過去文獻中的寬恕介入大多侷限於單一向度，少有針對多向度的寬恕構念來進行介入，同時有研 究建議未來寬恕介入宜考慮結合感恩與寬恕，故本研究旨在設計一套「感恩融入寬恕課程」並探 討其對感恩、寬恕、幸福感之成效。實驗組為 28 名大學生，接受為期六周，每周 3 小時，共計 18 小時的課程實驗處理，控制組為 30 名大學生未進行介入處理。研究工具為「GQ-6 量表」（The Gratitude Questionnaire-Six-Item Form, GQ-6）、「心田寬恕量表」（Heartland Forgiveness Scale, HFS）、「幸福感量表」（The Mental Health Continuum Short Form scale, MHC-SF）進行前後測。 研究結果為：（一）本課程能顯著提升感恩；（二）本課程顯著提升寬恕（包括總量表及「寬恕自己」 向度），至於「寬恕他人」、「寬恕情勢」二向度則未有效果。（三）本課程能顯著提升幸福感 「總量表」，至於「情緒幸福感」有 25% 的學員提升，「社會幸福感」有 42% 的學員提升，而「心 理幸福感」未有提升。最後，探討本次課程介入的結果成效，提出研究與實務上的建議。

Most studies evaluating forgiveness interventions have focused on a single dimension, with limited attention paid to the multidimensional nature of forgiveness. The literature highlights a need for integrating gratitude into forgiveness interventions to enhance their efficacy (Bono & McCullough, 2006; Toussaint & Friedman, 2009). Therefore, we developed the “GratitudeIntegrated Forgiveness Program” and explored its effects on gratitude, forgiveness, and well-being. The aforementioned program was developed on the basis of the forgiveness framework proposed by Thompson et al. (2005), which comprises forgiveness of others, forgiveness of self, and forgiveness of situations. After obtaining consent from Wu et al. (2017), we condensed their college student gratitude course into two units (6 hours) and administered it before the forgiveness course. Thus, we combined forgiveness with gratitude, as recommended by Bono and McCullough (2006) in their study on interpersonal forgiveness and psychological well-being. The course order was determined on the basis of research indicating that gratitude can predict forgiveness and serves as its foundation. Thus, the course began with gratitude and then transitioned to forgiveness. The gratitude component focused on appreciating the present and being content with what one has. The five dimensions of gratitude incorporated in the program included “gratitude for adversity,” which involves appreciating the challenges and growth that adversity brings. This dimension closely aligns with the forgiveness of situations dimension, which involves accepting uncontrollable events in life. Thus, the course transitioned from gratitude for adversity to situational forgiveness. After situational forgiveness, the course addressed “forgiveness of self” before addressing “forgiveness of others.” This order was maintained considering that “forgiveness of self” is generally less challenging. It allowed the participants to first cultivate self-compassion by forgiving themselves for previous mistakes, which then served as a foundation for extending forgiveness toward others. This study included 60 college students from Kaohsiung. They were recruited through online advertising and divided into experimental group (n = 30) and control group (n = 30). After the exclusion of two participants who dropped out, the experimental group comprised 28 students. A quasi-experimental design was adopted for the present study. Before the intervention, pretests were conducted using the Gratitude Questionnaire-Six Item Form (GQ-6), Heartland Forgiveness Scale, and Mental Health Continuum-Short Form. All three scales demonstrated good internal consistency, which confirmed their reliability. Construct validity was supported by confirmatory factor analysis, with overall fit indices meeting the required standards, indicating that the overall model fit for each scale was ideal (McCullough et al., 2002; Thompson et al., 2005). Hsiao et al. (2023) developed a Chinese version of the Heartland Forgiveness Scale (Thompson et al., 2005). This questionnaire was also administered in the present study. It exhibited strong internal consistency (Cronbach’s α: .78 to .87). The pretest scores

寬恕課程、感恩、幸福感

forgiveness program, gratitude, well-being