本研究旨在瞭解團體參與者在非結構諮商團體歷程之自我揭露行為，以及人際關係互動的社會網絡分析。研究採取混合研究取向的「同時－巢化設計」，先由七個團體均進行十次聚會之非結構諮商團體進行團體效能檢核，並從中選取高效能與低效能各一個團體；而後以此兩團體作為研究對象，針對其第二至九次團體歷程的逐字稿資料，進行團體的脈絡主題、參與者的自我揭露行為之編碼，並據此進行社會網絡分析。研究結果發現：1.非結構諮商團體的介入對團體成員具有輔導效果，對成員心理健康狀態有顯著的正向改變。2.不同效能團體的自我揭露行為在不同團體階段的類型有差異，高效能團體逐漸聚焦在成員過往人際議題、及當下團體此時此刻的揭露，且自我揭露行為類型隨著團體階段不同也會有較大程度的變化。3.不同效能團體在「團體歷程脈絡主題」、「整體自我揭露行為」、「自我揭露類別趨勢」、「領導者的發話量」、「領導者位置」、「核心成員意義」、「邊陲成員意義」、「焦點成員重複性」等面向存在社會網絡分析的結果差異性。研究統整相關發現對諮商團體後續研究、領導者培育、團體實務能力、及團體工作督導焦點進行討論與建議。

The purpose of this study was to understand group participants' self-disclosure behaviors and interpersonal interaction relationships while participating in unstructured counseling groups by using social context analysis method. The research has adopted the hybrid-oriented simultaneous-nested design. By the group performance check among seven unstructured groups which contain ten sessions in each, one high-effectiveness and another low-effectiveness group through all groups were selected as research samples. The social context network analysis was conducted based on the data of the group context theme and participants' self-disclosure behaviors which were coded through verbatim data of the second to the ninth group. The findings show that: 1. Interventions in unstructured groups can do guidance effect to the group members, and also brings significant positive influences to their mental health. 2. Self-disclosure behaviors of different effectiveness groups differentiate in group-stages. The high-effectiveness group gradually focuses on past interpersonal issues of members and group disclosures of the "here and now". The type of self-disclosure behaviors would to a large extent change varies from different group-stages. 3. Within different effectiveness groups, results of social network analysis show that in dimensions "Group Process Context Theme", "Overall Self-Disclosure Behavior", "Self-Exposure Category Trend", "The Amount of Leaders' Speech", "Leaders' Position", "Core Member Meaning", "Border Member Meaning" and "Focus Member Repeatence" exist differences. By integrates relevant findings and results, discussions and recommendations of the follow-up studies of counseling groups, group leader training, group practical ability, and the focus in group work supervision were presented.

