本研究探討家人關係團體方案提升高中青少年幸福感之成效。採用混合研究法，量化研究採前測、後測、延宕測驗之實驗研究法，研究對象為高中二年級的青少年學生共八班，分為實驗組（有效樣本133人）及控制組兩組（有效樣本41人）。實驗組進行六週的家庭教育團體方案，每週時間為100分鐘（二節課），團體方案結束後，再進行後測及延宕測驗，以探討團體方案介入後之成效。質性研究採觀察法及文件分析法，收集質性質料，包含上課的學習單、學生學習成果、團體課程總回饋表及觀察者記錄表等。
研究結果如下：
一、青少年的家人關係為中等程度，代表還算好；青少年的幸福感狀況為中等程度以上幸福感，代表介於還算好及相當好之間，尤其是在全心投入、關係、快樂向度。
二、以ADDIE系統化課程設計發展家人關係團體方案，共五單元六週課程，運用「幸福感理論PERMA」，「青少年幸福感EPOCH」五向度——全心投入、毅力、樂觀、關係、快樂、高中家政十二年國教領綱、高級中等以下學校及幼兒園家庭教育參考大綱等，完成五個單元方案設計。
三、接受「家人關係團體方案」之實驗組學生，其後測「家人關係」、「青少年幸福感」顯著優於對照組。顯示家人關係團體方案，增進青少年家人關係及幸福感，具有立即效性實施成效。
四、接受「家人關係團體方案」之實驗組學生，在「家人關係」、「青少年幸福感」，前測、後測及延宕測驗表現上有顯著差異，其中，後測顯著優於前測，延宕測驗優於前測。顯示家人關係團體方案，增進青少年家人關係及幸福感，具有延宕性實施成效。而家人關係之後測與延宕測驗則無顯著差異；幸福感之後測與延宕測驗有顯著下降。
五、實驗組接受「家人關係團體方案」後，高中青少年家人關係，對青少年幸福感有正向關聯。
研究者藉由學生學習成果、反思回饋、方案設計、教學省思日誌等進行教學反思，且依據上述研究結果，於青少年及其家長、家人關係課程推動者及未來研究等三方面提出具體建議，提供家庭、學校及家庭教育機構、政府相關單位參考。

This study focused on the effect of the family relationships group program on promoting senior high school adolescents' well-being. Using a mixed research method, with the quantitative aspect utilizing a pre-test, post-test, and delayed test experimental design. The study included a total of eight classes of grade 2 high school students, divided into the experimental group (133 participants) and the control group (41 participants). The experimental group participated in six sessions of a family relationships education group program, each lasting 100 minutes (two class periods). Following the conclusion of the group program, post-tests and delayed tests were conducted to explore the effects of the program intervention.
Qualitative research methods involved observational techniques and document analysis. Qualitative data were collected, including learning materials used in class, students' learning outcomes, weekly group program feedback forms, overall group program feedback forms, and observer records.
The research results are as follows:
1. The family relationships of adolescents are of a moderate level, indicating that they are relatively good. The level of happiness among adolescents is above average, representing a state between fairly good and quite good, especially in terms of engagement, connectedness, and happiness dimensions.
2. Using the ADDIE systematic instructional design, I have developed a family relationship group program consisting of five units over six weeks. The program incorporates the "PERMA" theory of well-being and the "EPOCH" five dimensions of adolescent well-being: engagement, perseverance, optimism, connectedness, and happiness. The design of five unit plans has been completed, including the Curriculum Guidelines of 12-year Basic Education, Senior High School Home Economics, and family education reference syllabus for schools below senior secondary schools and kindergartens.
3. Students in the experimental group who underwent the "Family Relationship Group Program" demonstrated significantly better post-test results in both "family relationships" and "adolescent well-being" compared to the control group. This indicates that the family relationship group program is effective in enhancing both family relationships and well-being among adolescents.
4. Students in the experimental group who participated in the "Family Relationship Group Program" showed significant differences in pre-test, post-test, and delayed test performance in both "Family Relationships" and "Adolescent Well-being." Specifically, the post-test results were significantly better than the pre-test, and the delayed test results were superior to the pre-test. This indicates that the Family Relationship Group Program has a lasting positive impact on improving adolescents' family relationships and well-being. There were no significant differences in the post-test and delayed test results for family relationships, while there was a significant decrease in well-being from the post-test to the delayed test.
5. After receiving the "Family Relationship Group Program," the experimental group of high school adolescents showed a positive correlation between family relationships and adolescent well-being.
The researcher conducted teaching reflections through student learning outcomes, reflective feedback, program design, and field journals. Based on the above research results, concrete recommendations are proposed in three aspects: adolescents and their parents, family relationship course facilitators, and future research. These suggestions aim to guide families, schools, family education institutions, and relevant government agencies.

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