體驗教學藝術治療課程對不同基礎學生媒材使用能力與情緒調節之效果

本研究旨在以體驗教學建構可行之藝術治療課程方案，並運用Zuvio互動教學軟體協助教學，最後本研究比較此課程對於不同學習基礎學生在媒材使用能力與情緒調節之提升效果。本研究共進行兩組課程，一組課程以31名大學生為研究對象，另一組以在職11名進修研究生為對象，皆為1學期3學分的課程。兩課程皆採單組前後測實驗設計，課程開始前先對學生實施媒材使用能力量表、情緒調節量表的前測，課程結束後再進行後測，所得資料各別以相依樣本t考驗進行前後測的差異比較。並分別以教學滿意度調查及團體治療性因素量表了解成員對課程的反應。結果如下：在大學部課程方面，大學生媒材使用能力總量表與各分量表得分的提升皆達到顯著差異；在情緒調節的效果上，體驗教學可提高大學生之整體情緒調節，且在情緒覺察分量表達顯著差異。在職進修研究生課程方面，體驗教學提升媒材使用能力總量表的得分未達顯著水準，但媒材使用態度分量達到顯著差異；在情緒調節的效果上，在職進修研究生只有情緒覺察與情緒效能兩個分量表得分增加達到顯著差異。本研究進一步以團體治療性因素量表了解在職進修研究生自覺之課程效果來源，結果發現效果因子集中在與團體成員間的凝聚力比較有關的利他性、對團體的正向感覺、共通性三個因子，其次則是在實作上建議的提供、認知的獲得等課程中的學習。

關鍵字

體驗教學；藝術治療；媒材使用；情緒調節

並列摘要

This research aims to develop a workable Art Therapy Curriculum Project through experiential teaching. It uses the Zuvio interactive software to increase its efficiency. Furthermore, this research evaluates its effects on enhancing the capabilities of applying art materials and emotion regulation of those participating students from different school systems. This study made use of pretest-posttest experimental design to test two groups. In the first group there are 31 juniors and seniors from 4 year college participating in this experiential project for one semester, 3 hours per week. The second group are composed of 11 graduate students from in-service master program. They participate in the same experiential teaching project through the same procedure in the same semester. Right from the start researchers exam the two group participants' capability of applying art materials and emotion regulation through The Applications of Art Materials Scale and Emotion Regulation. The data are compared separately according to each group with the posttest after the whole course. Regarding the capability of applying the expressive art materials, the total scores of posttest in both groups are higher than the pretest. However, only the college student group gets obviously higher scores of posttest in every categories. The graduate student group gets significantly higher scores of posttest only in the category of the attitude of applying art materials. This experiential teaching has comprehensive positive effect on emotion regulation in the college student group, especially in the category of emotional self-awareness. Nevertheless, for the in-service master program students the experiential teaching only has obvious positive effect in the categories of emotional self-awareness and emotion efficacy. This approves the efficiency of experiential art therapy teaching project to enhance the capability of emotion regulation of students in various school systems in different degrees. The effect on college students is more tremendous.

並列關鍵字

Applications of Art Materials ； Emotion Regulation ； Art Therapy ； Experiential Teaching

參考文獻

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