The Effects of Solution-Focused Brief Group Counseling for low self-concep vocational high school students

• Main Authors: Chou Hui-Wen, 周惠文
• Other Authors: 蕭文
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/72185707132442464333

碩士 === 國立彰化師範大學 === 輔導與諮商學系在職進修專班 === 91 === The Effects of Solution-Focused Brief Group Counseling for low self-conception vocational high school students Chou Hui-Wen Abstract The purpose of this study is to explore the Solution-Focused Brief Group Counseling Program (SFBGC) for low self-conception vocational high school students on the immediate and follow-up effects. Hopefully, the result could serve as guiding references for those vocational high school low self-conception student . The experimental design is based on the involvement of 16 vocational high school sophomore students in Changhua, whose total-self points are below 10 percent of experimental calculation on the Tennessee Self-Concept Scale II Chinese Revision（TSCS：2）. Two groups of students are randomly chosen by different gender and consulted six times, with the duration of two hours each time ,for SFBGC, plus one follow-up activity. The independent variance is the experimental treatment. The dependent variance is the scores of the ‘self-concept subscale’, ’supplement subscale’, and total-self on TSCS：2, which are calculated before and after experimental treatment and after follow-up activity. The scores of the subject students are calculated before and after the experiment and follow-up measurement, which then contrast with paired-sample t-test. The independent-sample t-test is to examine the immediacy and follow-up counseling effect on two groups. Their class teachers are interviewed before and after the group；the subject students are interviewed during 2nd, 4th, 6th, and 7th follow-up activities. The results are as following: I. With regards to the immediate counseling effects: 1. For self-concept subscale measurement（physiological-self, mental-self, psychological-self, family-self, society-self and school/work-self）, the first group except physiological-self shows immediacy counseling effect, whereas the second group has no effect except mental-self and school/work-self . 2. For supplement subscale measurement（self-cognition, self-satisfication, self-behavior）, the first group shows immediacy counseling effect, whereas the second group has no effect. 3. For total-self, first group shows immediacy counseling effect, whereas second group has no effect. II. With regards to the follow-up counseling effects: 1. For self-concept subscale measurement（physiological-self, mental-self, psychological-self, family-self, society-self and school/work-self）, the first group except family-self shows follow-up counseling effect, whereas the second group has no effect except physiological-self and psychological-self . 2. For supplement subscale measurement（self-cognition, self-satisfication, self-behavior）, the first group shows follow-up counseling effect, whereas the second group self-satisfication, self-behavior shows follow-up effect. 3. For total-self, first group and second group all show follow-up counseling effect. III. With regard to groups treatment experimental comparison： 1. For the immediate counseling effects, the two groups show no differences. 2. For the follow-up counseling effects, the two groups show differences on psychological-self and mental-self. Ⅳ. The qualitative analysis of interviews with class teachers and students: 1. On class teacher interviews, teachers describe students’ performance more positive behavior after counseling group. 2. On student interviews, they had more positive attitude to themselves, more social interaction with classmates, more calm temperature and tolerance, and more thought and target for the future. According to the discussion of the findings, some recommendations are suggested for the application of counselors and further research.