Nongyouw S

การเสริมสร้างสมรรถนะทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ โดยการให้คาํ ปรึกษากลุ่ม ปริญญานิพนธ์ ของ นงเยาว์ ศรีนางแย้ม เสนอต่อบัณฑิตวิทยาลัย มหาวิทยาลัยศรีนครินทรวิโรฒ เพื่อเป็ นส่วนหนึ่งของการศึกษา ตามหลักสูตรปริญญาปรัชญาดุษฎีบณ ั ฑิต สาขาวิชาการวิจยั และพัฒนาศักยภาพมนุ ษย์ กรกฎาคม 2561 การเสริมสร้างสมรรถนะทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ โดยการให้คาํ ปรึกษากลุ่ม ปริญญานิพนธ์ ของ นงเยาว์ ศรีนางแย้ม เสนอต่อบัณฑิตวิทยาลัย มหาวิทยาลัยศรีนครินทรวิโรฒ เพื่อเป็ นส่วนหนึ่งของการศึกษา ตามหลักสูตรปริญญาปรัชญาดุษฎีบณ ั ฑิต สาขาวิชาการวิจยั และพัฒนาศักยภาพมนุ ษย์ กรกฎาคม 2561 ลิขสิทธิ ์เป็ นของมหาวิทยาลัยศรีนครินทรวิโรฒ การเสริมสร้างสมรรถนะทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ โดยการให้คาํ ปรึกษากลุ่ม บทคัดย่อ ของ นงเยาว์ ศรีนางแย้ม เสนอต่อบัณฑิตวิทยาลัย มหาวิทยาลัยศรีนครินทรวิโรฒ เพื่อเป็ นส่วนหนึ่งของการศึกษา ตามหลักสูตรปริญญาปรัชญาดุษฎีบณ ั ฑิต สาขาวิชาการวิจยั และพัฒนาศักยภาพมนุ ษย์ กรกฎาคม 2561 นงเยาว์ ศรีนางแย้ม. (2561). การเสริมสร้างสมรรถนะทางสังคมของเด็กทีม่ คี วามบกพร่องทาง การได้ยนิ โดยการให้คาํ ปรึกษากลุ่ม. ปริญญานิพนธ์ ปร.ด. (การวิจยั และพัฒนา ศักยภาพมนุ ษย์: แขนงวิชาจิตวิทยาพัฒนามนุ ษย์และการให้คาํ ปรึกษา). กรุงเทพฯ: บัณฑิตวิทยาลัย มหาวิทยาลัยศรีนครินทรวิโรฒ อาจารย์ทป่ี รึกษาปริญญานิพนธ์: ผูช้ ่วยศาสตราจารย์ ดร.พัชราภรณ์ ศรีสวัสดิ ์, อาจารย์ ดร.มลิวลั ย์ ธรรมแสง, อาจารย์ ดร.วิไลลักษณ์ ลังกา การวิจยั ครัง้ นี้มคี วามมุ่งหมายเพื่อ 1) เพื่อศึกษาองค์ประกอบสมรรถนะทางสังคมของเด็ก ที่ม ีค วามบกพร่ อ งทางการได้ ย ิน 2) เพื่ อ สร้า งโปรแกรมการให้ คํ า ปรึก ษากลุ่ ม เพื่ อ เสริม สร้า ง สมรรถนะทางสังคมของเด็กที่มคี วามบกพร่อ งทางการได้ยนิ 3) เพื่อ เปรียบเทียบสมรรถนะทาง สังคมระหว่ างกลุ่ ม ทดลองและกลุ่ ม ควบคุ ม กลุ่ ม ตัว อย่างที่ใช้ในการวิจยั นี้ป ระกอบด้ว ย 2 กลุ่ ม กลุ่มแรกเป็ นกลุ่มเพื่อศึกษาองค์ประกอบสมรรถนะทางสังคม ประกอบด้วยผูเ้ ชีย่ วชาญ 7 คน กลุ่มที่ สองเป็ นเด็กทีม่ คี ะแนนสมรรถนะทางสังคมตัง้ แต่เปอร์เซ็นต์ไทล์ 25 ลงมา จํานวน 6 คน เครื่องมือที่ ใช้ในการศึกษาประกอบด้วยแบบสัมภาษณ์เชิงลึก แบบวัดสมรรถนะทางสังคมและโปรแกรมการให้ คําปรึกษากลุ่ม ผลการวิจยั สรุปได้ดงั นี้ 1) องค์ประกอบสมรรถนะทางสังคมของเด็ก ที่มคี วามบกพร่อ ง ทางการได้ยนิ ประกอบด้วย 2 องค์ประกอบ คือ ทักษะทางสังคมและทักษะการจัดการสัมพันธภาพ ทางสังคม 2) โปรแกรมการให้คําปรึกษากลุ่มเพื่อเสริมสร้างสมรรถนะทางสังคมประกอบด้วย 3 ขัน้ คือ ขัน้ เริม่ ต้น ขัน้ ดําเนินการและขัน้ ยุติ โดยการผสมผสานเทคนิคมาใช้ในการให้คําปรึกษากลุ่ม 3) สมรรถนะทางสังคมระหว่างกลุ่มทดลองและกลุ่มควบคุม ระยะก่ อนการทดลอง หลังระยะการ ทดลองและระยะติดตามผลมีความแตกต่างกันอย่างมีนัยสําคัญทางสถิตทิ ร่ี ะดับ 0.1 แสดงให้เห็นว่า โปรแกรมการให้คําปรึกษากลุ่มสามารถเพิม่ สมรรถนะทางสังคมของเด็กที่มคี วามบกพร่องทางการ ได้ยนิ 4) สมรรถนะทางสังคมของกลุ่มทดลองระยะก่อนการทดลอง ระยะหลังการทดลอง และระยะ ติดตามผลมีความแตกต่างกันอย่างมีนยั สําคัญทางสถิตทิ ร่ี ะดับ 0.1 ENHANCEMENT OF SOCIAL COMPETENCE AMONG CHILDREN WITH HEARING IMPAIRMENTS THROUGH GROUP COUNSELING AN ABSTRACT BY NONGYOUW SRINANGYAM Presented in Partial Fulfillment of the Requirements for the Doctor of Philosophy Degree in Research and Development on Human Potentials at Srinakharinwirot University July 2018 Nongyouw Srinangyam. (2018). Enhancement of Social Competence among Children with Hearing Impairments through Group Counseling. Dissertation, Ph.D. Research and Development on Human Potentials (Psychology of Human Development and Counseling). Bangkok: Graduate School, Srinakharinwirot University. Advisor: Asst. Prof. Dr. Patcharaporn Srisawat, Dr. Maliwan Tammasaeng, Dr. Wilailak Langka. The purposes of this study were as follows: 1) to study the social competence factors of children with hearing impairments; 2) to construct a group counseling model to enhance the social competence of children with hearing impairments; and 3) to compare the social competence between the experimental group and the control group. The subjects were divided into two groups. The first group studied the social competence factors and were assessed by seven experts. The second group consisted of six children with social competence scores below than the twenty-fifth percentile. The instruments included in-depth