การพัฒนา รูปแบบกิจกรรมการศึกษานอกระบบโรงเรียนโดยใช้สุนทรียสนทนาและการสื่อสารอย่างสันติเพื่อเสริมสร้างความสามารถด้านการสื่อสารภายในครอบครัวของผู้ปกครองเยาวชนผู้เข้ารับการบำบัดยาเสพติด / ชไมพร ดิสถาพร = Development of a non-formal education activity model based on Bohm’s dialogue and nonviolent communication to enhance intra-familial communication ability of drug rehabilitation youth’s parents / Chamaiporn Disathaporn
The purposes of this research were to: (1) develop a non-formal education activity model based on Bohm’s dialogue and Nonviolent communication (NVC) for enhancing intra-familial communication ability of drug rehabilitation youths’ parents; (2) implement a developed non-formal education activity model; and (3) study factors and conditions related to the implementation of the developed model. The research samples were 15 youths’ parents who participated in 10 days continuing performance activity and 21 days for self study based on the developed manual and opinion sharing session. Thus, the program period is totally 100 hours or 33 days. The findings were (1) the components of the developed model included 1) objects, 2) contents, 3) learning activities, 4) learners, 5) facilitator, 6) time duration; 7) learning atmosphere; 8) learning materials/resources, and 9) assessment and evaluation. The learning activities consisted of 1) pause, 2) understand yourselves, 3) understand others, and 4) speaking. The heart of learning of this model were 1) simple and fun activities arrangement and the opportunity to introspect before speaking out; and 2) flexible, time management, open heart, and supportive facilitator and the practitioners are able to learn and practice the skills to become good facilitators. (2) The result of the implementation was higher than before attending the program at .05 level of significance. It showed that the participants have enhanced their intra-familial communication, Bohm’s dialogue and NVC. The skills of the intra-familial communication included 1) the basis for personal understanding, 2) active listening, 3) I-message, and 4) no-lose method. (3) The factors concerning the developed training model were 1) organizational support, 2) training contents, and 3) learning activities. The conditions effecting the model implementation were 1) the ability in reading and writing, 2) effort and the intention of NVC and dialogue practicing, and 3) trust between the facilitators and the learners.
