本研究旨在探討人際歷程取向（IP團體）與Bowen家庭系統理論（Bowen團體）之大學生共依附諮商團體，此二種不同理論取向團體之團體氣氛發展和差異，以及團體氣氛與成效之關聯性。本研究之研究參與者為14位具有共依附特質傾向與人際困擾之大學生，其中6位參與IP團體、8位參與Bowen團體，兩團體均持續八週、一週2.5小時，共20小時。本研究採混合研究之聚斂平行設計，同時蒐集量化與質性資料，於每次團體結束後施測簡版團體氣氛量表和團體氣氛回饋單，另於團體前一週和第八次團體結束後進行團體成效之前後測，以及團體結束後一週進行焦點團體訪談。本研究量化資料以廣義估計方程式和多元階層迴歸進行分析，質性資料則採詮釋現象學取向之觀點，以主題分析法進行編碼和分析，並將團體分為團體前、中、後期以清楚地顯現團體氣氛發展歷程之變化。
在團體氣氛的發展和差異上，本研究量化資料分析結果發現，IP團體與Bowen團體兩者在投入氣氛的變化量上有顯著差異，且相較於IP團體在團體前、中、後期均維持高程度的投入，Bowen團體的投入氣氛則隨團體前、中、後期有顯著提升。在IP團體與Bowen團體成員感知之團體氣氛經驗上，質性資料分析結果發現，兩團體在團體前期有四個共同主題，分別是「凝聚與正向的環境」、「團體工作的推進」、「團體焦慮與張力」以及「團體中具體的指引」，在團體中、後期則均有前三個共同主題，然兩團體在共同主題之次主題則顯示其在團體氣氛發展上有些差異。在團體氣氛與成效之關聯性上，本研究量化資料分析結果發現，IP團體的整體衝突氣氛越高，成員的自我立場分數越低，而Bowen團體整體衝突氣氛越高，成員的自我立場分數則越高；質性資料分析結果則發現，兩團體的共同主題為「團體中的距離感與擔心減少成員的表達」，而IP團體另有「團體經驗引發自我反思與調整」以及「團體正向環境和情感連結促進相互分享與理解」兩個主題，Bowen團體則為「團體經驗引發自我和關係系統的觀察、思考與調整」以及「團體中的連結與差異促進自我觀察與區分」兩個主題。本研究量化與質性資料之研究結果發現，此二種不同理論取向共依附諮商團體的投入氣氛有較明顯的差異，而逃避與衝突氣氛則為較細微的差異，且團體會依其理論取向不同而在團體氣氛與成效上有不同的關聯。最後，本研究綜合討論量化與質性研究結果與發現，並對共依附團體諮商實務工作和未來相關研究提出若干建議。

The purpose of this study was to explore the development and differences of group climate as well as its association with effects of two counseling groups based on Bowen family systems theory and Interpersonal Process approach for college students with codependency in Taiwan. Participants were 14 college students with codependency and interpersonal problems; six of them took part in the counseling group with Interpersonal Process approach (IP group), and eight participants were in the group based on Bowen theory (Bowen group). Both of the two groups consisted of eight two-and a-half-hour sessions for a total of 20 hours for eight successive weeks. A mixed method convergent parallel design was used for this study, in which both quantitative and qualitative data were collected simultaneously. Generalized Estimating Equation and Multiple Hierarchical Regression were used to analyze quantitative data; the perspective of hermeneutical phenomenology and thematic analysis was used to code and analyze qualitative data for the study. To show the change and development of group climate, data were analyzed according to the early, middle, and final stages of the two groups.
As for the development and differences of group climate, results of the study indicated that engagement in the Bowen group increased significantly throughout the group stages and that a significant difference in the change of engagement was found between the IP and Bowen groups. Qualitative findings revealed that four same major themes including “cohesive and positive environment”, “progression in group work”, “anxiety and tension in group”, and “explicit group guidance” were emerged in the early stage of both the IP and Bowen groups. While three same major themes including “cohesive and positive environment”, “progression in group work”, “anxiety and tension in group” were also emerged in the middle and final stages of the two groups, differences in the subthemes were noted.
As for the association between group climate and group effects, results of the study indicated a significant interaction between averaged conflict and different group approaches for participants’ levels of I-position. Qualitative findings revealed one same major theme for both the IP and Bowen groups, that is, “reduced expression of members by distances and worries in the group”. In addition, two other major themes including “self-reflection and adjustment induced by group experience” and “positive environment and emotional connection promoting sharing and mutual understanding” were emerged in the IP group. Two other major themes including “observation, reflection and adjustment of self and relationship systems induced by group experience” and “observation and differentiation of self promoted by group connections and differences” were emerged in the Bowen group.
The study concluded that slight differences found in group climate development as well as the association between group climate and group effects of the IP and Bowen groups should be noted. Implications of these findings for counseling groups based on different approaches for college students with codependency as well as suggestions for future research are discussed.

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