interview forms, social competence scales and a group counseling program. The results showed that: 1) the social competence factors consisted of two factors including social skills and social relationships management skills; 2) the group counseling program to enhance social competence consisted of three stages: the initial, working and final stages.The eclectic group counseling techniques were also applied to enhance social competence; 3) and with a statistically significant difference at a .01 level of social competence between the experimental and the control group existed before the period, after the period and after the follow-up period. The results of this study indicated that the group counseling program to enhance social competence was a key factor in increasing positive changes in the social competence of children with hearing impairments; 4) there was a statistically significant difference at a .01 level of social competence for the experimental group, which existed before the period, after the period and after the follow-up period. ปริญญานิพนธ์ เรือ่ ง การเสริมสร้างสมรรถนะทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ โดยการให้คาํ ปรึกษากลุ่ม ของ นงเยาว์ ศรีนางแย้ม ได้รบั อนุ มตั จิ ากบัณฑิตวิทยาลัยให้นบั เป็ นส่วนหนึ่งของการศึกษาตามหลักสูตร ปริญญาปรัชญาดุษฎีบณ ั ฑิต สาขาวิชาการวิจยั และพัฒนาศักยภาพมนุ ษย์ ของมหาวิทยาลัยศรีนครินทรวิโรฒ ………………..…………………...……….…………คณบดีบณ ั ฑิตวิทยาลัย (ผูช้ ่วยศาสตราจารย์ นายแพทย์ฉตั รชัย เอกปั ญญาสกุล) วันที่ 20 เดือน กรกฎาคม พ.ศ. 2561 อาจารย์ทป่ี รึกษาปริญญานิพนธ์ คณะกรรมการสอบปากเปล่า ……………..………….………..……ทีป่ รึกษาหลัก (ผูช้ ่วยศาสตราจารย์ ดร.พัชราภรณ์ ศรีสวัสดิ ์) .………..………..………………………ประธาน (ผูช้ ่วยศาสตราจารย์ ดร.วิไลภรณ์ โคตรบึงแก) ……………………………………….ทีป่ รึกษาร่วม (อาจารย์ ดร.มลิวลั ย์ ธรรมแสง) ……..…………………..…..…….……กรรมการ (ผูช้ ่วยศาสตราจารย์ ดร.พัชราภรณ์ ศรีสวัสดิ ์) ………………………………………ทีป่ รึกษาร่วม (อาจารย์ ดร.วิไลลักษณ์ ลังกา) ………………..………..………...……กรรมการ (อาจารย์ ดร.มลิวลั ย์ ธรรมแสง) …………………..………..………...…กรรมการ (อาจารย์ ดร.วิไลลักษณ์ ลังกา) …………………..………..………...…กรรมการ (อาจารย์ ดร.ครรชิต แสนอุบล) งานวิ จยั นี้ ได้รบั ทุนอุดหนุนการวิ จยั จากสํานักงานคณะกรรมการวิ จยั แห่งชาติ ประกาศคุณูปการ ปริญญานิพนธ์ฉบับนี้สําเร็จลุล่วงได้ด้วยดีเป็ นเพราะผู้วจิ ยั ได้รบั ความกรุณาอย่างยิง่ จาก ผูช้ ่วยศาสตราจารย์ ดร.พัชราภรณ์ ศรีสวัสดิ ์ อาจารย์ทป่ี รึกษาปริญญานิพนธ์หลัก ทีไ่ ด้เสียสละเวลา อันมีค่าเพื่อให้คําปรึกษา ชี้แนะแนวทางทําให้ผูว้ จิ ยั ได้รบั ประสบการณ์ และความรูเ้ ป็ นอย่างมากใน การทําวิจยั ระดับปริญญาเอก ขอกราบขอบพระคุณ อาจารย์ ดร.มลิวลั ย์ ธรรมแสง ทีใ่ ห้ความเมตตา ช่ ว ยเหลื อ ให้ คํ า แนะนํ าและให้ กํ า ลั ง ใจตลอดเวลาของการทํ า วิ ท ยานิ พ นธ์ และอาจารย์ ดร.วิไลลักษณ์ ลังกา อาจารย์ทป่ี รึกษาปริญญานิพนธ์รว่ ม ทีไ่ ด้ให้คําแนะนํ า และตรวจแก้ไขปริญญา นิพนธ์ฉบับนี้ให้สมบูรณ์ยง่ิ ขึน้ ขอกราบขอบพระคุณอย่างสูงไว้ ณ ทีน่ ้ี ขอกราบขอบพระคุณ ผู้ช่วยศาสตราจารย์ ดร.วิไลภรณ์ โคตรบึงแก ที่ให้ความกรุณามา เป็ นประธานสอบปริญญานิพนธ์ และอาจารย์ ดร.ครรชิต แสนอุบล ทีเ่ ป็ นกรรมการแต่งตัง้ เพิม่ เติมใน การสอบปากเปล่า ขอบกราบขอบพระคุณ ผูช้ ่วยศาตราจารย์ ดร.พิศมัย รัตนโรจน์สกุล และอาจารย์ ดร.อุทยั วรรณ สายพัฒนะ ทีไ่ ด้ให้ขอ้ เสนอแนะเพิม่ เติมจนทําให้ปริญญานิพนธ์ฉบับนี้มคี วามชัดเจน และสมบูรณ์ยงิ่ ขึน้ ขอขอบพระคุ ณ ผู้ เชี่ย วชาญทุ ก ท่ า นที่ใ ห้ ค วามกรุ ณ าให้ข้อ มู ล เกี่ย วกับ องค์ ป ระกอบ สมรรถนะทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ขอขอบพระคุณผูท้ รงคุณวุฒทิ ุกท่านที่ ให้ความกรุณ าพิจารณาตรวจสอบเครื่องมือ และให้ข้อเสนอแนะที่เป็ นประโยชน์ ในการวิจยั ครัง้ นี้ ขอขอบพระคุณในความกรุณ าของคณาจารย์ภาควิชาการแนะแนวและจิตวิทยาการศึกษา รวมถึง คณาจารย์ทุกท่ านที่ได้ประสิทธิ ์ประสาทวิชาความรูแ้ ก่ ผู้วจิ ยั และให้โอกาสผู้วจิ ยั ได้เข้าศึกษาใน หลัก สูต รปรัชญาดุษ ฎีบ ัณ ฑิต สาขาวิชาการวิจยั และพัฒ นาศัก ยภาพมนุ ษ ย์ แขนงวิชาจิต วิท ยา พัฒนามนุ ษย์และการให้คาํ ปรึกษา ขอขอบคุณผู้ช่วยศาสตราจารย์ ดร.