一、中文部分
心理出版社（2011）。成人心理健康量表（Adult Mental Health Scale）。取自於心理出版社網站： http://www.psy.com.tw/ec99/ushop20128/GoodsDescr.asp?category_id=123&parent_id=118&prod_id=87340，2018年09月19日。
王郁琮、陳尚綾、王麗斐、林美珠（2012）。個人知覺與團體脈絡之團體氣氛：多層次潛在變數分析應用。中華輔導與諮商學報，32，33-55。doi: 10.7082/CJGC.201204.0033
王智弘、劉淑慧、張勻銘、鄧志平、楊淳斐（2014）。心理諮商研究倫理守則建置之意見調查研究。教育心理學報，46（1），51-71。doi: 10.6251/BEP.20131219
王麗斐、林美珠（2000）。團體治療性因素量表之發展與編製。中華輔導學報，9，1-24。
台灣輔導與諮商學會（2001）。台灣輔導與諮商學會諮商專業倫理守則。取自於台灣輔導與諮商學會網站：http://www.guidance.org.tw/ethic_001.html，2019年06月03日。
吳秀碧（2005）。諮商團體領導原理的建構：螺旋式領導方法。中華輔導學報，17，1-32。doi: 10.7082/CARGC.200503.0001
吳秀碧（2010）。系統化訓練模式對諮商團體領導者進階訓練效果之研究。中華輔導與諮商學報，28，99-142。doi: 10.7082/CJGC.201009.0099
吳秀碧（2015）。有關團體，Yalom他們說清楚了嗎？。臺灣諮商心理學報，3（1），1-13。
吳秀碧（2017）。團體諮商與治療：一個嶄新的人際－心理動力模式。台北：五南圖書。
吳秀碧、洪雅鳳、許育光（2006年10月）。團體成員自我揭露行為與團體氣氛之分析研究。台北市立教育大學主辦「2006年中國輔導學會年會暨學術研討會議程：輔導新興議題的關懷與學校輔導人員的立法參與」發表之論文（臺北市）。
吳秀碧、洪雅鳳、羅家玲（2003）。團體諮商歷程中領導者意圖與聚焦之分析研究。中華輔導學報，13，117-150。
吳秀碧、許育光（2012）。團體領導能力量表之編製與信、效度建構。中華輔導與諮商學報，32，1-31。doi: 10.7082/CJGC.201204.0002
吳秀碧、許育光（2015）。團體領導能力量表之常模建構與領導者能力分析。臺灣諮商心理學報，3（1），27-51。
吳秀碧、許育光、李俊良（2003）。諮商團體歷程中成員自我揭露頻率與深度之初探。彰化師大輔導學報，25，1-24。doi: 10.7040/GJ.200310.0001
吳秀碧、許育光、洪雅鳳、羅家玲（2004）。非結構諮商團體過程中領導者技術運用之研究。中華心理衛生學刊，17（3），23-56。doi: 10.30074/FJMH.200409_17(3).0002
宋曜廷、潘佩妤（2010）。混合研究在教育研究的應用。教育科學研究期刊，55（4），97-130。
宋鎮熙（2000）。團體動力學。台北：五南圖書。
李佳儒、張勻銘、王智弘、楊淳斐（2012）。諮商心理師團體諮商倫理信念與行為之探究。中華輔導與諮商學報，34，53-81。doi: 10.7082/CJGC.201212.0053
李郁文（1998）。團體動力學：群體動力的理論與實務。台北：桂冠圖書。
李家瑩、戴婉如（2018）。社群商務網站上之自我揭露行為：以Fashion Guide時尚美妝傳媒為例。中山管理評論，26（3），479-510。doi: 10.6160/SYSMR.201809_26(3).0004
李盛芬、陳怡君（2007）。團體諮商中成員不規律出席行為。輔導季刊，43（4），66-71。doi: 10.29742/GQ.200712.0009
李靜如、林邦傑、修慧蘭（2011）。成人依附、社交自我效能、困擾的自我揭露、寂寞與憂鬱之關係：以有戀愛經驗的大學生為例。教育心理學報，43（1），155-174。doi: 10.6251/BEP.20100601
