Abstract

This article examines the recent developments of Problem-Solving (Strategic) Family Therapy and Solution-Focused Therapy for Chinese in the United States. These developments include: an integration of the aforementioned approaches; an integration of Psychoeducational Family Treatment with Interactional Supportive Group Therapy for families who have a family member suffering from severe and persistent mental disorders; and an increase in group work for clients with severe and persistent mental disorders, and teamwork and group supervision among Chinese counselors. Specific cultural and clinical issues related to these developments are discussed.

摘要

本文探討近年美國在輔導華人上應用「策略性家庭治療法」及「問題解決治療法」的發展情況，當中包括：（1）上述兩種治療法的綜合運用；（2）向長期精神病患者的家庭提供有關精神病資訊的教育及互助小組輔導；（3）加強對長期精神病患者的小組治療，並鞏固華人治療師的團體合作和小組督導訓練。此外，本文亦會討論美國華人專業輔導界在這些發展上所面對的文化及輔導方面的重要事項。

Abstract

Through the consultation of six families, the author shares her teaching experience in Beijing, which utilized a live-family demonstration model. This article focuses on the relationship of the three-dimensional encounter in the intensity of live family interviews, in which the families, the therapist and the audience all form parts of the mutually shaping and reshaping interpersonal process. A summary of the audience feedback is also included to give a sense of the response from a group of professionals with diverse backgrounds.

摘要

透過六個北京家庭的個案，作者分享她作現場家庭治療示範的教學經驗。現場示範是個十分複雜的過程，它反映的不單是治療師與家人的會談過程，同時也反映著單面鏡後觀眾與治療師之間的微妙關係──這是個三維度的運作過程，每個維度都間接影響著另一個維度，本文集中討論這三個維度的相連關係。作者引述她對這六個家庭的會談撮要，以及部分觀眾對這次治療示範的反應，從而分析她個人對這次經驗的感受。

摘要

本文首先回顧台灣的家庭文化特徵，並在此基礎上探討台灣的家庭工作者在學習與應用西方的家庭治療時，所浮現出與文化相關的議題。文章分為三部分。第一部分透過相關文獻的敘述，探討華人在台灣的家庭文化特徵，包括：家族主義、父權的與階級的家庭結構、兩性在婚姻與家庭中的性別角色與行為、婆媳關係、孝道倫理、親子教養觀、重視和諧及面子等。第二部分從西方家庭治療的系統觀點，來看台灣的家庭文化對於家庭的維繫與發展可能會產生的正面與負面影響。第三部分透過對台灣家庭工作者的觀察，提出在學習西方家庭治療理論並應用這些理論於處理台灣的家庭問題的過程中，所浮現出與文化相關的幾個議題，包括：學習面對家庭衝突與適度表達真實自我、處理自我分化、重組家庭結構並強化次系統的功能和界限、促進平權的兩性關係、改變對有問題家庭的詮釋。作者期待透過本文，能夠帶出更多對於華人文化與家庭治療的反省與討論。

Abstract

This article aims to provide an overview of the characteristics of the Chinese family, and to analyze the cultural themes that emerged when Taiwanese family therapy professionals learned and practiced Western family therapy. The article is divided into three parts. First, it reviews the traditional Chinese family characteristics in Taiwan, including familism, hierarchical and patriarchic family structure, gender roles in marriage and family, filial piety, parenting behavior, the emphasis on familial harmony and the avoidance of family conflicts, and face-saving. Second, it gives an analysis of the merits and disadvantages in the development of contemporary Chinese/Taiwanese families which are under the influence of modernization and Westernization on the one hand but still embrace and practice Chinese cultural and familial traditions on the other. Third, it discusses the cultural themes from the viewpoints of Taiwanese family therapy professions. These themes include: coping with family conflicts and expressing the true self; self-differentiation in connected family; reorganization of family structure and strengthening the functions and boundary of family subsystems; equalization of power in spousal relationship; and change of perception of troubled families.

