幼兒主要照顧者正念教養之相關因素探討暨正念親職團體介入之效益研究

Abstract

正念運用於親職，在國外已有近二十年的實證研究，然而國內鮮少探討主要照顧者正念、自我慈悲、正念教養與幸福感的關連性研究，以及正念運用於親職團體的實證性研究。現階段研究已知，正念、自我慈悲越高，越能減少主要照顧者的心理壓力，提升主要照顧者幸福感，提升正念教養能力。然而，針對不同依戀狀態之主要照顧者，其正念、自我慈悲、正念教養，與主觀幸福感的關連性尚不清楚。此外，成人依戀延續早期親子依附關係，會透過代間傳遞給下一代，相關研究已說明，提升個人的正念，能夠修復原先不安全的依戀模式，成為習得的安全依戀。儘管如此，以正念親職的團體介入，談論修復成人依戀的研究效果較少。目前研究顯示，團體治療介入主要效益為減低主要照顧者壓力，對於提升主要照顧者幸福感、降低幼兒情緒行為困擾，效果不一。因此本研究目的為：一、了解幼兒主要照顧者之成人依戀、正念、正念教養、自我慈悲、主觀幸福感之關聯性；二、整合正念認知治療、正念自我慈悲、人際神經生理取向之心理治療理論，建立心智省察力取向MAP正念親職團體之理論基礎。本研究有兩項子研究：研究一透過網路問卷招募419位幼兒主要照顧者進行量表施測，透過結構方程模式，分析相關變項間的關聯性。結果顯示，主要照顧者的焦慮依戀、迴避依戀透過降低正念的部分中介，降低主觀幸福感；主要照顧者的焦慮依戀、迴避依戀，透過降低正念的完全中介，降低正念教養；主要照顧者的焦慮依戀、迴避依戀，透過降低自我慈悲，降低情感性的幸福感，降低正念教養；研究二招募84位幼兒主要照顧者進行14週，共10堂的團體介入性實驗研究，瞭解團體成效，其中實驗組為51位成員，對照組為33位成員。結果顯示，實施介入團體後，實驗組之焦慮依戀、正念、自我慈悲、正念教養、主觀幸福感優於對照組，但在迴避依戀、幼兒情緒發展上並無差異。本研究結果，有助於臺灣幼兒家庭教育相關單位，在辦理親職教育團體時，提升團體處遇成效，並能促進主要照顧者之心理健康，進而提升教養品質。There have been nearly two decades of empirical research on the application of mindfulness to parenting in foreign countries. However, there are few domestic studies on the relationship between mindfulness, self-compassion, mindful parenting, and well-being of primary caregivers, and the application of mindfulness to parenting groups. Research at this stage has shown that the higher the level of mindfulness and self-compassion, the more it can reduce the psychological pressure of the preschooler caregivers, improve the happiness of the preschooler caregivers, and improve the ability of mindful parenting. In addition, adult attachment continues the early parent-child attachment relationship, which will be passed on to the next generation. However, the interaction effects between different adult attachment, mindfulness, self-compassion, mindful parenting, and subjective well-being is unclear. Past research results suggest that enhancing personal mindfulness can restore the original insecure attachment pattern and become a learned secure attachment. Despite this, there have been fewer studies talking about repairing adult attachments with mindful parenting group interventions. Current research shows that the main benefit of mindful parenting group therapy intervention is to reduce the stress of preschooler caregivers, and it has mixed effects on improving the well-being of preschooler caregivers and reducing children's emotional and behavioral distress. Therefore, the purpose of this study is: 1. To understand the relationship among adult attachment, mindfulness, mindful parenting, self-compassion, and subjective well-being among preschooler caregivers; 2. To establish the theoretical basis for mindfulness-oriented MAP mindful parenting groups. There are two sub-studies in this study: Study 1 recruited 419 primary preschooler caregivers through online questionnaires for scale measurement and analyzed the correlation among related variables through structural equation model. The results show that the anxious attachment and avoidant attachment of preschooler caregivers reduce subjective well-being through the partial mediation of mindfulness; the anxious attachment and avoidant attachment of preschooler caregivers reduce mindful parenting through the complete mediation of mindfulness; the anxious attachment and avoidant attachment of primary caregivers, through reducing self-compassion, reducing emotional well-being, and reducing mindful parenting; Study 2 recruited 84 preschooler caregivers for 14 weeks, a total of 10 lessons of group intervention experimental research, to understand the effectiveness of the group, of which the experimental group was 51 members, and the control group consisted of 33 members. The results showed that after the intervention group, the experimental group was better than the control group in anxiety attachment, mindfulness, self-compassion, mindful parenting, and subjective well-being, but there was no difference in avoidance attachment and preschooler's emotional development. The results of this study will help preschooler’s family education centers to improve the effectiveness of group treatment when handling parent education groups and can promote the mental health of the preschooler caregivers, thereby improving the quality of parenting.