應用生活技能於國中生家長親職壓力及家庭功能之成效初探
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Date
2009-04-01
Authors
林姿君
郭鐘隆
黃久美
龍芝寧
李子奇
Journal Title
Journal ISSN
Volume Title
Publisher
臺北市健康生活與成功老化學會
Abstract
本研究旨在探討學習生活技能降低國中生家長親職壓力及提升家庭功能之成效初探。本研究採二組前、後測之類實驗研究設計，立意取樣113位國中在學學生之家長，以結構性問卷進行資料收集。實驗組參與每週一次的生活技能活動，每次100分鐘，為期4-6週。研究結果以t檢定、卡方檢定、共變數分析進行統計分析，並在活動結束後訪談實驗組，了解對整體活動的評價。研究結果顯示在二組共變數分析比較上，親職壓力總分、各次量表以及家庭功能各次量表得分上無顯著差異，但實驗組在介入前後，親職壓力於「總分」、「親職愁苦」、「親子互動失調」次量表以及家庭功能於「衝突性」及「溝通」次量表在前後測均有顯著改善。另外，多數研究對象認為生活技能對自己有所幫助且應用於子女互動後，自覺親子關係因此得到改善。透過此研究提供學校護理人員處理國中生家長親職壓力及家庭功能的介入計畫參考建議。
The purpose of this study was to investigate the effectiveness of Life Skills Program on parenting stress and family function for middle-schooler's parents. A quasi-experimental design was used in the study that measured pre- and post-intervention parameters in two groups. Purposive sampling method with constructive questionnaire was adopted to recruit 113 middle-schooler's parent. The experimental group participated a period of 4-6 weeks Life Skills Program intervention that consisted of 100 minutes once a week. The data was analyzed through t-test, Chi-square, and ANCOVA. Reflection interview was used to collect the evaluations of Life Skills Program intervention from experimental group. The results revealed that the parenting stress of total score, the subscale scores and the family function of each subscale scores had no significant difference between two groups. However, the total score, parenting distress subscale score, the parent-child dysfunctional interaction subscale score of parenting stress and the conflict subscale score, the communication subscale score of family function had significant improvement from pre- to post- intervention in the experimental group. Furthermore, most cases in experimental group thought life skills were very helpful to themselves and their parent-child relationship had improved by this intervention. This study offered school nurses suggestions about managing parental stress and family function for parents of middle-school students.
The purpose of this study was to investigate the effectiveness of Life Skills Program on parenting stress and family function for middle-schooler's parents. A quasi-experimental design was used in the study that measured pre- and post-intervention parameters in two groups. Purposive sampling method with constructive questionnaire was adopted to recruit 113 middle-schooler's parent. The experimental group participated a period of 4-6 weeks Life Skills Program intervention that consisted of 100 minutes once a week. The data was analyzed through t-test, Chi-square, and ANCOVA. Reflection interview was used to collect the evaluations of Life Skills Program intervention from experimental group. The results revealed that the parenting stress of total score, the subscale scores and the family function of each subscale scores had no significant difference between two groups. However, the total score, parenting distress subscale score, the parent-child dysfunctional interaction subscale score of parenting stress and the conflict subscale score, the communication subscale score of family function had significant improvement from pre- to post- intervention in the experimental group. Furthermore, most cases in experimental group thought life skills were very helpful to themselves and their parent-child relationship had improved by this intervention. This study offered school nurses suggestions about managing parental stress and family function for parents of middle-school students.