汪宛靚、蔣欣欣（2012）。團體心理治療倫理指引（簡版）。中華團體心理治療，18（3），5-7。doi: 10.30060/CGP.201209.0002
林子軒（2017）。非自願性成員在團體中之抗拒行為－一個性侵害加害人刑後強制治療團體的觀察。中華團體心理治療，23（1），29-44。
林佳瑩、蔡毓智（2006）。社會網絡分析方法於結構分析之應用：以台北地區中小學教育資源分佈結構為例。調查研究—方法與應用，19，101-132。doi: 10.7014/TCYCFFYYY.200604.0101
林家興（2007）。親職教育團體對親子關係與兒童行為問題的影響。教育心理學報，39（1），91-109。doi: 10.6251/BEP.20070301
林淑君、王麗斐、及謝佩玲（2012）。團體帶領者僵局經驗之初探性研究。教育心理學報，43（4），899-919。doi: 10.6251/BEP.20110516
邱文彬、林美珍（1999）。大學生發展成熟的人際關係中親密性能力的發展：自我揭露與自主性之年級與性別差異的探討。教育心理學報，31（1），37-62。doi: 10.6251/BEP.19990312
邱文彬、林美珍（2000）。後形式思考與人際關係之容忍性、同理心、自我揭露、自主性之關係。教育心理學報，32（1），67-94。doi: 10.6251/BEP.20000525
邱皓政、溫福星（2007）。脈絡效果的階層線性模型分析：以學校組織創新氣氛與教師創意表現為例。教育與心理研究，30（1），1-35。
邱皓政、溫福星（2012）。多層次模式方法論。新北：前程文化。
邱獻輝（2017）。社區強制諮商團體對預防再犯親密暴力的成效探究。教育心理學報，49（2），163-192。doi: 10.6251/BEP.201712-49(2).0001
邱獻輝、鄔佩麗（2004）。親子溝通諮詢團體方案之效果研究。教育心理學報，36（1），35-57。doi: 10.6251/BEP.20040322
洪雅鳳（2004）。團體治療中的抗拒與反抗拒。輔導季刊，40（1），12-25。Doi: 10.29742/GQ.200403.0002
洪雅鳳（2008）。高低過程效能諮商團體領導者意圖及介入之研究（未出版之博士論文）。國立彰化師範大學，彰化。
洪雅鳳（2010）。結不結構有什麼關係：心理性團體之結構性及其影響。台灣心理諮商季刊，2（4），39-54。
張高賓、戴嘉南（2005）。國內「兒童團體諮商與心理治療」整合分析研究。中華輔導學報，18，77-120。doi: 10.7082/CARGC.200509.0077
許育光（2005）。團體諮商轉換階段之人際歷程與領導者介入策略分析研究（未出版之博士論文）。國立彰化師範大學，彰化。
許育光（2009）。碩士層級受訓團體諮商師參與“螺旋式領導取向”培訓之成效與介入能力學習經驗分析。教育心理學報，41（S），321-344。doi: 10.6251/BEP.20090424
許育光（2011）。諮商團體成員自我揭露因素之歷程變化分析。教育心理學報，42（4），655-676。doi: 10.6251/BEP.20100319
許育光（2013）。團體諮商與心理治療：多元場域應用實務。台北：五南圖書。
許育光（2016）。非結構式諮商團體不同歷程階段成員氣氛知覺與自我揭露因素之相關探究。中華輔導與諮商學報，45，95-122。
許育光、吳秀碧（2010）。諮商團體領導者於情緒處理段落之介入策略研究。中華輔導與諮商學報，27，245-284。doi: 10.7082/CJGC.201003.0245
許智傑、謝政廷、吳秀碧（2014）。台灣團體諮商研究之題材與方法之整合性分析：以2001-2012為例。臺灣諮商心理學報，2（2），49-75。
陳均姝（2007）。團體層次與個人層次變項對於團體治療性因素的影響：多層次縱貫研究分析（未出版之博士論文）。國立臺灣師範大學，台北。
陳志賢、徐西森、連廷嘉（2008）。團體諮商對大學生人際困擾輔導效果及其治療性因素之研究。中華心理衛生學刊，21（1），1-25。doi: 10.30074/FJMH.200803_21(1).0001
陳若璋、李瑞玲（1987）。團體諮商與治療研究的回顧評論。中華心理衛生學刊，3（2），179-215。
陳麗秋（2017）。臉書「粉絲專業圖文創作者」之自我揭露探索。藝術學報，102，1-24。
陶蓓麗、廖則竣、葉有興、黃奕禎（2016）。社群網站使用強度及自我揭露對社會資本之研究。電子商務研究，14（2），527-557。
陸洛（2003）。人我關係之界定－“折衷自我”的現身。本土心理學研究，20，139-207。Doi:10.6254/2003.20.139