อนุ ชา ภูมสิ ทิ ธิพร น้ องผูเ้ ป็ นกัลยาณมิตร ที่ทําหน้ าที่ เป็ นล่ามแปลภาษามือระหว่างการให้คําปรึกษากลุ่ม รวมทัง้ คอยช่วยเหลือและเป็ นกําลังใจในการทํา วิจยั ครัง้ นี้ดว้ ยดีเสมอมา ขอขอบคุ ณ ผู้อํ านวยการ คณาจารย์ทุ ก ท่ านและนั ก เรียนทุ ก คนในโรงเรีย นโสตศึก ษา เศรษฐเสถียร โรงเรียนโสตศึก ษาจังหวัด นนทบุ ร ี โรงเรียนโสตศึก ษาปานเลิศ จังหวัด ลพบุ รแี ละ โรงเรียนโสตศึกษาจังหวัดนครปฐม ที่ให้ความร่วมมือในการเก็บรวบรวมข้อมูล โดยเฉพาะอย่างยิง่ นักเรียนทีเ่ ข้าร่วมการให้คําปรึกษากลุ่มในครัง้ นี้ ผูว้ จิ ยั ระลึกเสมอว่า ความสําเร็จครัง้ นี้เป็ นผลมาจาก ความร่วมมือของทุกๆท่าน ขอขอบพระคุณ คณะแพทยศาสตร์ มหาวิทยาลัยศรีนครินทรวิโรฒที่ได้ให้ทุนสนับสนุ น การศึกษา ขอขอบพระคุณสํานักงานคณะกรรมการวิจยั แห่งชาติทไ่ี ด้ให้ทุนสนับสนุ นงานวิจยั ในครัง้ นี้ สุ ด ท้ า ยนี้ ผู้ ว ิจ ัย ขอน้ อ มรํา ลึก พระคุ ณ บิด า มารดา ที่ไ ด้ อ บรมเลี้ย งดู ใ ห้ ผู้ ว ิจ ยั มีว ัน นี้ ขอขอบคุณพีน่ ้องและเพื่อนๆทุกคนทีค่ อยให้กําลังใจผูว้ จิ ยั เสมอมา นงเยาว์ ศรีนางแย้ม สารบัญ บทที่ 1 บทนํา ภูมหิ ลัง ความมุง่ หมายของการวิจยั ความสําคัญของการวิจยั ขอบเขตของการวิจยั นิยามศัพท์เฉพาะ กรอบดําเนินการวิจยั สมมติฐานในการวิจยั ………………………………………………………………... หน้ า 1 1 4 4 5 6 8 10 2 เอกสารและงานวิ จยั ที่เกี่ยวข้อง เอกสารและงานวิจยั ทีเ่ กีย่ วข้องกับสมรรถนะทางสังคม เอกสารทีเ่ กีย่ วข้องกับเด็กทีม่ คี วามบกพร่องทางการได้ยนิ เอกสารทีเ่ กีย่ วข้องกับการให้คาํ ปรึกษากลุ่ม 11 12 29 33 3 วิ ธีดาํ เนิ นงานวิ จยั การกําหนดประชากรและกลุ่มตัวอย่าง เครือ่ งมือทีใ่ ช้ในการวิจยั ขัน้ ตอนในการดําเนินการวิจยั การวิเคราะห์ขอ้ มูลและการจัดกระทําข้อมูล 80 80 82 88 90 4 ผลการวิ เคราะห์ข้อมูล 91 ระยะที่ 1 การศึกษาองค์ประกอบสมรรถนะทางสังคมของ เด็กทีม่ คี วามบกพร่องทางการได้ยนิ …………………………………………… 91 ระยะที่ 2 การสร้างโปรแกรมการให้คาํ ปรึกษากลุ่มเพื่อเสริมสร้าง 95 สมรรถนะทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ระยะที่ 3 การศึกษาผลการใช้โปรแกรมการให้คาํ ปรึกษากลุ่มเพื่อเสริมสร้าง 101 สมรรถนะทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ สารบัญ (ต่อ) บทที่ หน้ า 5 สรุปผล อภิ ปราย และข้อเสนอแนะ 108 สรุปผลการวิจยั ………………………………………………………………………. 109 ระยะที่ 1 การศึกษาองค์ประกอบสมรรถนะทางสังคม ของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ………………………………….. 109 ระยะที่ 2 การสร้างโปรแกรมการให้คาํ ปรึกษากลุ่มเพื่อเสริมสร้าง สมรรถนะทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ……………. 109 ระยะที่ 3 การศึกษาผลการใช้โปรแกรมการเสริมสร้างสมรรถนะ 110 ทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ อภิปรายผลการวิจยั 111 ระยะที่ 1 การศึกษาองค์ประกอบสมรรถนะทางสังคม ของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ 111 ระยะที่ 2 การสร้างโปรแกรมการให้คาํ ปรึกษากลุ่มเพื่อเสริมสร้าง 112 สมรรถนะทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ระยะที่ 3 การศึกษาผลการใช้โปรแกรมการเสริมสร้างสมรรถนะ ทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ………………………… 114 ข้อเสนอแนะ………………………………………………………………………….. 121 บรรณานุกรม 123 ภาคผนวก ภาคผนวก ก รายชื่อผูท้ รงคุณวุฒใิ นการตรวจสอบเครือ่ งมือ ภาคผนวก ข แบบสัมภาษณ์ แบบวัดสมรรถนะ ภาคผนวก ค การตรวจสอบคุณภาพ ภาคผนวก ง หนังสือรับรองโครงการจริยธรรม ภาคผนวก จ ตารางสรุปโปรแกรม และโปรแกรม ภาคผนวก ฉ รายงานข้อสังเกตและผลการดําเนินการให้คาํ ปรึกษา 129 129 135 155 163 165 215 ประวัติย่อผูว้ ิ จยั 226 บัญชีตาราง ตาราง หน้ า 1 แสดงจํานวนประชากรและกลุ่มตัวอย่าง……………………………………………… 81 2 แสดงแบบแผนการทดลองแบบ 2 กลุ่มมีกลุ่มควบคุมและกลุ่มทดลอง……………… 88 3 แสดงระยะเวลาการให้คาํ ปรึกษากลุ่มเพื่อเสริมสร้างสมรรถนะทางสังคม ของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ………………………………… 89 4 สรุปโปรแกรมการให้คาํ ปรึกษากลุ่มของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ………. 98 5 ค่าเฉลีย่ ส่วนเบีย่ งเบนมาตรฐาน และระดับของสมรรถนะทางสังคม ของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ในกลุ่มทดลองและกลุ่มควบคุม ในระยะก่อนการทดลอง หลังการทดลอง และติดตามผล (n=12)…………………. 105 6 การเปรียบเทียบสมรรถนะทางสังคมของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ในกลุ่มทดลองและกลุ่มควบคุมในระยะก่อนการทดลอง หลังการทดลอง และติดตามผล (n=12)………………………………………………………………... 104 7 การเปรียบเทียบค่าเฉลีย่ รายคู่ของสมรรถนะทางสังคมโดยภาพรวม และรายด้านของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ในกลุ่มทดลอง (n=6)……….. 105 8 การเปรียบเทียบความแตกต่างรายคู่ของสมรรถนะทางสังคมโดยภาพรวม และรายด้านของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ในกลุ่มควบคุม (n=6)……….. 