由於經濟弱勢學童有社會互動困難的特徵，整?相關文獻發現人際發展介入方案（Relationship Development Intervention，RDI）為一新興的人際互動介入法。本介入法是由 Dr. Gutstein所提出的社交技巧訓?法，屬於心?發展?論介入策略的一種，這套方法是依據一般兒童習得建立情感關係能?的方式作為基礎，並結合結構性教學及行為改變技術等方法，發展出?一系列的活動。 目前國內相關文獻指出其對於自閉症及其他社交技巧低落的孩童訓?有正面的成效，且可間接提升學生的自我效能及情緒穩定度。本研究旨於探討人際發展介入對經濟弱勢學童同儕互動關係及人際關係社交技巧之影響。以台中市A教會辦理之課後照顧服務方案為研究場域。研究對象則為國小一至六年級的經濟弱勢家庭兒童，共計十三名。 研究結果顯示：一、A教會經濟弱勢兒童同儕關係比非弱勢兒童更疏離。其主要困境為同儕關係薄 弱，不易融入團體、或被接納認同。二、A教會經濟弱勢兒童介入「人際發展介入活動」服務團體歷程的困境在於團體 成員熟識度高，易形成小團體，不願與其他隊友合作。並在活動過程，常出現 負面情緒、衝突、爭執。其主要成效計有： (一) A教會方案促進經濟弱勢兒童人際關係之改變 (二) A教會方案協助經濟弱勢兒童同儕互動之成效 (三) A教會方案增進經濟弱勢兒童參與團體之正向影響三、 針對A教會經濟弱勢兒童接受「人際發展介入活動」服務相關策略建議為： (一) 增加人際發展介入活動之社會層面成長性課程 (二) 依弱勢兒童的人際關係發展階段劃分不同班級 (三) 由不同的人員擔任領導者及訪員促進其社會化 本研究證實了人際發展介入方案適用於經濟弱勢兒童的陪伴和教育過程。 “The Relationship Development Intervention (RDI) ” is touted as a new approach to develop and improve interpersonal skills of economically disadvantaged school children who are generally known to have a social skills deficit. The research-based intervention program, designed by Dr. Gutstein, evaluates the current experience-sharing competencies and limitations of children with autism before having them participate in ongoing and structured interactive activities to remediate social and emotional functioning deficits. To date, research findings have shown encouraging results of children with autism developing a sense of self-efficacy and a desire to be involved in reciprocal interactions. The study sought to determine the effectiveness of the RDI when the program was adopted to teach children from lower socio-economic families to appraise and adapt their actions to others. In the study, 13 Grade 1 to Grade 6 elementary students who attended the after-school care centre of Church A in Taichung City were the research subjects. All of them came from underprivileged families. The research findings are as follows :1. The subjects have been alienated from their peers in the student care centre of Church A due to poor relationships and weak interpersonal skills. They were not easily accepted by their peers. 2. In the course of participating in the RDI activities, the subjects formed cliques with peers whom they were very familiar with, and were unwilling to cooperate with others. During the activities, displeasure with one another triggered negative emotions which led to conflicts. To mitigate the above, the following interventions were provided : a. An overall framework that sought to improve the subjects’ interpersonal relationships. b. A church program with a systematic approach to teach the subjects to interact with their peers. c. Opportunities for the subjects of the above church program to make positive contributions in their social groups.3. To enable the subjects to be fully engaged in the RDI activities, the following strategies were adopted : a. More courses that taught and developed social skills were offered to the subjects. b. The subjects were grouped according to their current competencies. c. Specific roles were assigned to the subjects to promote interaction and collaboration among group members. The study has shown the positive impact of RDI on the interpersonal relationships and academic progress of the economically disadvantaged children.
