical Psychology，55(1)，76-85。  new window
16.Gresham, F. M.、Harris, S. R.、Wyckoff, G. E.(1989)。Teacher consultation and cognitive-behavioral intervention with aggression boys。Psychology in the Schools，26，179-188。  new window
17.Richard, B.、Dodge, K. A.(1982)。Social maladjusment and problem-solving in school-aged children。Journal of Consulting and Clinical Psychology，42，787-793。  new window
18.Mathur, S. R.、Rutherford, R. B. Jr.(1994)。Success of social skills training with delinquent youthisome critical issues。Advances in Learning and Behavioral Disabilities，8，147-160。  new window
19.Lochman, J. E.(1987)。Self and peer perceptions and attributional biases of aggressive and nonaggressive boys in dyadic internations。Journal of Consulting and Clinical Psychology，55(3)，404-410。  new window
20.Smith, S. W.、Siegel, E. M.、O'Connor, A. M.、Thomas, S. B.(1994)。Effects of cognitive-behavioral training on angry behavior and aggression of three elementary-aged students。Behavioral Disorders，19(2)，126-135。  new window
21.Schloss, P. J.、Schloss, C. N.、Wood, C. E.、Kiehl, W. S.(1986)。A critical review of social skills research with behaviorally disordered students。Behavioral Disorders，16(1)，1-14。  new window
22.Zaragoza, N.、Vaughn, S.、Mclntosh, R.(1991)。Social skills interventions and children with behavior problems: A review。Behavioral Disorders，26(4)，260-275。  new window
23.黃德祥(19900100)。國中學生之社會技巧相關因素研究。中國測驗學會測驗年刊，37，195-209。new window  延伸查詢new window
24.Feindler, E. L.、Marriott, S. A.、Iwata, M.(1984)。Group anger control training for junior high school delinquents。Cognitive Therapy and Research，8(3)，299-311。  new window
會議論文
1.王大延(1993)。亞承巴克氏青少年行為問題檢核表及自我報導量表。八十二學年度輔導區特殊教育老師教材教法研習會，13-21。  延伸查詢new window
2.Goldstein, A. R.(1995)。校園攻擊性行為問題輔導。青少年問題行為輔導工作坊--學生校園攻擊行為之輔導策略研討會，國立臺灣師範大學教育心理與輔導系所、財團法人中國青少年輔導基金會、救國團張老師主辦 。  延伸查詢new window
研究報告
1.洪儷瑜(1995)。社會能力多元評量工具的編製--普通國中生與行為異常學生的社會能力之研究。國立臺灣師範大學特殊教育學系。  延伸查詢new window
2.林幸台、陳美芳、王寶墉、翁澍澍(1995)。國民小學語文智力測驗。教育部社會教育司。  延伸查詢new window
3.洪儼瑜(1996)。社會能力多元評量工具的編製--普通國中生與行為異常學生的社會能力之研究。國立臺灣師範大學特殊教育學系。  延伸查詢new window
學位論文
1.黃宇軒(1993)。社會認知技巧訓練對國中攻擊傾向學生輔導效果之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.陳恆霖(1992)。社會技巧訓練影響犯罪少年社會技巧､社會焦慮之實驗研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.張黛眉(1990)。影響小學學童攻擊行為以致社交地位之認知相關變項(碩士論文)。國立臺灣大學。  延伸查詢new window
4.賈樂安(1989)。暴力犯罪少年之行為相關因素與整合式團體諮商效果之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.Spatz, C. R.(1990)。The effect of self-state ments and structured learning training of empathy upon the aggressive behavior and prosocial conflict resolution of elementary school-age children(博士論文)。Syracuse University。  new window
6.張莉莉(1992)。團體輔導對國中生攻擊行為輔導效果之研究(碩士論文)。國立彰化師範大學，彰化縣。  延伸查詢new window
7.陳麗欣(1989)。國民中學校園學生暴行之研究--從被害者學觀點分析(博士論文)。國立政治大學。new window  延伸查詢new window
8.皮玉鳳(1989)。生氣控制訓練對國小高攻擊性兒童輔導效果之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
9.謝淑芬(1991)。人際問題解決之認知歷程、攻擊信念與攻擊行為之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.法務部(1995)。83年犯罪狀況及其分析。法務部。  延伸查詢new window
2.Goldstein, A. P.(1988)。The prepare curriculm: Teaching prosocial competencies。Champaign, IL：Research Press。  new window
3.Hughes, J. N.(1988)。Cognitive behavior therapy with children in schools。New York：Pergamon Press。  new window
4.Schloss, P. J.、Smith, M. A.(1994)。Applied behavior analysis in the classroom。Boston：Allyn & Bacon。  new window
5.Rosenberg, M. S.、Wilson, R.、Maheady, L.、Sindelar, P.(1992)。Educating students with behavior disorders。Boston：Allyn & Bacon。  new window
6.周文欽、歐滄和、許擇基、盧欽銘、金樹人、范德鑫(1995)。心理與教育測驗。臺北：心理。  延伸查詢new window
7.Bandura, Albert(1973)。Aggression: A social learning analysis。Prentice-Hall。  new window
8.涂春仁(1994)。輔導輔助系統使用手冊。臺北市：涂春仁。  延伸查詢new window
9.張春興(1991)。現代心理學。東華書局。  延伸查詢new window
10.王文科(1993)。教育研究法。五南出版社。new window  延伸查詢new window
11.杜正治、Tawney, James W.、Gast, David L.(1994)。單一受試研究法。心理出版社。  延伸查詢new window
圖書論文
1.Berkowitz, L.(1969)。The frustration aggression hypothesis revisited。Roots of aggression: A reexamination of the frustration-aggression hypothesis。New York：Atherton Press。  new window
2.Lochman, J. E.(1984)。Psychological characteristic and assessment of aggressive adolescent。The aggressive adolescent: clinical perspectives。New York：The Free Press。  new window
 
 
 
 
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