106 9 การเปรียบเทียบค่าเฉลีย่ รายคู่ของสมรรถนะทางสังคมโดยภาพรวม และรายด้านของเด็กทีม่ คี วามบกพร่องทางการได้ยนิ ในกลุ่มทดลอง และกลุ่มควบคุม (n=12)……………………………………………………………… 107 บัญชีภาพประกอบ ภาพประกอบ 1 กรอบดําเนินการวิจยั 2 แสดงการกําหนดซึง่ กันและกันของปั จจัยทางพฤติกรรม (B) ปั จจัยสภาพแวดล้อม (E) และปั จจัยส่วนบุคคล (P) 3 รูปแบบของสมรรถนะทางสังคม 4 แสดงองค์ประกอบสมรรถนะทางสังคม……………………………………………….. หน้ า 10 17 25 94 1 !"#$$ %& (Williamson. 2002: 4; citing Schumaker. 1984) C DE FD!"C#G#G $ $ H % I & F #J % I & F !" 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()$$) 3-##-& &$$' %'011$2 3 4' ! 3' 1' (IOC) +, & -, .3%'011 $2 3 4' ! 156 12 + 4#+'( +2 (IOC) &,$$' (34+(& C#.(#+'($ 5 2 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 % 1 A % 1 A % 1 A % 1 A % 1 A 1 1 1 2 1 3 1 4 1 5 -1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 -1 +1 +1 +1 +1 -1 +1 +1 +1 +1 -1 +1 +1 -1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 0 +1 +1 +1 +1 0 +1 -1 +1 +1 +1 +1 +1 +1 +1 +1 +1 -1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 0 +1 +1 0 +1 0 +1 +1 +1 +1 0 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 0 +1 +1 0 +1 0 +1 +1 +1 +1 0 +1 +1 3 IOC %" 0.6 +1 +1 +1 0.6 0.6 0.6 0.6 +1 0.8 0.8 0.6 +1 0.6 +1 0.8 0.6 0.8 +1 +1 +1 0.8 0.6 0.8 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 157 12 () 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 % 1 A % 1 A % 1 A % 1 A % 1 A 1 1 1 2 1 3 1 4 1 5 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 0 +1 +1 -1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 0 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 0 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 0 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 0 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 3 IOC %" +1 +1 +1 +1 +1 +1 0.8 0.6 +1 +1 +1 0.8 +1 0.8 +1 +1 0.8 +1 +1 +1 +1 0.8 +1 +1 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 158 13 + 4#+'( +2 (IOC) &,$$' (34+(& C#.(#+'($ 5 2 4 ($4;*+-.45'*(-) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 % 1 A 1 1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 % 1 A 1 2 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 % 1 A 1 3 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 3 IOC %" +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 159 13 () 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 % 1 A 1 1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 % 1 A 1 2 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 % 1 A 1 3 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 3 IOC %" +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 +1 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 160 14 , +4 ,4 &2&,$$' (34+(& C#.(#+'($ 5 2 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 3-##-& .372 .356 .310 .589 .236 .363 .331 .211 .339 .391 .564 .218 .454 .298 .250 .351 .231 .357 .516 .450 .366 .262 .511 .536 %" + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 161 14 () 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 3-##-& .392 .286 .282 .518 .478 .278 .494 .418 .428 .397 .280 .402 .393 .324 .334 .488 .244 .297 .351 .527 .292 .263 .243 .410 %" + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 + -5'2 162 15 + 4#+'( +2 (IOC) &/,(=2+;!(-.(2 (34+(& C#.(#+'($5 2 4 51 % , %!+' % 1 A1 1 2 3 4 5 3 IOC 1 :(4 +1 +1 +1 +1 0 0.8 2 -.+( 0 +1 +1 +1 0 0.6 3 -.+( 0 +1 +1 +1 +1 0.8 4 2+ +( +1 +1 +1 +1 +1 1 5 2+ +( +1 +1 +1 +1 +1 1 6 (40* $-.4 (40* $-.4 2 ($ -.4 2 ($ -.4 J E(4 +1 +1 +1 +1 0 0.8 +1 +1 +1 +1 0 0.8 +1 +1 +1 +1 0 0.8 -1 +1 +1 +1 -1 0.4 +1 +1 +1 +1 +1 1 7 8 9 10 $ + # ! 6 164 # " ,+, & -, .3 +, & -, .3 166 16 !/,(=2+;!(& C#.(#+'($5 2 4 51 1 2 3 4 5" -, .3 &B4.(24!( :(4 &B4=2+;!( -.+(: 24 +'((3=4=2*-. -.+(: 24 +'((3=4, 3;+'( 2&4$$!++-.4, +'((3=4=2*- #.(($$!++ 2 + +(: 2 4 +'((3=4&2= (!(( +'(+ ,+'(2;&+4-.4#. , 4 ,+'((3 =4# + '( N(& 2-.4 %! DE1 -, .3 1.VJ B= 2.3( 3. ($ 5((# -.45& N"#,$$ ; $!++F4 4 1. VJ B= 2. 3( 1.4 2.',$$ 3., $$(( 4.=2&2( 24$ 5. (, 1.N"#,$$ ; $!++F4 4 2.N"#,$$N(4 ( 1.'+/+2 $!+* 2. '+-. (40 1.4 2.',$$ 3., $$(( 4.=2&2( 24$ 5.(, 1. VJ B= 2.3( 3. ($ 5((# -.45& 4.24+'(2; 1.4 +'(+ =( 2.=2&2( 24$ 3.(, 1.N"#,$$'+ (40* 2.N"#,$$N(4 ( 1.N"#,$$ ; $!++F4 4 2.N"#,$$2+ N( 167 16 () 5" -, . 