探析國小專任輔導教師視框之繪本治療應用

探析國小專任輔導教師視框之繪本治療應用中文摘要本研究旨在探析國小專任輔導教師視框之繪本治療應用經驗，以質性研究發現取向之紮根理論研究為方法依據，資料來源包含專任輔導教師所提供之兒童繪本治療錄影帶、結案反思表，並以半結構一對一的二階段質性深度訪談進行資料蒐集與分析，以理解國小專任輔導教師繪本治療於國小輔導運用理念及實務應用內涵。本研究結果呈現 12 位國小專任輔導教師之繪本運用經驗，12 位現職均為我國北中南地區之專輔教師，服務年資從 4 年至 9 年不等，其中 3 位領有諮商心理師執照，12 位中有 10 位女性、2 位是男性，均實際將繪本運用在兒童個別輔導實務或研究等相關繪本運用經驗者。研究結果如下：一、繪本治療與閱讀治療的三角互動關係同中有異。二、繪本具諮商輔導療癒力、表達治療功能與心理諮詢功能。三、繪本治療介入時機在繪本治療個案、專業輔導人員與繪本之三角動態組合啟用，因生態系統資源提高介入時機。四、繪本治療形式因個案身心、輔導人員進行方式與繪本特性形成多元樣態：有發展式、臨床式、閱讀式、互動式、敘說式或操作式繪本治療之形式。五、「療癒型繪本同心圓-I.-P.I.C.T.U.R.E.S.」為挑選繪本之條件：其中依英文字母字首形成繪本挑選核心要件 I 為符合個案輔導意圖，次要條件分別為圖畫藝術、機能特性、情節、書名封面、文字描寫、角色、出版形式、結構。六、繪本治療階段歷程有評估選書、場面構成、閱讀說書或操作、輔導探問對話、結合媒材延伸、系統合作，以及評估、追蹤與結案階段，其中各有不同介入原則與策略。七、繪本治療適合結合其他相關理論與技術。八、繪本治療能啟動多樣心理輔導機制，如情緒、認知與行為之啟動；並產生鏡映、投射與心理位移功能、達到再經驗等功能。九、因個案、諮商輔導人員、繪本條件及時空等限制因素，不採用繪本治療。最後，依據本研究結果提出具體建議，以供未來研究、實務工作之參考。

關鍵字

繪本；繪本治療；兒童個別諮商與輔導；國小專任輔導教師

並列摘要

Analyze the experiment of applying picture book therapy from full-time elementary school guidance teachers Abstract The purpose of this study is to analyze full-time elementary school guidance teachers’ application experiment of picture book therapy. The method is based on the grounded theory of qualitative research. The data source included picture book therapy videos and reflection form offered by guidance cteachers. And the data was collected and analyzed by half fine one-on-one 2 stages qualitative depth interview to understand the using concept and the connotation of practical application of picture book therapy which full-time elementary school guidance teachers apply at elementary school counseling. The result of this study shows 12 full-time elementary school guidance teachers’ experiment of using picture book therapy. All of these 12 teachers are domestic full-time elementary school guidance teachers. Their seniorities are from 4 to 9 years. Three of them have counseling psychologist license. In these 12 counselors, 10 of them are female, two of them are male. All of them have the experiment of using picture book therapy on Individual counselling for children or research. The findings can be summarized as follow. 1. The triangular interaction in picture book therapy is different from bibliotherapy. 2. Picture books have therapeutic effect, function of expression therapeutic ,and function of mental counseling. 3. The timing to apply picture book therapy is when the triangular relation between the client, the counselor, and the picture book start. And can rise the applying opportunity due to surrounding resources. 4. It formed diversity types of picture book therapy because of the mental and physical condition of clients, the way the counselor use, and the feature of picture book. There are developmental, clinical, reading, interactive, narrative, and practical picture book therapy. 5. Basis of choosing picture books “therapeutic of cure type picture book IP.I.C.T.U.R.E.” The major element “I” is to meet the ”Intend”. The minor elements are “Picture/Visual”, “Identical Function” , “Content/Plot”, “Title/Cover”, “Useful Text Description/Verbal”, “Role/Characters”, ” Establish Form/Format”, and” Structure”. 6. The process of picture book therapy includes evaluation and choosing book, forming the counseling, reading or practicing book, counseling communication, combining with media extension, system cooperation, and evaluation, tracking, III and closing case section. All of these stages have different applying principles and strategies. 7. Picture book therapy is suitable for combining other related Counseling theory , Psychology and techniques. 8. Picture book therapy can bring out many counselling mechanism, such as emotion, cognition, and behavior. And thus produce mirroring, projection, psychological displacement function, and to achieve re-experiment effect. 9. Due to limitation factors such as the client, counselors, picture book conditions, and time and space, picture book therapy is not required. In the end, base on the result of this study to offer some specific advices for future research, practical work reference.