本研究的主要目的是結合非暴力溝通（Nonviolent Communication）的精神與內容，透過行動研究的方式，探討偏鄉青少年於國中八年級輔導課程中學習非暴力溝通，在面對各種壓力及人際溝通問題時，有關情緒覺察與人際互動上的影響。

本研究橫跨兩個學期共進行21次課程，研究者在過程中根據學生的現況進行課程設計、引導、練習與檢討，透過收集學生的學習單、課堂上的參與、課程後的學生訪談、任課輔導老師及導師的訪談，以及家長拜訪等資料的收集，加上研究者在課堂上的觀察及課程錄影的回看及反思與研究結果分析，發現偏鄉青少年在學習非暴力溝通包括事實、感受、需要與請求等四個元素之後，對於個人感受源由的有更多理解，並具備更好的情緒覺察與反思能力。青少年透過同理自我及同理他人的方法，可以用更理性及和平的方式處理人際互動上產生的衝突，並且預防可能產生的偏差行為，也因為具備更好的情緒覺察與人際互動能力，提升了整體課業上的學習效果。

研究結果也發現，在偏鄉國中進行非暴力溝通的引導與教學，需要在內容上及教學策略面因應青少年大腦的發展階段及文化資本落差上進行調整，以協助青少年自我賦能實踐個人理想的未來，對於研究者亦達教學相長之效。

Rural adolescents face all sorts of pressure and interpersonal communication issues with little related cultural capitals. The main purpose of this action research is to incorporate both the spirit and contents of nonviolent communication into the 8th-grade counseling course in order to explore the impact upon emotion awareness and interpersonal interaction.

This research lasted two semesters, of which 21 lessons were given. I as the researcher conducted course design, teaching and assessment based upon the ever-changing status quo of the students. The data include students’ worksheets, class participation observation and videotaping, post-course interviews with the students, interviews with the counseling teacher, the homeroom teacher and parents, plus the researcher’s self-reflection journals. After analysis, this research finds that after acquiring the knowledge and skills of nonviolent communication including the four steps, i.e. observation, feelings, needs and requests, the students have more understanding about where the personal feelings originate and are equipped with better emotion awareness and better proficiency in self-reflection. By empathizing with themselves and the others, adolescents are capable of handling interpersonal conflicts with more rational and peaceful ways as well as preventing possible deviant behaviors from happening. Furthermore, while improving their emotion awareness and interpersonal interaction competence, their overall learning effects have been improved as well.
The research also finds that when implementing the nonviolent communication in the rural junior high school setting, certain adjustment is required upon contents and teaching strategies in order to meet with the development of the adolescent brains and the cultural capital gap. In light of the abovementioned researching findings, adolescents can receive help with their self-empowerment and the implementation of ideal personal future on the one hand; for the researcher/instructors also learns.

第一章 緒論 1
第二章 文獻探討 5
第三章 研究設計 21
第四章 結果與討論 47
第五章 結論與建議 101
參考書目 109

一、中文文獻
成飛虹（1996）。以行動研究進行師資培育的策略與反省：一群師院生的例子。國科會專題研究計畫成果報告（編號：NSC85-2745-H-134-001-F6）。新竹市：新竹教育大學。

何瑞珠（1999）。家長參與子女的教育：文化資本與社會資本的闡釋。教育學報，26（2），233-261。

阮胤華（譯）（2009）。愛的語言-非暴力溝通。（原作者：Ｍarshall B. Rosenberg）。臺北市：光啟文化。（原著出版年：1999）

林淑芬 （2006）。台東縣國小學童家庭內社會資本、學習風格、社交技巧與學習適應環境關係之研究（未出版之碩士論文）。國立臺東大學，臺東市。

邱天助（1998）。布爾迪厄文化再製理論。臺北市：桂冠。

洪慧芳（譯）（2013）。脆弱的力量。（原作者：Brené Brown）。臺北市：馬可孛羅。（原著出版年：2015）

財團法人兒童福利聯盟（2016）。2016年「台灣學童城鄉差距」調查報告。

黃庭康（2017）。P. Willis的《學做工》：概念、方法與研究方向。教育研究集刊，63(4)，37-63。

蔡清田（2015）。行動研究的功能限制與關鍵條件。國家文官學院飛訊，209，4-5。

盧玉強（2012）。認識大腦，提升生活品質。高雄醫師會誌，20（3），233-237。

盧姿麟（譯）（2015）。非暴力溝通的翻轉教室。（原作者：Sura Hart & Victoria Kindle Hodson）。臺北市：光啟文化。（原著出版年：2004）

謝孟穎（2003 ）。家長社經背景與學生學業成就關聯性之研究。教育研究集刊， 49（2）， 225-287。
 

二、英文文獻
Bourdieu, P. (1986). The forms of capital: Handbook of theory and research for the sociology of education. New York, NY: Greenwood.