3 5 6 7 8 2+ +( : 24+'((3=4 ,2J +( #' 262 (40*$-.4 : 24+'((3=42 &2= (&4, 2-.4 , ( (40*$-.4 : 24+'((3=4 $ (& 4, 2-.4 2 ($ -.4: 24+'((3=4 $434#. $,$' +( %! DE1 -, . 3 1. VJ B= 2.3( 3. ($ 5((#-.45& 4.+4+24$ 1.,2J 2.=2&2( 24$ 3.(, 1.N"#,$$ ; $!++ F44 1. VJ B= 2.3( 3. ($ 5((#-.45& 4.0$ +'(2;,+'(C4 C4= 1., $$(( 2.=2&2( 24$ 3.(, 1. +4+#. 4,+'(+ #. 5((!( 1. =2&2( 24$ 2.(, 1.N"#,$$ ; $!++ F44 1. VJ B= 2.3( 3. ($ 5((#-.45& 1., $$(( 2.II2(N( 3.=2&2( 24$ 4.(, 5.+4+2, (( / =2 (/E4 2.N"#,$$2+ N( 2.N"#,$$N( 4 ( 1. N"#,$$! (,N( 2.N"#N(4 ( 1. N"#,$$ ; $!++ F44 2.N"#N(4 ( 168 16 () &B44=2+;!( 9 10 +4+ 2 ( $ 1. , $$(( -.4: 24+'((3=4 2. =2&2( 24$ 2+ 3. (, 4. +4 + ,2 J 2+ &B4 ! J E(4 1. VJ B= 2.3( 3. ($ 5((#-.45& 1.(, N"#=2+; !( 1. N"#,$$2+ N( 1.N"#,$$ ; $!++ F44 2.NA#,$$N( 4 ( 169 %1 '+, & -, .3%2% ! %'011$2 3 4' ! 51 1 % : ,G!%7 (Orientation) % 60 4# &!'-A (Key concept) + (Corey. 2012: 104) ''&B4.(24&!(F4''&=2&2(, ' 4 /+2&!( 2+'(+!24+ ,+24+'(+ '& ( =4 4#B( # 42'0#4&!( 4 e( &'( #B, +'(+ '&'&,(#. * =4!( =4&B44#B((#,4'/42(#. 5(f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erson-centered group counseling theory) / =2+4+VJ B= 3( , ($ 5((#-.45& 4 4B4 2' =2+4+O5 2, !+'(, =2+4++'(2 4 ;I;B (Deeper Reaches) D4 ,4'+ &/,(# (Rosemarry. 2016: 43)-.=2 (40*#. #' 24!(,(!( D4 $ & ($,+'(5'2'= -.#.(!((3, =2C43;(!((#.(# 4#.(3f $5'2,-.#. .(24=4, N(=(O/ (#&B44 4#B 5% !" 1. 2' ' ,, +'( 4 ##.5 2((#'4'(=4 (=2 +;,$$!(-.D44 2. 2' ,444 ,'4(!( +! -..'5 (Small Talk) -.2 (40* / 3;-..'5 # 4 ( =4#' '4#.#. '&2$(40* $ 2-.4 3. 2' 0$ 3; ! (!( &=2+;,$$!(-.(2(34 +($$& 24!( ,$$&( 4. 2' , #. 1.1 &2-B4:4,&2+'A$&!( 4 , $, '4=2((#'4'(=44 &2 -B4:4&!( -.'(4 4+'(+ ,,4'A$'(4&!(4 +'($ ' 5( $'4(0&(+4-.4=4&!( (#( =4 (=2*(-) , VJ ( ) 4 VJ( ) 2-.4 (=2*(-) =2 $4 (-(-.2 (=2* (-) ,5( (=2*(-) I!$I$4 F424 5'-%! 1. 2' =2+4++'(2 4 ;I;B (Deeper Reaches) D4 ,4'+ &/,(# (Rosemarry. 2016: 43) 2' =2'(!(+4 3 4# 4#B 4##. 1 =2(!(,44' ,+'(+ '#.(#&2'(=2+; !( 4##. 2 =2($ 4&'(=2($ 1 &2 4##. 3 =2'(=43(+3( 2. 2' , #. 1.2 (-. G# $# $4$.& ' - 5(2H -.=2(42$4(&;B4 =2(5 22 4(&;B4,F42+'(+!24+ * =4!( 171 3. =2(' *#.4-,2'=4 A4 , ' *C =2 (,+4'!= ;# $# $4$.&*4#B / 2' =2+4+VJ , ($ 5((#-.45&-., ($=4'&( 4. 2' '3;/ 4#. 5 2$ &2'(=2+;!(-.(2 (34+(& C#.(#+'($5 2 4 5 "! 1. 2' =2(!(, +'(2;,+'(+ C4=4&2$=2+;!( =4+B,,' 4!.#.5 2# 42,.#.5 2$ =2+;!( 2. 2' f /=2 ( !(I 3(&2 O#. '$&2$=2 +;!( -.=2 +'(&2= 4 3. 2' 4 ( '4',34#.=4!(+B5 ($( $24=2 (5+'(( &+' #. (+B5 ,'&$+!( , %! 1. =2 +'('((-=4=2+;!( 2. +'(== ,+'(--24=4 (#. 3. $+3(,I3(=4'=2+;!( 172 % 1 1.1 "25G3 • • • • • "25G3 .#. =4' (!( 5'2F4+'($ 5( 24=4&!( LLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLL. • • • • • LLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLL. LLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLL 173 % 1 1.2 # $# $4$.& ' - 5(2 - 15&# =24# 4' *'# $# $$.& ' - 5(2 = 4;.#. 4# 4+ '.&4B4(-4-+2 $'4# 4 =4 A4 / (3$ # ,*5 2(#.2 / =2'( 10 4# (32(' *5(5 2=2( $) =2' *=4 =$4#B 174 %1 '+, & -, .3%2% ! %'011$2 3 4' ! 51 2 % : 24+'((3=4=2*-. % 60 4# &!'-A -. +( F 4+'((3#. . (,44 4-. , -.-.#. =2$!++-.4(3&2= =4.#., 5 2 (Antia; & Kreimeyer. 2015: 3) '(3;=2*#.((-.=2$!e( O=4$$+(#.,4 C F42D4-. +(-. (#A(40#.(($$!+ +-.4 C F4#. 223;, 4(=434O C#.5((#+'((3=4 =2*#.(( =2 C& +'((3=4&2= 4& 2VJ, (#J =4 , 3;+'(2&4$$!++-.4 5((3#. # 2 '' 0$ =2 4 ,$J4&2( 2&&2( , +'(5(C4 2' ,, 3; +'(-. & +'(' * =2 C(#J =4&2= *=4$$ +( (Williamson. 2002: 47) 3-5 2'F4-.+(4;.#.+ ( 3; $'4&$!++#.2,25&J / 4'0# -.=2 4#4( ( &2#. ($5 2&+44B 2 ?@ / (#4&2 ,#. 4 I;.4 / 4(=2B 2 ?@ ,2; # C4 24B 2 ?@ (# z 'D4 z . 2561:454) 4 4#B ( 3; 44,4 -.&2 !#.,444, 4/ #.B?@ C(#/ 4#.'(4,& , 24 (# 2 ,$$ +- 1) ,$4J4'4 ( 3; =4##. O ?@ #. '$ / 4#.(#(+#., (# C4+ +- =+ F4 2$ / 4! -# ' ,$$ '(F44 - '(+#.+-(+ $+4#.5 2.(,+4#. # (# 4'44 +-(#,2 K 4 &;B4 +'((40, -.# (# 42 (=4 ,$$4#B 2) ,$$$ (Integrative) ( 3; =4##. ?@ =2+'('((--.=2 / 4! / $ / 4=2F4&2 / 42#.&4 (# 2 +-2 / 4'(B& 4,?@ &2(=2(#.! #. 5 2 # ' G4 K 4 (4 ! . 2561: 454) F4#.(3?|?4=2(#+'(4 5 2 I;. -B4:4-. ) 175 ", 1. -.=2($!+'(( ,+'(+ &+' 2. -.=2($'0#A0,4-=2$$!++#.4A0 3. -.=2((3=2*-. , 1. 4# 2. #. 2.1 4 # ' #. $A0 3. #. 2.2 , '0#A0 4. #. 2.2 ,$$?|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ifferent Ways to Refuse a Request) ,&B44 #.3'0# (#. 