1995年12月 3-5 教師氣憤情緒管理訓練之成效
| 方紫薇 |
| 國立交通大學諮商中心 |
本研究的主要目的在探討對國中教師施以認知行為取向之氣憤情緒管理策略，其立即性及四個月的持續效果如何。
本研究乃以台北縣市60位國中教師為對象，實驗組、控制組各30人，實驗組接受16單元，共24小時的「 氣慣情緒管理訓練」，控制組則不接受任何實驗處理。
研究結果如下：
(一)氣憤情緒管理策略，實驗組在後測及追蹤時氣憤程度有顯著下降 ，但降低程度實驗組與控制組未達顯著差異。
(二)氣憤情緒管理策略，在增進自我肯定方面， 具有立即性及長期性的效果。
(三)氣憤情緒管理策略，能減少非理性信念，但其降低程度實驗組與控制組未達顯著差異。
(四)氣慣情緒管理策略，能使歸因方式由內在可控制性改為外在不可控制性之比率增加，但實驗組改變的百分比未顯著高於控制組 。
(五)氣憤情緒管理策略，能使當場的因應方式由非建設性改為建設性因應方式的比率增加，但在立即性效果只有一件事件，長期性效果只有兩件事件， 實驗組改變的百分比顯著高於控制組。
(六)氣憤情緒管理策略，使實驗組在情緒掌握程度及反應效果上，有立即性及長期性的效果。
關鍵字
氣憤情緒管理、自我肯定、非理性信念、歸因、認知行為取向、因應方式
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