Coleman, J. S. (1966). Equality of Educational Opportunity. Washington, DC: US Dept of Health, Education and Welfare.

Coleman, J. S. (1987). Families and Schools. Educational Researcher, 16(6), 32-38.

Coleman, J. S. (1988). Social capital in the creation of human capital. Supplement to American Journal of Sociology, 94, 95-120.

Coleman, J. S. (1990). Foundations of Social Theory. Cambridge, MA: Harvard University Press

Coleman, J. S. (1994). Social capital, human capital, and investment in youth. In A. C.
Petersen & J. T. Mortimer (Eds.), Youth unemployment and society (p. 34–50). Cambridge, MA: Cambridge University Press. https://doi.org/10.1017/CBO9780511664021.004

Dvir, Y., Ford, J. D., Hill, M., & Frazier, J. A. (2014). Childhood maltreatment, emotional dysregulation, and psychiatric comorbidities. Harvard Review Psychiatry, 22(3), 149-161.

Espin, C. A., & Yell, M. L. (1994). Critical indicators of effective teaching for preservice teachers: Relationships between teaching behaviors and ratings of effectiveness. Teacher Education and Special Education, 17, 154–169.

Heyes, S. B., & Blakemore, S. J. (2009). The development of adolescent social cognition. Annals of the New York Academy of Science, 1167(1):51.

Hoffman, L. M. (1991). The influence of the family environment on personality: Accounting for sibling difference. Psychology Bulletin, 110(2), 187-203.

Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30–33.

James, A., Jenks, C., Prout, A. (1998). Theorising childhood. Oxford, England: Polity Press.

James, A., & Prout, A. (1997). Constructing and reconstructing childhood：Contemporary Issues in the Sociological Study of Childhood. New York, NY: Poutledge.

Kingston, P. W. (2001). The unfulfilled promise of cultural capital theory. Sociology of Education, 74, 88-99.

Little, M. (2002). Total honesty/total heart: Fostering empathy development and conflict resolution skills. A violence prevention strategy (Unpublished master dissertation, University of Victoria). Retrieved from https://nvc-global.net/wp-content/uploads/2019/04/MLittle_Thesis0408.pdf

Marlow, E., Nyamathi, A., Grajeda W. T., Weber, A., & Younger, J. (2012). Nonviolent communication training and empathy in male parolees. Journal of Correctional Health Care, 18(1), 8-19.

Mendizza, M. (2000). Michael Mendizza interviews Marshall Rosenberg. Albuquerque,
NM: Center of NVC.

Nosek, M., Gifford, E., & Kober, B. (2014). Nonviolent communication (NVC) training increases empathy in baccalaureate nursing students: A mixed method study. Journal of Nursing Education and Practice, 4(10), 1-15. doi: 10.5430/jnep.v4n10p1

Parcel, T. L., & Dufur, M. J. (2001). Capital at home and at school: Effects on Student Achievement. Social Forces, 97(3), 881-912.

Powell, M. & Mahalak, A. (2010). Non-violent communication in the William & Mary School of Education: Finding NVC values in SOE curriculum. Williamsburg, VA: William & Mary School of Education.

Riessman, F. (1962). The Culturally Deprived Child. New York, NY: Harper & Row

Rosenberg, M. B (2003). Nonviolent communication: A language of life (2nd edition). California, CA: Puddle Dancer Press.

Sharmer, O. (2016). Theory U: Leading from the future as it emerges. Oakland, CA:
Berrett-Koehler Publishers.

Spear, L. (2003). Neurodevelopment during adolescence. In D. Cicchetti & E. Walker
(Eds.), Neurodevelopmental Mechanisms in Psychopathology (pp. 62-83). Cambridge University Press. doi:10.1017/CBO9780511546365.005

Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends Cognitive Science, 9(2), 69-74.

Steinberg, L. (2007). Risk taking in adolescence new perspectives from brain and behavioral science. Current Directions in Psychological Science, 16(2), 55-59.
Suarez, A., Lee, D. Y., Rowe, C., Gomez, A. A., Murowchick, E. and Linn, P. L. (2014). Freedom project: Nonviolent communication and mindfulness training in prison, SAGE Open, 4(1), 1-10. doi:10.1177/2158244013516154

Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York, NY: Columbia University Press.

Yankelovich, D. (2001). The magic of dialogue: Transforming conflict into cooperation. New York, NY: Touchstone Books.