陸洛、楊國樞（2005）。社會取向與個人取向的自我實現觀：概念分析與實徵初探。本土心理學研究，23，3-69。
曾文星（2002）。文化與心理治療。香港：中文大學出版社。
曾明基（2017）。進行多層次建模最小可行的樣本數建議：貝氏模擬取向。教育研究與發展期刊，13（4），1-26。
黃紀（2015）。質量並用法。載於瞿海源、畢恆達、劉長萱、楊國樞（主編），社會及行為科學研究法：總論與量化研究法（339-463）。台北：東華書局。
黃素雲（2006）。人際歷程回憶的督導模式。諮商與輔導，251，2-7。
榮泰生（2013）。UCINET在社會網絡分析（SNA）之應用。台北：五南圖書。
潘正德（1998）。團體歷程中口語互動行為與相關變項之研究。中原學報，26（4），73-97。doi: 10.6358/JCYU.199811.0073
潘正德（1999a）。不同理論取向團體的口語互動行為分析與團體效果研究。中原學報，27（2），95-122。doi: 10.6358/JCYU.199906.0095
潘正德（1999b）。團體動力學。台北：心理。
蔡宗宏、王湘茹、池文海（2016）。以社會交換理論探討社群網站互動與自我揭露前因與結果變數之研究─以Facebook為例。電子商務學報，18（1），1-46。doi: 10.6188/JEB.2016.18(1).02
鄭青玫（2010）。男性婚暴加害人處遇團體療效因素變化歷程之初探研究。亞洲家庭暴力與性侵害期刊，6（1），239-252。doi:10.29804/AJDVSO.201007.0011
鄭青玫、蕭文、黃瑛琪（2014）。男性婚暴者參與開放式處遇團體之反療效因素變化歷程初探。諮商心理與復健諮商學報，27，81-135。doi: 10.6308/JCPRC.27.04
謝麗紅（1999）。團體諮商實習課程對準諮商員團體諮商領導能力訓練效果之分析研究。中華輔導學報，7，245-272。
謝麗紅（2002）。團體發展歷程之分析研究—以結構與非結構成長團體為例。教育與心理研究，25，195-214。
謝麗紅、巫珮如（2017）。團體領導者工作同盟量表編製與相關研究。中華輔導與諮商學報，49，17-52。
謝麗紅、林詠昌（2014）。團體諮商工作同盟量表編製研究。中華輔導與諮商學報，40，59-94。
蘇國賢（2015）。社會網絡分析。載於瞿海源、畢恆達、劉長萱、楊國樞（主編），社會及行為科學研究法：總論與量化研究法（389-437）。台北：東華書局。
連廷嘉、徐西森（譯）（2006）。諮商與心理治療質性研究（原作者：McLeod, J.）。台北：心理。（原出版年：2001）
郭志剛（譯）（2008）。階層線性模式：資料分析方法與應用（原作者：Stephen, W. R., & Anthony, S. B.）。台北：五南圖書。（原出版年：2002）
陳世榮（譯）（2013）。社會網絡分析方法：UCINET的應用（原作者：Hanneman, R. A., & Riddle, M.）。高雄：巨流。（原出版年：2000）
廖宗慈（譯）（2015）。社區、大學、成癮與司法情境中的倫理（原作者：Welfel, E. R.）。台北：心理。（原出版年：2013）
二、西文部分
Armstrong, S. A., & Berg, R. C. (2005). Demonstrating group process using 12 angry men. The Journal for Specialists in Group Work, 30(2), 135-144. doi: 10.1080/01933920590925986
Bateman, P. J., Pike, J. C., & Butler, B. S. (2011). To disclose or not: Publicness in social networking sites. Information Technology & People, 24(1), 78-100. doi: 10.1108/09593841111109431
Bore, S. K., Armstrong, S. A., & Womack, A. (2010). School counselors’ experiential training in group work. Journal of School Counseling, 8, 1-40.
Borgatti, S. P., Everett, M. G., Freeman, L. C. (2002). Ucinet for windows: software for social network analysis. Harvard, MA: Analytic Technologies.