2.2) 4B4 2' 0&B44 #.3'0# -., F4' #.32=2( 7. 2' , #. 2.3 ,$$?| &B44& / =2( $+4 ,' 4', 4 =4#. 2.3 I;. 2' 4 34' G(-.-.4 &(!('4=2/ # 4 -.5#. '24+2H 8. 2' =2+4+, $$(( / =2(!(,+(, $$ (( (#.5 2', 4=4#. 2.3 9. 2' ,(!('(4=2&2( 24$,(,+#.(, ,'(4* 3;.#.5 2$ , $$((! 10. 2' =2+4+(,/ '( (#.5 232 '4(#. 5(32 2' =2+4+ =2= ,( +4-.4O #. 5(3 2 =2 5?|?4=2 32 5 "! 1. 2' =2('(4!.#.5 2$ =2+;!(=4+B4#B 2. 2' =2+4+(,=2= ,(!(-.#. (34.#.5 2 # 42=4+B4#B5=2=4#' '4 3. 2' 4 ( '4' ,34#. $(=4=2+;!(+B5 , %! 1. =2 +'('((-=4=2+;!( 2. +'(== ,+'(--24=4 (#. 3. $+3(,I3(=4'=2+;!( 177 % 1 2.1 3 !'%'1 P1#$,Q!%6 - 15&# =24# 4=2 4#24/ '+ #.-.4&2(I2 (-) ,+ #. 4# 4A0 (&'(-) ( ,( Geldard, Kathryn; et al. 2013: worksheet 27) & !$&' ()*!$+ ' $24 =2E44 5(5 2 E4 # 4 4- / # 45 445( 5( &/4 E45('B'4 5#. ' '4 ! 4#B4 3 5(5 2 E45( '4#B ,''44! 4$$244 #' 5( #' E42 $$24 178 %) -"$% 1 2.1 3 !'%'1 P1# $,Q!%6 ' $24 =2E44 5(5 2 E4 # 4 4- / # 45 445( 5( &/4 E45('B'4 5#. ' '4 ! 4#B4 3 5(5 2 E45( '4#B ,''44! 4$$244 #' 5( #' E42 $$24 179 % 1 2.2 ,Q!%6% (Different Ways to Refuse a Request !61 1. 2. 3. 4. ,Q!%6 1'15 +' G5(H $+'(2&4 2' 4 E42MMMMMMMMMMMMMM $+'(2;&4 2' 4 E42;MMMMMMMMMMMMMMMM $'4&2= +'(2;&$!++4B4 4 E4&2= 4'0MMMMM.. " 3 -.4'45#. '+-4 % 1 43 4, 4# 4(3$A0 5 2/ =2+ 54#B 1. +' G5(5H 2. $+'(2&4 2' 4 E42$24 3. $+'(2;&4 2' 4 E42;5( * #. 5544+-4 4. $'4&2= +'(2;&$!++4B4 4 E4&2= 4'02-.4 , E45(54 180 % 1 2.3 %# #"3 - 15&# =2(&# 4'0# (34#.5 2$ F4 $&B4=4 =$ 4#B( ,( (Smead R.2000: 216) 34 MMMMMMMMMMMMMMMMMMMMMMMMMMMMM. &B4#. 1 J &+-5 MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM &B4#. 2 $A0 MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM &B4#. 3 4- MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM 181 %1 '+, & -, .3%2% ! %'011$2 3 4' ! 51 3 % : 24$+'(2&4,=2*- #.($$!++ % 60 4# &!'1-A $+'(2&4$$!++-.4 F4'44;.&-. +(#. C +' (# $+'(2 / -.,$$5(= 2* 4 #B # =4 CCO ,5(# $ C/ - C' !4 (Antia ; & Kreimeyer 2015 :13) ; F 4 . F 4 #. C 2 5 2 $ ?| $+'(2 &4#. (# &B 4 4#. 3 2 (($+(4B4O ", 1. -.=2($+'(2&4$ 2-.45 2 (( 2. -. =2 ( $'0# , *- $ $!+ +-.4 5 2 (( , 1. #. 3.1 *, '+-.'$!++ 2. #. 3.2 ,$$?|&B44$+'(2 5 2, -(& !61'-%! =4&B444#B 2' 5 24N"#=2+;,$$'+(40* ,N"# ,$$N(4 ( ( !=2 / +4+#.4(=2 5 2, +4+'+-. (40 VJ B = 3( 4 ' ,$$ , $$(( =2&2( 24$,(, (=2=4=2+;!( 5% !" 1. 2' ' (,$'4.#.5 2$ =2+;!((-.+B#. ,2''(345 !=2=4#' '45 2 5 2. 2' #B, '3!+ &!(, '=4=2+;!(=4'44#B 5'-%! 1. 2' 3;+'(+ & -. ,'+-.' $!++#.(#,$$ -. 3 * +- 1) -.(40#. +24 182 (Complementary Transaction) 2) -.(40,$$& , 2 (Cross Transaction) 3) -.(40,$$I424 (Ulterior Transaction) I;.(# (40*'$!++ 2. 2' 03;-.B 3 ,$$=2( F4' ,2'=2( $+4 234-.=4,$$O,2'(, =2(4-.4O =4!( C B4, 2' !24=2( 3; -. ,$$54#. =2+ 4(# ( 4 0*#. # 4 ,#. &+'( ' - $! + +-. 4 +'-. ,$$54 ((#.! 3. 2' =2( $+4 ,' 4234#.2$+'(2 &4$$!++-.4 5 2, -(& 4B4=2(,+(, $$(( (34#.45 2$ 4. 2' =2(+4-.4O' 4* 3;+'(32,+'(((#., ((344B4O 5. 2' =2&2( 24$,(,+#.(, $$((=4$+'( 2 ( =2= ,,44=25=2=4#' '4 5 "! 1. 2' =2('(4!.#.5 2 =2+;!(=4+B4#B 2. 2' =2+4+(,=2= ,(!(-.#. (34.#.5 2 # 42=4+B4#B5=2=4#' '4 3. 2' 4 ( $(#. '$'4'=4=2+;!(=4+B5 , %! 1. +'('((-=4=2+;!( 2. +'(== ,+'(--24=4 (#. 3. $+3(,I3(=4'=2+;!( 183 % 1 3.1 2&' !% 3$ "!'"3 3 , % 1. 262&$$' " 3 P1 P2 P1 P2 A1 A2 A1 A2 C1 C2 C1 C2 C1= #= 2' 4#.0$5 2#. 1 C2= &$+!( 2 C1 =,( 4' + P2 = 45+ 2. &$$43' " 3 P1 P2 P1 P2 A1 A2 A1 A2 C1 C2 C1 C2 C1= 4#.0& -(4 + P2= ,2'5(05(2 I-B(=2 C1= 24 0' f (=2E4# P2= 5(05( 45f 184 3. &$$[3% " 3 P1 P2 P1 P2 A1 A2 A1 A2 C1 C2 C1 C2 C1= 4 # 2' 4#.0$5 2#. 1 C1= (+!+' +,44 -4#.) C2= &$= 2 C2= (0C 5 4B4, 5(+ = ) , 3; -.#.5(5 ( %" (#(,*(-!+B#.=2+;!( C1=-B#.0=' 4#B' ( + C1= (=55 2 5 ) C2= &$= + -B#.0=C' 4 # '4 C2= (05(+ = ) 185 % 1 3.2 ! ( &,! ?;/LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL. LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL. 1.! # &, " 2.( ( &, " 3. "" /01(+ 4. "( 3 # 5., !$,#$5 186 %1 '+, & -, .3%2% ! %'011$2 3 4' ! 51 4 % !' : 24+'((3=4&2= (!(( +'(+ ,+'(2; &+4-.4#., 4,+'((3=4#+'(N(& 2-.4 % 60 4# &!'1-A 2 + +(F4 +'((3#. &2 5 = 4/+'(2 ; ,&2 = +'(2;&$!++-.45 2 C F42&2= 34+(,Be( +( (-. C =434+( 44$!(-.4-4F4!( C=2 2+ +(-.&2= 34,-.=2$!e( +( 4 4#B +( 3 # 42/ &25(#' 4' (=4(#A(40 $$!+ +-.4 ' A(40 C -.