本研究旨在探討寬恕教育輔導方案對一般國小高年級學童在寬恕態度、寬恕動機與人際關係之輔導效果。
本研究為準實驗研究法，研究對象為臺中市某國小六年級之兩班學童。其中一個班級為實驗組（38人），另一個班級為控制組（38人）。實驗組接受為期16次，每週兩次（共80分鐘）的寬恕教育輔導方案之輔導活動，控制組不接受實驗處理。研究者分別在實驗前、後及四週後追蹤測驗對兩組受試者施行「恩萊寬恕量表」、「寬恕動機問卷」及「國小學童人際關係量表」評量，所得資料以獨立樣本單因子共變數分析，並將恩來寬恕量表中之人際傷害資料以描述統計分析。另外，使用團體成員回饋問卷，做為教育輔導方案介入的回饋與省思之用。
本研究的主要結論如下：
（一）實施寬恕教育輔導方案對國小實驗組學童在「寬恕態度」上具有立即性與持續性輔導效果。
（二）實施寬恕教育輔導方案對國小實驗組學童在「寬恕動機」之角色權宜式具有立即性，但不具持續性輔導效果；角色期望式、自發式不具立即性與持續性輔導效果。
（三）實施寬恕教育輔導方案對國小實驗組學童在「人際關係」上不具有立即性，但具有持續性輔導效果。
（四）在「傷害資料分析」及「成員回饋問卷」的分析中，亦發現寬恕教育輔導方案對國小學童具有輔導效果。
最後，研究者根據上述的結論，分別針對教育與輔導工作和未來研究提出建議。

The purposes of the study were to investigate the effectiveness of forgiveness education guidance program for elementary school students on their forgiveness attitude, forgiveness motivation , and interpersonal relationship.
The quasi-experimental design was used in this study. Seventy-six children of two classes were randomly selected from one elementary school in Taichung City to participate in this study. One class was assigned to the treatment group and the other one as the control group.The treatment group participated in 16-session (twice a week, 80 minutes each week) structured forgiveness education guidance program while the control group did not receive any treatment. After forgiveness education guidance program, they were given a posttest, 4 weeks later, they received the follow-up test. The instruments used included the Enright Forgiveness Inventory for children (EFI) ,the Motivation for Forgiveness(MFF) and the Interpersonal Relationship Questionnaire for children (IRQ). Injured events questionnaire had been happened in the statistic analysis including descriptive. With scores obtained in the pretest as covariation, the one-way ANCOVA was carried out for statistical analysis of quantity. In addition, the feedback sheets were also analyzed and presented .
The results indicate that:
(1) The forgiveness education guidance program produces effects of immediate guidance and continuous guidance on enhancement the elementary school of senior students’ forgiveness attitude.
(2) For the senior students in the elementary school, the forgiveness education guidance program did not produce any immediate effect of guidance in the motivation for forgiveness, and it do have not the effect of continuous guidance.
(3) For the senior students in the elementary school, the forgiveness education guidance program did not produce any immediate effect of guidance in the the interpersonal relationship, but it do have the effect of continuous guidance.
(4)The results of injured events' analysis and group member of feedback's questionaire which the forgiveness education guidance program had the effect of guidance to elementary school students.
Based upon the research results, the educational implications and further research were discussed in the paper.

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