Bourgeois, M. B., Winters, R. C., & Esters, I. E. (2016). Teaching group processes through multiple group leadership opportunities in a masters level counselor education program. Journal of the Scholarship of Teaching and Learning, 16(5), 1-18. doi: 10.14434//josotl.v16i5.20020
Burlingame, G. M., Fuhriman, A., & Mosier, J. (2003). The differential effectiveness of group psychotherapy: A meta-analytic perspective. Group Dynamics: Theory, Research, and Practice, 7(1), 3-12. doi: 10.1037/1089-2699.7.1.3
Burlingame, G. M., McClendon, D. T., & Alonso, J. (2011). Cohesion in group therapy. Psychotherapy, 48(1), 34-42. doi: 10.1037/a0022063
Carter, E. F., Mitchell, S. L., & Krautheim, M. D. (2001). Understanding and addressing clients’ resistance to group counseling. The Journal for Specialists in Group Work, 26(1), 66-80. doi: 10.1080/01933920108413778
Champe, J., & Rubel, D. J. (2012). Application of focal conflict theory to psychoeducational groups: Implications for process, content, and leadership. The Journal for Specialists in Group Work, 37(1), 71-90. doi: 10.1080/01933922.2011.632811
Chen, M., & Rybak, C. J. (2004). Group leadership skills: Interpersonal process in group counseling and therapy. CA: Brook/Cole-Thomson Learning.
Clark, A. J. (2002). Scapegoating: Dynamics and interventions in group counseling. Journal of Counseling & Development, 80(3), 271-276. doi: 10.1002/j.1556-6678.2002.tb00191.x
Coco, G. L. , Gullo, S., & Kivlighan Jr, D. M. (2012). Examining patients’ and other group members’ agreement about their alliance to the group as a whole and changes in patient symptoms using response surface analysis. Journal of Counseling Psychology, 59(2), 197-207. doi: 10.1037/a0027560
Coker, A. D., & Majuta, A. R. (2015). Teaching group counseling in Botswana: Two U.S.-trained counselors discuss experiences and share cultural considerations for practice. The Journal for Specialists in Group Work, 40(1), 102-116. doi: 10.1080/01933922.2014.992506
Coker, J. M., & Cain, L. K. (2018).Southern disclosure: One southern-and-queer middle school teacher’s narrative. Middle Grades Review, 4(3) , 10pp.
Connolly Gibbons, M. B. C., Crits-Christoph, P., Levinson, J., Gladis, M., Siqueland, L., Barber, J. P., & Elkin, I. (2002). Therapist interventions in the interpersonal and cognitive therapy sessions of the treatment of depression collaborative research program. American Journal of Psychotherapy, 56, 3-26. doi: 10.1176/appi.psychotherapy.2002.56.1.3
Connors, J. V., Caple, R. B. (2005). A review of group systems theory. The Journal for Specialists in Group Work, 30(2), 93-110. doi: 10.1080/01933920590925940
Corey, G. (2003). Theotr and practice of group counseling. Wadsworth: Thomson Learing.
Corey, M S, & Corey, G. (1987). Group counseling: Process and practice (3 ed.). Monterey, CA: Brook/Cole-Thomson Learning.
Council for Accreditation of Counseling and Related Educational Programs. (2015). 2016 CACREP standards. Retrieved from https://www.cacrep.org/introduction-to-the-2016-cacrep-standards/
Crits-Christoph, P., Johnson, J. E., Gibbons, M. B. C., & Gallop, R. (2013). Process predictors of the outcome of group drug counseling. Journal of Consulting and Clinical Psychology, 81(1), 23-34. doi: 10.1037/a0030101
DeLeon, P. H., DeLeon, J. L., & Sheflin, J. A. (1970). A validation study of self-disclosure. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED045705
Delucia, J. L., & Bowman, V. E. (1991). Internal consistency and factor structure of the group counselor behavior rating form. The Journal for Specialists in Group Work, 16(2), 109-114. doi: 10.1080/01933929108415595
Delucia-waack, J. L. (2000). The field of group work past, present, and future. Journal for Specialists in Group Work, 25(4), 323-326. doi: 10.1080/01933920008411676
Downing, T. K. E. , Smaby, M. H., & Maddux, C. D. (2008). A Study of the transfer of group counseling skills from training to practice. The Journal for Specialists in Group Work, 26(2), 156-167. doi: 10.1080/01933920108415735
Egan, G. (2018). The skilled helper(11th ed.). Monterey, CA: Brook/Cole-Thomson Learning.