Abstract

Filial therapy is a parent training program based upon building and enhancing the parent-child relationship through use of play therapy skills. Since both play and family relationships cross cultural boundaries, it is proposed that filial therapy is an effective family therapy intervention across ethnic groups. The history of filial therapy, rationale for its use, and fundamental structure are discussed. Filial therapy has also been extensively researched and shown to be an effective intervention with a variety of parent and child populations. Included is a discussion of the cross-cultural applications of filial therapy and a summary of filial therapy research with various ethnic populations.

摘要

子女治療是一種應用遊戲治療技巧的家長訓練，目的是建立並鞏固親子關係。由於遊戲及家庭關係跨越文化界限，子女治療是可適用於不同種族的家庭治療介入方法。本文討論子女治療的歷史、應用理據和基本結構。不少研究均指出，子女治療對各種親子關係類別都是有效的介入方法。本文也會討論子女治療的跨文化應用，並總結有關的研究結果。

Abstract

Little is known about the level of burnout in counseling trainees and factors that may mediate burnout such as nationality and social support. To further our understanding, trainee counselors enrolled in a postgraduate counseling program taught in Australia, Singapore and Hong Kong completed demographic and social support measures (Miller Social Intimacy Scale and the University of California Los Angeles Loneliness Scale) and the three subscales of the Maslach Burnout Inventory (Emotional Exhaustion, Depersonalization, and Personal Accomplishment). Overall, while burnout scores were within the normal range, Hong Kong trainees reported higher scores than Australian and Singaporean trainees. Regression analyses revealed that loneliness and younger age were significant but weak predictors of emotional exhaustion and personal accomplishment while loneliness was a significant but weak predictor of depersonalization. Based on the findings, the need for supportive strategies to reduce loneliness, such as trainee peer support groups, was discussed.

摘要

現時，我們對輔導學員的枯竭程度，以及引致枯竭情況的可能因素（例如國籍、社會支持等），仍然所知甚少。本研究以在澳洲、新加坡及香港修讀輔導碩士課程的學員為對象，透過填寫米勒氏「社交親密量表」和加州大學洛杉機分校「寂寞量表」，了解學員的背景特徵及社會狀況。此外，學員亦需填寫梅姿萊絲「枯竭量表」中關於「情緒耗竭」、「非人化」及「個人成就」等三個部分。整體來說，三地學員的枯竭程度均在正常水平。此外，回歸分析顯示，「寂寞」和「年齡」這兩個因素雖然與「情緒耗竭」和「個人成就」關係密切，但前者並不能作為後者的有力預測；同樣，「寂寞」和「非人化」的關係亦如是。基於以上結果，本文討論到是否需要在輔導課程中安排一些支持和紓解學員寂寞情緒的元素（例如朋輩支援小組）。

摘要

本文系統地闡述了過去數十年裏就有關教師之師生互動態度和行為與學生發展之間的關係所進行的研究。關注的重點有三：（1）教師互動行為與學生學習的關係，（2）教師互動行為與學生情緒和社會性發展的關係，以及（3）教師互動行為（或師生關係）的結構和測量。作者發現，這個領域的研究較為一致地支持一個看法，就是師生關係或教師互動態度和行為與學生發展之間具有實質性的關聯，積極的師生互動能有助學生順利發展並取得較高的成就。本文也指出了這個領域中現有研究的局限，並對今後應加強哪些方面的研究提出了建議。

Abstract

This article provides a review of the literature in past decades on teacher interpersonal behavior and its effect on student development. There were three major themes: (1) the relationship between teacher interpersonal behavior and students’ learning; (2) the relationship between teacher interpersonal behavior and students’ socioemotional development; and (3) the structure and measurement of teacher interpersonal behavior. Findings from the literature supported a clear relationship between teacher interpersonal behavior and student development. Positive teacher-student relationship would likely accelerate development and lead to greater success among students. This article also discussed the limitations of existing research, and suggested areas that future research could investigate.