【摘要】：筆者通過M社區(qū)服務(wù)中心的四點(diǎn)半課堂等常規(guī)服務(wù)和開展的各項親子活動發(fā)現(xiàn),M社區(qū)雙職工家庭普遍存在親子溝通不暢的問題。分析資料后發(fā)現(xiàn),導(dǎo)致M社區(qū)雙職工家庭親子溝通存在問題的其中一個原因是父母與孩子的溝通浮于表面,親子間的情感表達(dá)方式簡單、粗暴甚至強(qiáng)硬。據(jù)此筆者開展親子情感表達(dá)小組活動,讓家長們學(xué)習(xí)如何以愛為基礎(chǔ)與孩子溝通,避免自身的情感表達(dá)不當(dāng)而造成親子溝通問題。親子情感表達(dá)小組以學(xué)習(xí)“愛的五種語言”為主題,設(shè)置6節(jié)小組活動來學(xué)習(xí)和體驗(yàn)愛的情感表達(dá)技巧,注重親子間的互動與情感表達(dá)技能的提升�；顒又袨橛H子們設(shè)置親子互動和情感表達(dá)的平臺來學(xué)習(xí)情感表達(dá)技巧以達(dá)成小組目標(biāo),每節(jié)小組設(shè)置環(huán)環(huán)相扣,緊扣小組活動主題。小組初期主要是建立小組關(guān)系和規(guī)范,組員相互認(rèn)識并熟悉活動內(nèi)容、目的及意義。然后學(xué)習(xí)“愛的五種語言”,讓組員明白恰當(dāng)?shù)那楦斜磉_(dá)對親子溝通的重要性,培養(yǎng)組員的親子正向溝通意識,初步了解“愛的五種語言”的運(yùn)用及其效果。小組中期主要是通過各種互動游戲和活動來對“愛的五種語言”的進(jìn)行實(shí)際操作體驗(yàn)與感悟。小組后期則檢查組員對親子情感表達(dá)技巧的掌握情況,回顧小組活動內(nèi)容,進(jìn)行小組評估,結(jié)束小組。本次實(shí)踐結(jié)果表明親子情感表達(dá)小組在提升親子情感表達(dá)技能上具有一定的成效。組員的正向溝通意識增強(qiáng),親子情感表達(dá)技能提高,小組活動形式、內(nèi)容及社工表現(xiàn)得到組員認(rèn)可和肯定,小組目標(biāo)達(dá)成,但同時也存在一些不足之處。筆者針對小組活動過程和實(shí)踐結(jié)果中的不足進(jìn)行了專業(yè)反思,并就如何更好的做好親子溝通方面的小組工作提出了幾點(diǎn)建議。
[Abstract]:The author found that the problem of communication between parents and children is common in M community double worker families through regular service at 04:30 in M community service center and various parent-child activities. After analyzing the data, it is found that one of the causes of the problem of parent-child communication in M community is that the communication between parents and children is superficial, and the emotional expression between parents and children is simple, rough and even tough. Based on this, the author carries out parent-child emotional expression group activities, so that parents can learn how to communicate with their children on the basis of love so as to avoid the problem of parent-child communication caused by improper expression of their own emotions. The parent-child emotional expression group focuses on learning "five languages of love", setting up six group activities to learn and experience the emotional expression skills of love, focusing on the interaction between parents and children and the improvement of emotional expression skills. In the activity, parent-child interaction and emotional expression are set up to learn the skills of emotional expression to achieve the goal of the group. The initial stage of the group is to establish group relations and norms, the group members know each other and familiarize themselves with the content, purpose and significance of the activities. Then learn the "five languages of love", let the group members understand the importance of appropriate emotional expression for parent-child communication, cultivate the awareness of parent-child positive communication, and understand the use and effect of "five languages of love". In the middle of the group, the five languages of Love are experienced and realized through various interactive games and activities. In the later stage of the group, the team members' mastery of the skills of parent-child emotional expression was reviewed, the group activities were reviewed, the group was evaluated, and the group was concluded. The results show that parent-child emotional expression group can improve the skills of parent-child emotional expression. The positive communication consciousness of the group members, the skills of parent-child emotional expression, the form of group activities, the content and the performance of social workers were recognized and affirmed by the group members, and the goal of the group was achieved, but there were also some deficiencies. The author makes a professional reflection on the deficiencies in the process of group activities and the results of practice, and puts forward some suggestions on how to do better the group work on parent-child communication.
【學(xué)位授予單位】：吉林農(nóng)業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：C916

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