Elliott, R., Shapiro, D. A., Firth-Cozens, F., Stiles, W. B., Hardy, G. E., Llewelyn, S. P., & Margison, F. R. (1994). Comprehensive process analysis of insight events in cognitive-behavioral and psychodynamic-interpersonal psychotherapies. Journal of Counseling Psychology, 41(4), 449-463. doi: 10.1037//0022-0167.41.4.449
Fall, K. A., & Levitov, J. E. (2002). Using actors in experiential group counseling leadership training. The Journal for Specialists in Group Work, 27(2), 122-135. doi: 10.1177/0193392202027002002
Fiebert, M. (1968). Sensitivity training: An analysis of trainer intervention and group process. Psychological Reports, 22, 829-838. doi: 10.2466/pro.1968.22.3.829
Geroski, A. M., & Kraus, K. L. (2002). Process and content in school psychoeducational groups: Either, both, or none? The Journal for Specialists in Group Work, 27(2), 233-245. doi: 10.1080/742848716
Gibson, K. R. (2018). Can I tell you something? How dispuptive self- disclosure changes who “we” are. Academy of Management Review, 43(4), 570-589. doi: 10.5465/amr.2016.0317
Gill, S. J. , & Barry, R. A. (1982). Group‐focused counseling: Classifying the essential skills. The Personnel and Guidance Journal, 60(5), 302-305. doi: 10.1002/j.2164-4918.1982.tb00669.x
Hanson, W. E., Creswell, J. W., Clark, V. L. P., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling Psychology, 52(2), 224-235. doi: 10.1037/0022-0167.52.2.224
Harel, Y., Shechtman, Z., & Cutrona, C. (2012). Exploration of support behavior in counseling groups with counseling trainees. The Journal for Specialists in Group Work, 37(3), 202-217. doi: 10.1080/01933922.2011.646087
Hensley, L. G. (2002). Teaching group process and leadership: The two-way fishbowl model. The Journal for Specialists in Group Work, 27(3), 273-286. doi: 10.1177/0193392202027003003
Hill, C. E. (2005). Therapist techniques, client involvement, and the therapeutic relationship: Inextricably intertwined in the therapy process. Psychotherapy: Theory, research, practice, training, 42(4), 431-442. doi: 10.1037/0033-3204.42.4.431
Horvath, A. O. (2000). The therapeutic relationship: From transference to alliance. In Session: Psychotherapy in Practice, 56(2), 163-173. doi: 10.1002/(SICI)1097-4679(200002)56:2<163::AID-JCLP3>3.3.CO;2-4
Hsu, K., Woo, S., & Hung, Y. F. (2009, August). Developing an instrument for assessing members’participation: Self-disclosure questionnaire. Poster session presentation at APA 117 Annual Convention, Toronto, Canada.
Hunter, G. C., Gomez, M, G., Kirz, J., & Norbury, G. (1996). Cohesion and self-disclosure stage development in group therapy leadership training: Potential limitations of a common teaching model. Reports - Research; Tests/Questionnaires, 14pp.
Jacobs, E. E., Harvill, R. L., & Masson, R. L. (2007). Group counseling. Wadsworth: Thomson Learning.
