高關懷學生參與休閒治療團體之行動研究

An Action Research on Intensive Care Students Participating in Therapeutic Recreation Group

林若喬(Jo-Chiao Lin)

指導教授 ： 杜淑芬

中原大學/人文與教育學院/教育研究所/碩士(2021年)

https://doi.org/10.6840/cycu202100914

摘要

本研究旨在藉由行動研究歷程，探討高關懷學生參與休閒治療團體之實踐歷程，瞭解對幸福五元素之相關經驗，並探究行動者在行動歷程的行動反思與調整。本研究以台灣桃園市某國中9位高關懷學生，參與這項研究。由研究者擔任行動者，研究進行方式為每週一次，每次九十分鐘，為期九次的休閒治療團體方案教學。本研究依循「計畫、行動、觀察、反思、修正」的行動循環歷程，來進行課程方案的調整與實施。研究者採用教學觀察紀錄、學生學習單與回饋、訪談、行動者教學省思札記等多樣方式收集資料，並用歸納的方式來分析資料，經過資料搜集、文本的詮釋與分析，本研究結果發現高關懷學生參與休閒治療的實施是一種行動、反思、修正、實施的歷程，從行動實施的歷程中，行動者和學生從休閒治療課程中得到成長。這些成長包括：（1）正向情緒面向的提升（2）能夠覺察自己優勢進而全心投入在活動中（3）增加成就感經驗進而提升到校的學習意願（4）正向人際關係經驗提升（5）覺察生命意義與提升自我滿意度（6）幸福五元素相互牽引，缺一不可。最後，依據本結論，針對教師教學與未來後續研究提出具體建議。
關鍵字：正向心理學、休閒、休閒治療、幸福五元素、高關懷學生

關鍵字

正向心理學 ； 休閒 ； 休閒治療 ； 幸福五元素 ； 高關懷學生

並列摘要

Abstract
This research aimed to explore the experience of intensive-care students participating in a therapeutic recreation group through the course of action research, understood the relevant experience of the five elements of happiness, and explored the action reflection and adjustment of the actors in the course of action. In this research, nine intensive-care students from a junior high school in Taoyuan City, Taiwan participated in this research. The researcher acted as the actor, and the research was conducted in a nine-time therapeutic recreation small group once a week, 90 minutes each time. This research followed the action cycle of plan, acted, observed, reflected, and revised to adjust and implemented the curriculum plan. Researchers used various methods such as teaching observation records, student study sheets and feedback, interviews, and activists' teaching reflection notes to collect data, and analyzed the data in an inductive way. After data collection, text interpretation and analysis, the results of this study found that the implementation of therapeutic recreation small group for intensive-care students was a process of action, reflection, correction, and re-implementation. The students’ growths included: (1) the improvement of positive emotions; (2) the ability to perceive one's own strengths and devote themselves to activities; (3) increase the sense of accomplishment experience and increase the willingness to learn in school; (4) the improvement of positive interpersonal relationship experience; (5) Perceive the meaning of life and improve self-satisfaction; (6) The five elements of happiness were mutually indispensable. Finally, based on this conclusion, specific suggestions were made for teacher teaching and future follow-up research.

Key words: Positive Psychology, Leisure, Therapeutic Recreation, The five elements of happiness, Intensive Care Students.

並列關鍵字

Positive Psychology ； Leisure ； Therapeutic Recreation ； The five elements of happiness ； Intensive Care Students

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