民國七十一年師大入學新生經系統抽樣108名，隨機分配八個實驗組和一個對照組，對實驗組實施二十小時心理衛生教育團體活動。它們分為老師領導、助教領導、同輩領導和無領導各二組，前後接受五種問卷收集和過程錄音。問卷收集下列各項分數：（1）受試者自我評量參加團體活動的目標達成程度；（2）受試者自我評量在團體中的個人行為；（3）受試者自我評量團體氣氛；（4）受試者自我評量喜歡領導者的程度；（5）受試者對領導行為評量。探討實驗組和對照組之間團體結果的差别及各種領導團體對結果之影響。其發現如下：（1）實驗組和對照組之間在團體結果上沒有顯著的差別。（2）實驗組的團體結果，前後測有極顯著差別。（3）有無領導者在團體結果上沒有顯著差別。（4）有無領導者的團體結果上，前後測有極顯著差别。（5）影響團體結果因素依次為個人行為、領導行為、團體氣氛、領導者資格，這些因素之間互動複雜，相互影響。（6）老師、助教和同輩等不同領導的團體結果沒有差別。（7）實驗組和控制組經二年後追踪團體結果沒有差別。

This is an evaluation study of a Mental Health Educational Program of first year students (108) in NTUH which was held between 1982-1984. The study was a systematic sampling of subjects and they were also randomnized into experimental groups (8 groups) and a comparison group (1 group). The program was provided for 20 hours over 8 weeks with the leads being teachers (2) teacher assistants (2) senior students (2) and non-leaders(2), with the group goal of understanding the self, others and improving better interpersonal relationship. The subject had been pre-post measured and each group process had been translated into a script from a tape recording. The measurment data included: 1. group goal accomplishment. 2. individual behavior in the group. 3. group atmosphere. 4. like disliking leader. 5. leader's behavior. All the measurment data were collected by the subjects themselves for self-evaluation. The results were as follows. 1. There was a non-significant difference in group goal accomplishment between E&C groups, leader & no-leader groups, Male & Female leader groups and the leaders varied qualifications. 2. There was a significant difference in group goal accomplishement between pre-post measurments of E&C groups, leader & no-leader groups male & female leader groups and the leaders varied qualifications. 3. The was a non-significant difference in group goal accomplishment between E&C groups after 2 years of follow up study. 4. The significant factors that influenced the group goal accomplishment were individual behavior, the leader's behavior, group atmosphere, leader's qualification. The mutual impact among these factors was very strong. Overall, the leaders behavior training should be strongly implemented for the mental health educational program.