James, W. L., & Pamela, L. K. (1991). Order out of chaos: A structural analysis of group therapy. Journal of Counseling Psychology, 38(3), 279-288. doi: 10.1037/0022-0167.38.3.279
Jennings, J. L., & Deming, A. (2013). Effectively utilizing the “behavioral” in cognitive-behavioral group therapy of sex offenders. International Journal of Behavioral Consultation and Therapy, 8(2), 7-13. doi: 10.1037/h0100968
Jennings, J. L., & Sawyer, S. (2003). Principles and techniques for maximizing the effectiveness of group therapy with sex offenders. Sexual Abuse: A Journal of Research and Treatment, 15(4), 251-267. doi: 10.1177/107906320301500403
Jeremy, S., & John, C. M. (2001). A relational approach to training and supervision in cognitive psychotherapy. Journal of Cognitive Psychotherapy: An International Quarterly, 15(1), 3-15. doi: 10.1891/0889-8391.15.1.3
Kivlighan III, D. M., & Kivlighan Jr., D. M. (2016). Examining between-leader and within-leader processes in group therapy. Group Dynamics: Theory, Research, and Practice, 20(3), 144-164. doi: 10.1037/gdn0000050
Kivlighan III, D. M., Kivlighan Jr., D. M., & Cole, O. D. (2012). The group’s absence norm and commitment to the group as predictors of group member absence in the next session: An actor–partner analysis. Journal of Counseling Psychology, 59(1), 41-49. doi: 10.1037/a0025506
Knox, S., Hess, S., Peterson, D., & Hill, C. E. (1997). A qualitative analysis of client perceptions of the effects of helpful therapist self-disclosure in long-term therapy. Journal of Counseling Psychology, 44, 274–283. doi: 10.1037//0022-0167.44.3.274
Koehly, L. M., & Shivy, V. A. (1998). Social network analysis: A new methodology for counseling research. Journal of Counseling Psychology 45(1), 3-17. doi: 10.1037//0022-0167.45.1.3
Lin, C. W., Pan, P. J. D., & Wang, Y. J. (2003). Leaders’ experiences and members’ perceptions of therapeutic factors in three types of group interventions by the ASGW classification system: A comparison. Formosa Journal of Mental Health, 16(3), 79-109. doi: 10.30074/CJMH.200309.0004
Lin, Y. N. (2005). Conceptualizing common factors in counseling. The Archive of Guidance & Counseling, 27(1), 1-22. doi: 10.7040/JGC.200505.0001
Lockhart, N. C. (2017). Social network analysis as an analytic tool for task group research: A case study of an interdisciplinary community of practice. The Journal for Specialists in Group Work, 42(2), 152-175. doi: 10.1080/01933922.2017.1301610
Makuch, L. (1997). Measuring dimensions of counseling and therapeutic group leadership style: Development of a leadership characteristics inventory. Indiana University, Indianapolis, IN.
Mamas, C. (2018). Exploring peer relationships, friendships and group work dynamics in higher education: applying social network analysis. Journal of Further and Higher Education, 42(5), 662-677. doi: 10.1080/0309877X.2017.1302568
Masur, P. K. (2017). Situational privacy and self-disclosure: Communication processes in online environments. Switzerland: Springer International Publishing.
Mau, W. C., & Jepsen, D. A. (1988). Attitudes towards counselors and counseling process: Acomparison of chinese and american graduate students. Journal of Counseling and Development, 67, 189-192. doi: 10.1002/j.1556-6676.1988.tb02090.x
Midgett, A., Hausheer, R., & Doumas, D. M. (2016). Training counseling students to develop group leadership self-efficacy and multicultural competence through service learning. The Journal for Specialists in Group Work, 41(3), 262-282. doi: 10.1080/01933922.2016.1186765
Mills, B., & McBride, D. L. (2016). What is group process?: Integrating process work into psychoeducational groups. Georgia School Counselors Association Journal, 23, 16-24. doi: 10.1080/742848716
Moe, J., Autry, L., Olson, J. S., & Johnson, K. F. (2014). Teaching group work with the great debaters. Counselor Education and Supervision, 53(3), 204-218. doi: 10.1002/j.1556-6978.2014.00058.x
Osborne, L. K. . (2014). Using a cognitive information processing approach to group career counseling with visually impaired veterans. The Professional Counselor, 4(2), 150-158. doi: 10.15241/lko.4.2.150
Osborne, W. L. (1982). Group counseling: Direction and intention. Journal of Specialists in Group Work, 7(4), 275-280. doi: 10.1080/01933928208411791
