國小情緒困擾學童參與表達性藝術治療團體之行動研究

本研究欲探討國小情緒困擾學童參與表達性藝術治療團體之經驗，以及情緒覺察和情緒表達之改變歷程。本研究採用表達性藝術治療理論中的「多元模式取向」，依據Kagin與Lusebiunk提出的「表達性治療連續系統」，作為本研究之理論依據。研究參與者為五位有情緒困擾的國小學童，進行每週一次，每次四十分鐘，為期十次的團體輔導。本研究為行動研究，依循「計畫、行動、觀察、反省、修正」的行動循環歷程，來進行團體方案的調整。本研究採用歸納的方式來分析資料，經過資料的蒐集、文本的詮釋與分析，本研究結果發現：一、動覺/感覺層次，協助情緒放鬆。二、知覺/情感層次，促進情緒的覺察。三、藝術創作活動，協助情感的表達。四、參與藝術團體後，整體印象與經驗為正向。本研究針對上述研究結果加以討論，並提出若干實務工作與未來研究之建議。

關鍵字

表達性藝術治療；情緒困擾兒童；團體輔導

並列摘要

This study intends to explore the experience of elementary school students with emotional distress in participating in expressive art therapy groups, as well as the course of changes in emotional awareness and emotional expression. This study adopts the “multimodel approach” in the expressive art therapy based on the “Expressive Therapies Continuum” proposed by Kagin and Lusebiunk. The participants in the study were five elementary school children with emotional distress conducted a group counseling of 10 times a week for 40 minutes each time. This study is an action research and follows the cycle of “plan, action, observation, reflection, and revision” to adjust group plans. This study adopts an induction method to analyze data. After collecting data as well as interpretating and analyzing texts, the results of this study are in the following: 1. The Kinesthetic/Sensory level helps to relax the emotions. 2. Perception/Affective level, promoting emotional awareness. 3. Art creation activities to assist in the expression of emotions. 4. After participating in the art group, the overall impression and experience are positive. This study discusses the results of the above studies and proposes some practical work and future research recommendations.