以優勢中心取向為基礎之國中輕度智能障礙生園藝治療團體歷程研究

本研究之目的為探討以優勢中心為基礎之園藝治療中團體成員個別歷程與改變經驗以及團體實施後之效益。團體成員共四位，均為九年級輕度智能障礙學生，安排進行八次團體，每次團體活動時間分為兩部分：前半部為園藝活動，後半部為談話分享。本研究採用質性研究方法，團體結束後彙整成員與觀察員訪談逐字稿、研究日誌，與個案撰寫之學習單內容，以樣版分析法進行分析。研究結果發現：1.團體所產生之效益包括提升專注力、正向情緒、自信心、增進對字詞語句的了解與運用能力、改善人際關係。2.可歸納出對國中智能障礙學生以優勢中心取向為基礎的園藝治療團體四階段的模式，包括「確認－探索」、「確認－重新框架」、「經歷想像的現實－激勵賦能」、「開展－行動評估」3.結合園藝活動和團體分享更能因應不同成員的需求。4.強調優勢有助於輕度智能障礙生建立自信。最後依據研究結果進行討論並提供建議，以提供相關實務工作者與學術研究之參考。

關鍵字

國中輕度智能障礙生；優勢中心治療；園藝治療

並列摘要

The study was aimed to inquire into the process and effect of horticultural therapy group based on strength-centered therapy for junior high school students with intellectual disability. Four ninth-grade students with intellectual disability were chosen for the study, and participated eight group counselling sessions. Each group session was divided into two parts: horticultural activities and discussions. This study was adopted qualitative method, and then analyzed by template analysis style. The data was included the interview transcription from all members, observer, leader's records of each group sessions. The findings of the study was as follows: 1. The benefits of involvement in the group could be seen in improving attention, positive emotion, self-confidence, language proficiency, and human relationship. 2. According to the research results, the mode of horticultural therapy group based on strength-centered therapy for junior high school students with intellectual disability were then provided. 3. The integration of horticultural therapy with group counselling meets the needs of different members. 4. To shift the focus toward promoting character strengths can improve self-confidence for students with intellectual disability. Finally, based on research results recommendations for practice and further research were presented.

並列關鍵字

the special education students in junior high schools ； strength-centered therapy ； horticultural therapy

參考文獻

王玉珍、田秀蘭、朱惠瓊、葉寶玲(2011)。優勢中心取向生涯諮商之諮商歷程與療效內涵探究。教育心理學報, 42(4)，631-653。doi: 10.6251/bep.20100310

Blair, D.(2009). The child in the garden: an evaluative review of the benefits of school gardening. The Journal of Environmental Education, 40(2), 16. doi: 10.3200/JOEE.40.2.15-38

Fitzpatrick, M. R., & Stalikas, A.(2008). Positive Emotions as Generators of Therapeutic Change. Journal of Psychotherapy Integration, 18(2), 137-154. doi: 10.1037/1053-0479.18.2.137

Harris, A. H. S., Thoresen, C. E., & Lopez, S. J.(2007). Integrating Positive Psychology Into Counseling: Why and(When Appropriate)How. Journal of Counseling & Development, 85(1), 3-13. doi: 10.1002/j.1556-6678.2007.tb00438.x

Marques, S., Pais-Ribeiro, J., & Lopez, S.(2011). The Role of Positive Psychology Constructs in Predicting Mental Health and Academic Achievement in Children and Adolescents: A Two Year Longitudinal Study. Journal of Happiness Studies, 12(6), 1049-1062. doi: 10.1007/s10902-010-9244-4

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以優勢中心取向為基礎之國中輕度智能障礙生園藝治療團體歷程研究

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