論文摘要
本研究旨在探討國中適應不良學生參與探索諮商團體之效益研究，所欲探討的研究目的為：探討實施「探索諮商團體」對國中適應不良學生人際關係、內外控信念之影響；學生對「探索諮商團體」的回饋與反應；及實施「探索諮商團體」及評鑑「探索諮商活動」的具體方式，以作為輔導適應不良學生之參考。
本研究採實驗組-控制組前後測的準實驗設計，實驗組接受為期十週的探索諮商活動，控制組則不接受任何實驗處理。在實驗結束後二個月，實驗組再接受個別訪談輔導。研究對象是國中二年級適應不良學生共22名，經面談後，願意參加團體者為實驗組有11名，其他為控制組亦有11名。
本研究除了以標準測驗進行量的考驗外，並對成員的回饋，包括十三次團體活動回饋表、整體活動回饋問卷、追蹤訪談紀錄，及研究者所填寫之領導者紀錄表、訪談導師紀錄等加以整理分析，以佐證實驗結果。本研究之主要發現有：
一、 探索諮商團體對國中適應不良學生人際關係之增進有顯著立即效果及追蹤效果。
二、 探索諮商團體對國中適應不良學生內控信念之增進有顯著立即效果但無顯著追蹤效果。
三、 整體諮商回饋問卷之結果皆為正向反應。
四、 含多種角色、需合作完成、挑戰性高的探索活動，對國中適應不良學生幫助愈大。
五、 居領導角色、主動參與、願意學習的成員進步情形愈佳。
六、 探索諮商團體對實驗組個別成員在經驗學習及個人成長具有正面影響效果。
根據上述研究發現，提出對未來研究探索諮商團體，實施探索活動及學校輔導工作之建議：
對未來研究探索諮商團體部分：從研究工具來看，建議採用「Agape人際關係」、「諾史制握信念量表」，及建議以個別訪談方式進行評鑑，及採用客觀、多元的行為評量表來進行活動評鑑；另外在活動內容方面，建議設計有選擇機會的活動，加強有關內控信念之經驗轉移，以強化內控信念之追蹤效果。此外，建議設計增強容忍性的活動，以提高學員之「人際-容忍」能力。及建議設計主動積極的活動角色，使體會更深刻之助人經驗。另外並針對研究變項、研究對象等方面提出建議，供作未來研究之參考。
對未來實施探索活動部分：建議加強活動前後之個別輔導、指定不同學員擔任領導者、增設一名觀察員、並安排追蹤輔導及加強回饋分享的諮商技巧，幫助學員將活動經驗轉移、內化，以持續活動經驗之「人際-支持」、「熱情」、「外向」、「容忍」方面之效果。
對學校輔導工作部分：本研究結果顯示探索諮商團體的確能對國中適應不良學生產生有效的輔導效益，因此建議廣為運用探索諮商團體於學校輔導工作上，並與導師、家長形成輔導聯線，以增強探索諮商之輔導效果。

Abstract
The purpose of this thesis was to investigate the effects of adventure-based counseling program upon the interpersonal relationship, locus of control orientation, experience learning and personal growth of the junior high school maladjusted students.
The pretest-posttest quasi-experimental design with treatment and comparison groups was utilized. The subjects for the study were drawn from the junior high school in Taipei city and divided into two groups: the experimental group, which are 11 subjects, and the control group, which are also 11 subjects. The experimental group received a thirteen-time adventure-based counseling program, and the control group received no treatment at all.
The study employed ‘Agape skills inventory’ and ‘Nowicki-Strickland locus of control scale’ to conduct pretest, posttest, and long-term measures. Besides the two standardized scales, the experimental group members’ feedback about each activity and the whole program, the records of follow-up interview with the experimental group members and with their teachers were also analyzed to understand the condition of the experimental group members’ experience learning and personal growth.
The results of this study were summarized as followed:
1. The adventure-based counseling program showed significant instant and long-term effects on the maladjusted students’ ‘total interpersonal relationship’.
2. The adventure-based counseling program showed significant positive instant effect on the maladjusted students’ ‘inner locus of control orientation’, but had no significant long-term effect on it.
3. The results of the whole counseling feedback questionnaire are positive.
4. Adventure-based activities which have more roles, need to be done cooperatively and are more challenging are more helpful to maladjusted students.
5. Those who played a leader, participated actively and were willing to learn improved much more.
6. The effects of the adventure-based counseling program on experience learning and personal growth are positive.
As the conclusions mentioned above, some of the suggestions for the practicing of the adventure activities and the future researches were discussed in chapter V.

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