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The problem of this study was to test and compare the impact of two alternative educational treatments on the rate of success among high-risk students enrolled in the United States History telecourse at Richland College, DCCCD during the Spring Semester of 1980. The purposes of the study were to determine whether 1. The rate of success, that is, the proportion of students completing the course with a grade of "C" or higher, would increase among high-risk students in either experimental group; 2. The rate of success would increase among high-risk students with poor reading skills in either experimental group; 3. The rate of success would increase among high-risk students with poor academic motivation for telecourses in either experimental group; 4. The rate of success would increase among high-risk students when related to the demographic variables used as predictors and collected for the students who were in either experimental group; 5. There would be a difference in the effects of experimental treatment I and experimental treatment II in helping students with poor reading skills to complete the course with a grade of "C" or higher; 6. There would be a difference in the effects of experimental treatment I and experimental treatment II in aiding students with different levels and types of motivation to complete the course with a grade of "C" or higher; 7. There would be a difference in the effects of experimental treatment I and experimental treatment II in helping students with the various demographic characteristics used in the prediction equation to complete the course with a grade of "C" or higher.

本研究採用「發展性」、「互動式」、「團體書目療法」的進行方式，選取中介班學生4位，高關懷學生7位，其中5男6女，共11位九年級學生，進行每周兩小時為一次，共十二次書目療法團體課程，並採用「青少年心理健康量表」做為研究工具，蒐集11位成員在書目療法團體前後，關於「憂鬱向度」、「焦慮向度」、「自傷向度」、「衝動向度」、「精神困擾」等心理構念的百分等級變化情形，並輔以訪談資料，分析書目療法團體課程對於中輟高關懷學生之心理層面與行為的改變和影響。 　　研究之結果，中輟高關懷學生經過十二次書目療法團體後，在青少年心理健康量表各向度有明顯的下降，顯示書目療法之「認同」、「淨化」、「領悟」架構有助於調節情緒，並達到改善其心理健康之狀態。 / "Development", "interactive" and "group bibliography" were implemented to this study. 5 male and 6 female students in the ninth grade were selected, including 4 students from midway-resources-class and 7 students with high risk. A total of 12 times bibliographic therapy group courses were conducted on weekdays, and the (MHSA-SA) was used as a research tool to collect 11 members before and after the bibliographic therapy courses , on "depression-tendency", "anxiety-tendency", "suicide-tendency", "impulse behavior", "mental disturbance" and other psychological conception of the percentage of changes in the course situation, and supplemented by interviews with information, analysis of bibliographic therapy group courses for dropout high-risk students psychological level and changes in behavior and influence. 　　The results of the study showed that the items of (MHSA-SA) had decreased significantly after 12 times of bibliographic therapy group courses, and the "identification", "catharsis" and "insight" adjust the mood, and to improve the state of its mental health.