O'Sullivan, K., Blatch, C., & Toh, M. (2014). A review of the creative group work training program for facilitators. The Journal for Specialists in Group Work, 39(2), 125-144. doi: 10.1080/01933922.2014.891682
Page, B. J., Pietrzak, D. R., & Lewis, T. F. (2001). Development of the group leader self-efficacy instrument. The Journal for Specialists in Group Work, 26(2), 168-184. doi: 10.1080/01933920108415736
Pamela, O. P., & Amy, M. (2006). Group work as an essential contribution to transforming school counseling. The Journal for Specialists in Group Work, 32(1), 9-17. doi: 10.1080/01933920600977465
Paquin, J. D., Kivlighan III, D. M., & Drogosz, L. M. (2013). If you get better, will I? an actor-partner analysis of the mutual influence of group therapy outcomes. Journal of Counseling Psychology, 60(2), 171-179. doi: 10.1037/a0031904
Robison, F., Stockton, R., & Morran, D. (1990). Anticipated consequences of self-disclosure during early therapeutic group development. Journal of Group Psychotherapy, Psychodrama and Sociometry, 43, 3-18. doi: 10.1177/104649648801900404
Setari, R. R., & Setari, A. P. (2018). Using social network analysis to evaluate academic assistance networks in a holistic education secondary school. Journal of Montessori Research, 4(1), 25-41. doi: 10.17161/jomr.v4i1.6639
Shechtman, Z. (2004). Client behavior and therapist helping skills in individual and group treatment of aggressive boys. Journal of Counseling Psychology, 51(4), 463-472. doi: 10.1037/0022-0167.51.4.463
Smaby, M. H., Maddux, C. D., Torres-Rivera, E., & Zimmick, R. (1999). A study of the effects of a skills-based versus a conventional group counseling training program. Journal for Specialists in Group Work, 24(2), 152-163. doi: 10.1080/01933929908411427
Sofia, K. L., & Karin, Z. N. (2015). Schoolgirls’ perspectives on self-disclosure in a group-based mental health intervention at school: Acquiring friends or risking harassment?. Advances in School Mental Health Promotion, 8(3), 141-155. doi: 10.1080/1754730X.2015.1044253
Tatsuya, I., & Ayako, I. (2019). Cross-ethnic self-disclosure buffering negative impacts of prejudice on international students’ psychological and social well-being. Journal of International Students, 9(1), 66-83. doi: 10.32674/jis.v9i1.279
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research. Los Angeles, CA: Sage.
Timulak, L. (2007). Identifying core categories of client identified impact of helpful events in psychotherapy: A qualitative meta-analysis. Psychotherapy research, 17, 310-320. doi: 10.1080/10503300600608116
Tschuschke, V., & Dies, R. R. (1994). Intensive analysis of therapeutic factors and outcome in long-term inpatient groups. International Journal of Group Psychotherapy, 44, 185-208. doi: 10.1080/00207284.1994.11490742
Tschuschke, V., MacKenzie, K. R., Haaser, B., & Janke, G. (1996). Self-disclosure, feedback, and outcome in long-term inpatient psychotherapy groups. Journal of Psychotherapy Practice & Research, 5, 35-44.
Vinogradov, S. & Yalom, I. P. (1990). Self-disclosure in group psychotherapy. In G. Stricker & M. Fisher (Ed), Self-disclosure in the therapeutic relationship( pp. 191-204 ). New York, NY: Plenum Press.
Vinogradov, S., & Yalom, I. D. (1989). Concide guide to group psychotherapy. Washington, DC: Amer Psychiatric.
Ward, D. E. (2004). The evidence mounts: Group work is effective. Journal for Specialists in Group Work, 29(2), 155-157. doi: 10.1080/01933920490437925
Westwood, M. J., Keats, P. A., & Wilensky, P. (2003). Therapeutic enactment: Integrating individual and group counseling models for change. The Journal for Specialists in Group Work, 28(2), 122-138. doi: 10.1177/0193392203028002004
Woo, S. P., Hsu, K., & Hung, Y. F. (2005, September). Why disclosing or not? -An investigation for the reasons of members’ disclosing themselves in counseling groups. Paper presented at the 7th Pacific Rim Regional Congress of Group Psychotherapy and 4th Asia Pacific Conference on Psychotherapy, Taipei, Taiwan.
Yalom, I. D. (2001). The theory and practice of group psychotherapy. NY: Basic Book.
Yalom, I. D., & Leszcz, M. . (2005). The theory and practice of group psychotherapy. New York, NY: Basic Books.
Zimmick, R., Smaby, M. H., & Maddux, C. D. (2000). Improving the use of a group counseling scale and related model to teach theory and skills integration. Counselor Education and Supervision, 39(4), 284-295. doi: 10.1002/j.1556-6978.2000.tb01238.x