第六章 結論與建議
第二節 建議
一、未來研究建議
（一）擴大研究對象
研究結果證實了品格優勢團體能提升國小學童的幸福感與自尊，然而本研究 僅選取一所國小進行實驗，因此研究結果可能會受到樣本特性的影響，建議未來 研究者可重複本研究於不同族群，以了解優勢品格團體對幸福感及自尊的影響的 具有跨情境或母群的特性。
（二）運用不同的活動方式
本研究採用小團體的方式帶領團體成員認識品格優勢、發現自我優勢與實踐 自我優勢品格，然而小團體輔導僅為學校輔導工作的型態之一，未來研究者可進 一步將不同型態的優勢品格活動，諸如將優勢品格概念融入個別輔導或班級輔導 活動中，探討不同的方式介入優勢品格活動是否仍能有效提升國小學童的自尊與 幸福感。
（三）探索落實特定品格優勢的效果
探索自我品格優勢為本研究團體方案進行之重要階段，因此本研究完整納入 二十四個不同類型的品格優勢，藉著提供多樣的正向特質，讓團體成員得以選擇 出符合自己與他人的優勢。未來研究者則可以依據其研究目的，選擇部分的品格 優勢作為團體方案的核心並考驗其成效。
二、教學輔導實務建議
（一）將品格優勢觀深化於校園
研究結果顯示品格優勢團體有助於學童增進自尊與幸福感，顯示了個體若能 發揮其本身正向特質則可帶來正向的改變。因此學校教師與輔導專業人員可在團
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行，使品格優勢的觀念深化於校園中，讓學生透過實踐瞭解自己的正向特質，進 而能更加看重自己。
（二）以多元的方式鼓勵學生實踐自我優勢
品格優勢貴在實踐，本次團體活動中安排了配對、戲劇、繪圖與討論等方式，
讓參與的同學能接收到落實自我優勢的方法，甚至能進一步針對自己的狀況想出 其他實踐的策略。實務工作者可依據團體參與者的狀況，設計出其他更多元化的 活動，讓團體參與者能對實踐優勢保持興趣，以強化團體活動效果。
（三）探索自我品格優勢時建議以問卷為主要工具
本研究在探索自我品格優勢時，包含自評、他評與問卷三部分，但三部分的 結果聚合程度偏低，推測其結果可能為團體成員在短時間無法了解其他成員的正 向特質，或是團體成員未能徹底掌握 24 個品格優勢的概念，以至於在自評與他 評時，團體成員無法有效圈選出自我或他人的品格優勢。相較之下，問卷題目多 為情境題，比單純的品格優勢名詞更為具體，團體成員填答應較為容易，使用起 來更嚴謹。
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附錄
附錄一：量表使用同意書
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附錄二：班級導師團體轉介單
回條請於 9 月 15 日前交回輔導室，感謝您！
班級 學生姓名
_________年________班 各位老師您好：
我是臺中教育大學研究生陳進義，目前正進行國小學童成長團體的研究。團體目標 聚焦於提升學童對自我優點的覺察與落實，讓原本自尊較低的學童找到生命中的亮點，
進而越來越肯定自己！團體時間為自 9 月起每週二與週四中午 12:40~13:30。希望能借 助老師們對學生的觀察與了解，推薦合適的團體成員，讓這些學生有一個重新發現自我 的機會。此次團體希望可以招募到具有以下行為表現的學童：
一、較為退縮內向，在各項活動中鮮少主動發言。
二、覺得自己沒有什麼優點，甚至認為自己樣樣不如人。
三、未診斷為 ADHD 或智能低下（由於小團體包含討論與自省的部分，較不適合確診為注 意力缺失/過動或智能低下的學童）。
如果老師發現班符合這些行為表現的學生，懇請將學童姓名寫在下面的回條，謝謝老師 的協助！
如果老師發現班符合這些行為表現的學生，懇請將學童姓名寫在下面的回條，謝謝老師 的協助！