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霸王卸甲:透過自我敘說找回真實的力量

Overlord Resurrection: Using Self-Narrative Retrieve Real Power

摘要


本文旨在闡述作者實踐自我敘說的過程與轉變,作者首先整理國內外學者對於故事敘說療癒的觀點與看法,並以大樹的隱喻方式介紹敘事治療。隨後整理故事敘說的歷程與注意事項,並闡述作者對於故事療癒的觀點與自身實踐經驗。作者從自身國中被霸凌的經驗敘說開始,闡述自身在實踐自我敘說時的發現、混亂與體悟。此外,作者也進一步描述在自我敘說中的心境轉換,藉以展現故事敘說的療癒力量。接著作者提出敘說療癒在不同層次中的療癒與收穫,提出不同故事中的「樹根」,包括:受害者、小丑與霸王。最後作者以與朋友聊天的故事做為結束,認為故事敘說具有「循環性」,透過不斷的敘說得以一層一層的認識自己。

關鍵字

自我敘說 療癒 霸凌

並列摘要


This study expound the process and changes in self-narrative practice. The authors first literature reviewed domestic and foreign researches for the healing of story-telling, and tried to use tree's image as metaphor in narrative therapy. Then the authors narrated the story-telling process and notes, and set forth the author's story, healing point of view and practical experience. The first author started telling his experience of bullying in junior high school, including the findings in self-narrative, confusion and insight. At last, the authors presented the healing and harvesting of healing at different stages, presenting different stories of roots, including victims, clowns, and overlords. At the end of the article, the first author used the chat with friends of the story to manifest the story-telling has "cycle," and he attained awareness of himself by the story-telling methodology.

並列關鍵字

self-narrative healing bullying

參考文獻


丁興祥、張繼元(2014)。生命詩學:心理傳記與生命敘說的新開展。生命敘說與心理傳記學。2,1-24。
李文玫(2015)。相遇與交融:研究者、研究方法與研究參與者互為主體性的開展性歷程。生命敘說與心理傳記學。3,25-53。
吳慎慎(2003)。教師專業認同與終身學習:生命史敘說研究(碩士論文)。國立臺灣師範大學社會教育研究所。
周志建(2012)。故事的療癒力量:敘事、隱喻、自由書寫。臺北:心靈工坊。
周志建(2013)。擁抱不完美:認回自己的故事療癒之旅。臺北:心靈工坊。

被引用紀錄


蕭妙羚(2020)。觸動生命最初的溫柔-以敘說探尋自我成長與轉化歷程之研究〔碩士論文,法鼓文理學院〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0119-1202202011285700

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