國中資源班學生參與黏土藝術治療的幸福感經驗

The Well-being Experience of Clay Art Therapy for Resource Class Students in Junior High School

李宜倩(YI-CHIEN LEE)

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(2022年)

https://doi.org/10.6840/cycu202201169

摘要

本研究以三位國中資源班學生、一位特教疑似生、一位憂鬱傾向之一般生，共五位學生為對象，旨欲探討黏土藝術治療活動介入後學生得到的幸福感經驗。目前臺灣採行融合教育，研究者於教育現場，發現特殊生在一般班級中出現適應困難的情況：缺少人際互動的能力、對課業習得無助、生活沒有意義與目標。故採用行動研究形式，以服務國中為場域，研究者作為行動者，進行為期八周、每周一次、每次90分鐘的黏土藝術治療活動。本研究採取質性研究，參照正向心理學之父Martin Seligman提出之幸福五元素為觀察項目，研究者透過與成員進行的訪談、協同觀察員的記錄與回饋、過程錄影而謄寫的逐字稿、成員作品的呈現與分享、以及研究者的省思札記等多種方式蒐集資料，討論參與者於團體輔導後體驗到的內在變化與幸福感經驗，根據研究結果給予後續相關研究實務上之建議。本研究結果為：
一、黏土藝術治療可促進資源班學生的情緒紓解、提升專注力。過程中藉由黏土的變形和塑造，學生可以用口語及非口語的方式傳遞更多的情緒和感受，全心投入創作歷程。
二、黏土藝術治療過程能使資源班學生增加人際互動機會，展現正向人際關係。歷程中的互助合作與創意欣賞，可激盪活化學生間的交流，師生皆可由作品中感受到正向的成功經驗。
三、運用黏土媒材於藝術治療可增加參與者的幸福感，發展正向情緒、全心投入、正向人際關係、生命意義與成就感，於幸福五元素項目檢核後皆顯示良好成果。
結尾研究者根據研究結果提出修正與建議，期盼為探討黏土藝術治療運用於國中校園與資源班學生於幸福感體驗的相關人員提供研究之參考。

關鍵字

幸福感 ； 行動研究 ； 資源班學生 ； 黏土藝術治療

並列摘要

This study aimed to explore the happiness experience of students after the intervention of clay art therapy activity. The participants were five students with special needs who took remedial learning school resource learning class. In general, they have difficulties in adapting to normal classes; including lacking of interpersonal interaction ability, helplessness in learning coursework, and lacking of meaning and goal in life. The researcher adopted action research approach and acted as the actor. The clay art therapy activity has implemented for eight-weeks, for once a week and 90 minutes each time. This study adopted the five elements of happiness proposed by Martin Seligman as observation goals for participants. This study collected data from interviews with members, records and feedback from collaborative observers, verbatim transcripts transcribed by process videos, presentation and sharing of member works, and reflection notes of researchers, etc. The results of this study were:
1.Clay art therapy could promote emotional relief and enhance concentration among special needs students. Through the deformation and shaping of clay, students could convey more emotions and feelings in spoken and non-spoken ways, and devote themselves to the creative process.
2.The clay art therapy process could enable students to increase interpersonal interaction opportunities and therefore enrich positive interpersonal relationships. Mutual assistance and creative appreciation in the process could stimulate and revitalize the exchange between students, and teachers and students could feel the positive successful experience from the works.
3.The use of clay material in art therapy could increase the happiness of participants and to develop positive emotions, wholehearted devotion, positive interpersonal relationships, life meaning and sense of achievement. Five elements of happiness project that Seligman proposed was successfully achieved.
Based on the results of the study, the researchers made revision of the program and made suggestions accordingly, expecting to provide references for the application of clay art therapy to the happiness of special needs students and to share lights for future research.

並列關鍵字

well-being ； action research ； resource class students ； clay art therapy

參考文獻

林淑惠、黃韞臻（2008）。高中職學生學校生活與主觀幸福感關係之研究。輔導與諮商學報，30（2），83-104。

邱惠娟、童心怡（2010）。教師幸福感內涵之探究。學校行政，67，168-180。

中文部分

朱惠瓊、胡名鎔（2020）。單次黏土治療應用於有負向情緒的青少年之成效初探。中華輔導與諮商學報，59，69-102。

林坤燦（2012）。融合教育現場教師行動方案。教育部。