(N(&4$N(&$!++-.4 .#.+ &2+ +(+-+'((3#. ,$$+( I;.'(3;+'((3=4,N( &$!++-.4 C F42D4+'(+ #.'$!++-.4O(#+'(-. +'(2 ( , e( #., $!++-.4 (Antia; & Kreimeyer. 2015: 18-19) ", 1. -.=2( &2= (!(( +'(+ ,+'(2;&+4-.4#., 4 2. -.=2($,4'=4#. $VJ+'(+ C4&$!++-.4#., 45 2 3. -.=2((3#+'(N(&!O #. &;B45 2 , 1. ( 4 #.(# &4 - # 244#.,4,4 2. 3!=(#.(#/= 3. #. 4.1 ,$$?|+4+4 +'(+ =( (Reframing thoughts) !61'-%! =4&B444#B 2' 5 24+4+ N"# =2+; !(,$$ ; $!+ +F4 4 ,N"#=2+;!(,$$2+ N( (=2=4=2+;5 2, VJ B= 3( ($ 5((# -.45& 4 +'(+ =( (Reframing thoughts) =2&2( 24$,(, (=2=4' ( 187 5% !" 1. 2' ' (,$'4.#.5 2$ =2+;!((-.+B#. ,2''(345 !=2=4#' '45 2 5 2. 2' #B, '3!+ &!(, '=4=2+;!(=4'44#B 5'-%! 1. 2' =2(5 2&2= +', / 4 ( G(#H 2. 2' 43!#.$ !(#.(# &4 ##.,4 (#4 =2( ,+4 $(=43!&;B4(+4 1 (C 3. 2' =2(,+4 3;&(#.4- $( 3! 3; ! &- $ 4 $# $ -$ 4. 2' =2(f 3!(,4( 4B4 2' 3((#. '$ &('F4 5 ,4-5( ,+4$( # '4-5( 4B4 2' ! C 4 &+'(, ' G+'(, &+4 B =4-. &+'($ +'(2;4;+ #.5((-44'+45( F42+ (-44 -.4-+4-.4+ 5 25( C+ -.45 2C5( 4 # '4H 5. 2' =2+4+4 +'(+ =( (Reframing thoughts) 2' , #. 4.1 ,$$?|+4+4 +'(+ =( (Reframing thoughts) / =2(!(4 !#.4+ + $4B4(#. 4,+'(+ =(=2F4$' 6. 2' =2+4+2 4$ (Reflecting technique) / =2 ( $3; +'(2;,.#.5 2 4 +'(+ =( 5 "! 1. 2' =2('(4!.#.5 2 =2+;!(=4+B4#B 2. 2' =2+4+(,=2= ,(!(-.#. (34.#.5 2 # 42=4+B4#B5=2=4#' '4 3. 2' 4 ( $(#. '$'4',34#.=4!(+B5 , %! 1. +'('((-=4=2+;!( 2. +'(== ,+'(--24=4 (#. 3. $+3(,I3(=4'=2+;!( 188 % 1 4.1 \]%! -'!'3 (Reframing thoughts) %" !'%'! -'!'3 $55 2 5,$$4B 4 1. -.45($,$$ # '$ " 3 4# 45I-B C # 5 25((-44 $-.4 ,-.4$ 5(4( 2.-. 4$$5((-44 +4,$$$4# 4 5 2 %" MMMMMMMMMMMMM MMMMMMMMMMMMM MMMMMMMMMMMMM 189 %1 '+, & -, .3%2% ! %'011$2 3 4' ! 51 5 % !' : 24+'((3=4,2J +( % 60 4# &!'1-A 2 + +((N"# +( 2 42 + (,4'+ & ( (* #' z. 2550: 30; 2 Mischel. 1993) #.5 24 ',$!++#.(# , N(&$!+++- 1) !0=43 $!++(#+'(B= =4- ,(#+'(&2= #. #C #N(#., ( 2) +'(+ ' $!++#.(# +'(+ '3; 0&N(CF4.2#.=2& +'( (5e( ( &;B4 3) +4 ( = 32$!++(#+4 (#. #C , N(#. # 4) +'$+!( $4 $!++#.(#D4+'$+!($4C =2&(3, N( (e( #.'5'25 2 5) +'((3 +- +'((3&$!++=4+'(&2= &2( +( ,2 =2+'(2,=4,2J +(5 2 $=4,2J +(4B4 ,25&J +( F4+'((3=4 $J #. &;B4=4+(+$+' /# 4 -!(4 +'& #I ( * #' z. 2550: 34; 2 Dreer et al. 2004: 304; citingD Zurilla, Nezu, &Maydeu-Olivares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|,2J (#. 5.1) / =2(!(&# 43; J #.$ ,'0#,25&J (,$$V(#. 2' , =2 191 7. 4B4 2' =2(!(J ,'0#=4,2J &4=2-.4 (VJ 8. 2' =2(=4!('(4* 3;,4'#.=2=4,2J &-.4 ( 9. 2' =2+4+! / ! 3;'0#,2J &(,+4 '( ,=2= =4#. 4'0#,2J 5=2 5 "! 1. 2' =2('(4!.#.5 2 =2+;!(=4+B4#B 2. 2' =2+4+(,=2= ,(!(-.#. (34.#.5 2 # 42=4+B4#B5=2=4#' '4 3. 2' 4 ( $(#. '$'4'=4=2+;!(+B5 , %! 1. =2 +'('((-=4=2+;!( 2. +'(== ,+'(--24=4 (#.'=2+; !( 3. $+3(,I3(=4'=2+;!( 192 % 1 5.1 &,aA 34+-MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM &B44#. 1 J MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM. &B44#. 2 !&J MMMMMMMMMMMMMMMMMMMMMMMMMMMMM &- B44#. 3 4 -=4,2J MMMMMMMMMMMMMMMMMMMMMM. '0##. 1MMMMMMMMMM&2 M # MMMMMMMM&2# MMMMMMMMMM '0##. 2MMMMMMMMMM&2 M # MMMMMMMM&2# MMMMMMMMMM '0##. 3MMMMMMMMMM&2 M # MMMMMMMM&2# MMMMMMMMMM &B44#. 4 4= -'0#,2J MMMMMMMMMMMMMMMMMMM 193 %1 '+, & -, .3%2% ! %'011$2 3 4' ! 51 6 % #' 262$%2 : 24+'((3=42 &2= (& 4, 2-.4, ( % 60 4# &!'1-A ( 4 0* +( &;B 4 +B ,* =4+$+ ' $ ,( , 2 #B A(404,+'( 4$ 2= F4.+ =4# 42* ( ,+(& C(-. C/&;B4(40*+( & &2!(-.4,(##. 4, ( =4' !4(40*$-.4F4.#.+ ( (40*$-.4F4(40*4,#. &;B4* 4+$+' #.+ &(40*$-.4+-F4+'((+= I;.4 ,4 C' !4'4= 2(#-.4,+ '/ 4 (#(40*$-.4 -.4F4.+ 5(# +'(;= +(#.-.4=2 ,-.4 =2/# 42 +( .#.+ #.=2(40*,+5'2I;.(40*+- +'((3=4 +'$+!(( +'((3#. 4,$4+'(2;,(&$!++-.4 +'((3#. -.$$!++-.4 (Antia; & Kreimeyer. 2015: 22-23) ", 1. -.=2((3 2 &2= (&4, 2-.4 2. -.=2((3, -. $4$(&$!+ +-.45 2 (( 3. -.=2((3 ($ 2-.4 , 1. *, ( #= # = 2 /0 -.424 ' 2. #. 6.1 *, ( 3. #. 6.2 +!2; 5 4. #. 6.3 ,$$?| 0$ +'(2;,C4C4= !61'-%! =4&B4 44#B 2' 5 2 4 +4 + N"# =2+ ; !( ,$$ ; $! + +F 4 4 (=2=4=2+;5 2, VJ B= 3( , $$(( 0$ +'(2;,+'(C4C4= (Describing Feeling and Empathizing Technique) =2&2( 24$,(, (=2=4'=2+;!( 194 5% !" 1. 2' ' (,$'4.#.5 2 =2+;!((-.+B#.,2' '(345 !=2=4#' '45 2 5 2. 2' #B, '3!+ &!(, '=4=2+;!(=4'44#B 5'-%! 1. 2' 4*#42#., ( #= # = 2 /0 -.424 ' (=2 (,+4 $E(+4 1 =$ 2. 