Shu-Man Huang

Assistant Professor of the National Taiwan Normal University,

Department of Human Development & Family Studies

shumanwa@ntnu. edu. tw

Tsung-Jen Wu

Assistant Professor of the Cheng Shiu University,

Department of Early Childhood Care and Education. Taiwan. 

sw640405@gmail. com

I-Chin Hsin

Professor of the Cheng Shiu University, 

Department of Early Childhood Care and Education, Taiwan. 

jennifer@gcloud. csu. edu. tw

Ming-Fun Yip

Assistant Professor of National Taiwan Normal University, 

Department of Human Development & Family Studies, Taiwan. 

emilyip228@ntnu. edu. tw

Li-Tuan Chou

Associate Professor and Chairperson of the National Taiwan Normal University,

Department of Human Development & Family Studies, Taiwan. 

 (*Corresponding Author) : t10011@ntnu. edu. tw


This research applied the action research method. In the spring of 2018 and the spring of 2019, 12 sessions of family relationship growth courses were conducted each year in the Xinmei tribe, the indigenous people of Alishan township in Taiwan. A total of 17 students participated steadily in the two-year course and completed self-assessment after the course each year. As a result of the text analysis of this study, it was found that this course improves students' skills and abilities in expressing love and care, emotional management, and dealing with interpersonal relationships. The results of the self-assessment after class each year have directly proved that the courses help the Xinmei participants to deal with family relationships. This study compared the two- year participants’ self-assessments after course each year, the result indicated that after completing the course in the second year, the student's ability to handle family relationships has been further significantly improved than in the first year. The results of the implementation of this program support the Taiwan Ministry of Education's long-term encouragement and subsidization of family education programs for indigenous people. It is suggested that promoting relevant courses in the aboriginal areas should strengthen subsidies and develop local resources, including using aboriginal church resources, setting up official family education professionals in aboriginal schools, and hiring tribal elders and tribal manpower to join the program team. 

Key Words: aboriginal tribe, family relationship, family education

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