| 摘要: | 現在已有越來越多的證據顯示，電話諮協談提供重要的支持、訊息和轉介。近年來，生命線1995珍愛生命專線扮演著越來越重要的角色，生命線協會主要是由接受過教育訓練的志工來擔任半專業性的協談員，教育訓練是重要的影響因子之一；因此，透過教育訓練來探討有效性電話協談的職能養成實有其必要。因此，本研究的主要目的在探討生命線志工教育訓練滿意度、職能養成的現況以及這兩者間的關係，期能根據本研究結論提出一些建議，供嘉義縣生命線協會、電話協談相關機構進行訓練與發展、人力資源管理以及後續研究的參考。 本研究主要採取問卷調查法，針對嘉義縣生命線協會之118名志工進行普測，獲致之回收問卷87份及有效樣本問卷87份，回收率為74％。調查所得資料以描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關等統計方法加以分析。研究結果顯示：一、志工個人背景特性，同質性且集中。二、對教育訓練具高度滿意度。三、在職能養成上表現優質。四、教育訓練滿意度因「性別」、「職業」、「婚姻狀況」、「教育程度」、「服務年資」、「同時兼任其他類別志工經驗」、「曾獲頒獎項」、「購買書籍自我成長」有顯著的差異。五、電話協談職能的養成因「婚姻狀況」、「教育程度」、「服務年資」、「同時兼任其他類別志工經驗」、「曾獲獎次數」有顯著差異。六、教育訓練滿意度不因「年齡」、「平均月收入」、「宗教信仰」、「同時兼任幾個志工」與「獲獎次數」而有所差異。七、電話協談職能的養成不因「性別」、「年齡」、「職業」、「平均月收入」、「宗教信仰」、「同時兼任幾個志工」、「獲獎類別」與「書籍花費」而有所差異。八、教育訓練滿意度與職能養成間有顯著正相關。
There is getting more and more evidence that telephone counseling associations fulfill important support, information-giving and referrals. The crisis line of 1995 lifeline is playing an increasingly important role in recent years. The lifeline associations are staffed by volunteers who are trained to be semi-professionals. Therefore, education and training is one of the important factors. It seems a clear need to find out more about d the competence of the telephone counseling effectiveness. The main purpose of this study is to investigate the lifeline volunteer training satisfaction, competence development, and the relationship between the two. Hope that the results of this study will put forward some suggestions for Chiayi County Lifeline Association, telephone counseling related institutions and further research reference. This study adopted the questionnaire survey, carried out a general survey of 118 volunteers for Chiayi County Lifeline Association, recovery of 87 questionnaires were attainable and effective sample questionnaire of 87, a recovery rate of 74%. Survey data using descriptive statistics, t-test, ANOVA analysis, Pearson correlation were used to analyze. The study results show that:(1) The background characteristics of lifeline volunteers show homogeneity and concentrated. (2) Lifeline volunteers show high degrees of satisfaction on training. (3) The competence development presented high-quality performance. (4) The satisfaction on training significantly differentiate due to the factors of gender, occupation, marital status, the education level, years of service, the simultaneously participates in other organization, the award-winning and purchasing books for self-growth. (5) The competence development significantly differentiate due to the factors of marital status , the education level, years of service, the simultaneously participates in other organization and the number of award-winning. (6) The degrees of satisfaction on education and training are not affected by the factors of the age, average monthly income, religion, other experience of volunteers and the number of award-winning. (7) The competence development are not affected by the factors of gender, age, professional, average monthly income, religion, other experience of volunteers, the award-winning and purchasing books for self-growth. (8) The training satisfaction and competence development presented significant positive correlation. |