4B4 2' =2(,+4, #42(=2(-4$*#.4 5 2$,2'=2(+4-.4 O '-.4#., (4B4(#+'(2; 5 -.=2 (!(# 423;+'(2;&4,$23;+'(2;&$!++-.4 3. 2' =2(,+43;$-34#.45 2$,2' ( - +'(2 ; ,$$4B 4 =2 $ ( 4-. 4 OVJ 4B 4 2 ' =2 +4 + 3( 3((4-.4O'2; 5$(#. =4!4B4 4. 2' , #. 12 (Find A Feeling) =2( / 4 34 ((#. &;B4$'(-.=2(&2= ,$23;+'(2;&45 2 5. 4B4 2' , #. '$34#. &;B4&$!++ / =2+4+ Describing Feeling and Empathizing Technique ,=2(4&2+'(,2'=2 44 '32 = 434 4B 4 2; 5 ,=2+ #., +'(2; ' &2= =4 +'(2;&$!++344B4 I;.#.(3=2+ 4#B$$!++4B43-5 2'F4 (#. # 6. 2' =2&2( 24$ ,4$4!4=2(4.4#B5=2=434 5 "! 1. 2' =2('(4!.#.5 2 =2+;!(=4+B4#B 2. 2' =2+4+(,=2= ,(!(-.#. (34.#.5 2 # 42=4+B4#B5=2=4#' '4 3. 2' 4 ( $(#. '$'4'=4=2+;!(+B5 , %! 1. =2 +'('((-=4=2+;!( 2. +'(== ,+'(--24=4 (#. 3. $+3(,I3(=4'=2+;!( 195 % 1 6.1 2&' '1# %1 # %7 + 6 "%" ' 196 % 1 6.2 . 34 (Find A Feeling) - 15&# =24# 44&2+'(#.A 24I2 (-&4# 4 ,2''4# 42; 5 $&2+'(4B4 =2#., 3;+'(2;&4# 4#.(#$&2+'(4B4 =4'( &'(- ,( (Geldard, Kathryn; et al. 2013: worksheet 10) . 34 (Find A Feeling) !4&#.E4#B 5(-.'44#B E4+ -.44B=E4 (-.'4?4B'4E45(5 25#. '$,( +!+!,(I-B/=2E4F4&&' '4 (-.+-4+!+!,(50!E4244#.$24+4 # ' 197 % 1 6.3 &$$\]' 6!$ .& %0%0# (Describing Feeling and Empathizing Technique) % 1 . 34 %" % 1 #2' 34 15%!'.5$"% 1 % 1. %2$" %2: 4.252 -OO E44#. ( 4 , O $ ' *N5( 4#,2' 2. %24' $ % 1 '1 %2 : 4. B( '44#BE4(#+'(!& #. ! E 4 ' 5=2 +! ,( +! ,( 2 # = (O 3. %2- %,m"3 %2 : E44#. O 5(2 '-(+5'2#.54 $-.' O 4. %2% 1 3 3 %'1 %2 : E42;/ #. ' O 5((#=+ $E4 5. %2% 1 3%31 %2 : E4 5 #E4 - 5( 3 ' E 4 # 5 4 O $%2 198 %1 '+, & -, .3%2% ! %'011$2 3 4' ! 51 7 % #' 262$%2 : 24+'((3=4$ ( &4, 2-.4 % 60 4# &!'1-A +'((3=4 $(F4.+ #.=2 (40*,+5'2 I;.(40* (Antia; & Kreimeyer. 2015: 22-23) (&+4#. &;B4 (# N(&$!++ 32(5( # =2(#N($ I;. $(40*4.4 Dysfunction Thought Record (DRT) F4'04;.#.(!,25&+'(+ /4(#.5(32,2' =2 N($ / -&+'(+ =(I;.45N($' ", 1. -.=2($'0# $(,N($&' 2. -. =2 ($!'0# #. 4,+'(+ #. 5((!( (Dysfunctional Thought Record (DRT)) -.+'$+!((,N(&45 2 , 1. ,$$?| ,$$$4;#. 4,+'(+ #.5((!( !61'-%! =4&B444#B 2' 5 24+4+ N"#=2+;,$$! ( , N( 5 2, +4+#. 4,+'(+ #.5((!( (Dysfunctional Thought Record (DRT)) ,+4+ N"#=2+;,$$N(4 ( 5 2,=2&2( 24$,(, (=2=4' ( 5% !" 1. 2' ' (,$'4=2(5 2 (!((-.+B#.,2'' (345 !=2=4#' '45 2 5 2. 2' #B, '3!+ &!(, '=4!(=4'44#B 5'-%! 1. 2' '3;.+ #. =2+4(#(40*#. #4 '44+- +'$+!((,N($&' 4B4=2(' 4 ' ( ,N($#.5((( ,'0# ' 5 2. 2' '3;+'(+ &+4 (# =2 (,N(=4$' 199 ,$5 2 32(#+'(+ #.32+'(+ 4B4C =2(#(,N(5=4 $' ,32(#+'(+ #.5(32C =2(#(,N(5=4$ 2' 4B432 #. 4,(,N($&5F4$'2#. 4#. +'(+ &' 3. 2' 3(('=++ (#$-!#. &;B4$4,2'=2 45(= /0 $25( =2( ' !4B4 ,2'3(('(3 $+'(2;-(4B45 25( 32 5 2=2'0#,$$54 4B43((4-.4O '32 !,$$ # '44#B (#'0# $(4B4 5 4. 2' , ,$$$4;#. 4,+'(+ #.5((!( (Dysfunctional Thought Record (DRT)) 0$ 3;34#. &;B4 '+4 (#+'(+ /4(#.F4 $I;. =2 (,+'(2;#.5( #(( ,32-#.$4$+'(+ $-/2, 2$+'(+ $5 2 C =2(#(,+'(2;#. #5 2 5. 2' =2(4;3;34#.=24(#(-N($ &;B4 (+4 1 34 ,2',$$?| $4;#. 4,+'(+ &4 (-.C ,2' 4(=2(* =4!(VJ 6. 2' =2('(4* 3;#. 4,+'(+ &4(# (,N($&4,&(4-.4O 5 7. 2' =2(!(' 4=2&2( 24$#. '$+$#.-.4($ , 4,4'=4 (&4, 2-.4 -.=2(!(5 2&2= (!((=4-. ( (+4-.4 O =4!( 8. 2' =2('(4* 3;.#.5 2# 42 ( ,4.#.5 2 (5=2=4#' '4 9. 2' =2$24/ =2(4;3;34#.=245(= ,2'=2 ,$$?| 4#B=4+'$+!((,N($&4 5 "! 1. 2' =2('(4!.#.5 2 =2+;!(=4+B4#B 2. 2' =2+4+(,=2= ,(!(-.#. (34.#.5 2 # 42=4+B4#B5=2=4#' '4 3. 2' 4 ( $(#. '$'4'=4=2+;!(+B5 , %! 1. =2 +'('((-=4=2+;!( 2. +'(== ,+'(--24=4 (#. 3. $+3(,I3(=4'=2+;!( 200 % 1 7.1 ,$$?| #. 4,+'(+ #.5((!( (Dysfunctional Thought Record (DRT)) !' % 26 (Situation) "+"! (Emotion(s)) "$ (Outcome) (Automatic (Alternative Thought(s) Response) ! - +'(+ #. &2 ( +'(+ #. =2 =4= 4# 4(#( 5( # (#.4# 4 - & 4# 4 5 2;=444#B 4 +'(+ =( 5 # = '= /0 " 3: -.4 -.45(E4 5 ( ' 4 E 4 5 #. ' 2' # = 42 = ,/0-.4 MMMMMMM MMMMMM... MMMMMM... 1. -.4++ ' 5( 5 2. -.4+ =2 (# ' $24 1.E4 $-. 4 'E4 5 2.E 4 (# ' $24 201 %1 '+, & -, .3%2% ! %'011$2 3 4' ! 51 8 % $#%2 : 24+'((3=4$434 #. $, 24$'+( % 60 1 &!'-A ($ -.4 (#+'(+ (=4 C' 3(;,=4' (0 (;424 ($ !(-.4 (#0# 4& C C#.3A0 -.4 (#J 24# 4, 23# 4 (Antia; & Kreimeyer. 2015: 61) =4'' !44#B C2$4$34+(#. $ $!#.5( ;+ #. 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Nongyouw S

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