繪本閱讀在團體諮商之應用研究—以一個父母離異兒童團體為例

本研究針對國小中年級父母離異兒童進行繪本閱讀團體諮商，研究目的為：（一）探索繪本閱讀應用於父母離異兒童團體諮商之學習經驗；（二）探討繪本閱讀應用於父母離異兒童團體諮商之團體轉變情形；（三）探討繪本應用在父母離異兒童團體諮商中所發揮的功能，因此設計為期十次以繪本閱讀為媒介的團體諮商方案，用以協助父母離異兒童族群進行團體諮商。本研究採「質性研究法」之方式，透過參與觀察、訪談、文件分析為主要資料蒐集策略，以「主題分析法」做資料分析，研究結果如下：（一）成員參與繪本閱讀團體之學習經驗，包括「願意脫離想像，了解爸媽離異原因」、「對關係議題有所覺察」、「抒發痛苦經驗，學習表達情感」、「對情緒的認知及覺察，並獲得情緒因應方法」、「人際關係的學習與因應」、「練習表達和展現珍貴的自己」。（二）成員在團體歷程之變化，分別有「談新生-從『繞他人轉』到『為自己轉』的自我議題」、「談自由-從『過街老鼠』到『對的存在』的依附議題」、「談邁進-從『想像虛構』到『認清現實』的離異議題」、「談探索-從『套牢』到『解套』的情緒議題」、「談怡然-從『後母情結』到『姑且停看聽』的新成員議題」。（三）繪本閱讀在父母離異兒童團體發揮的功能，包括「成為蒐集資料的工具」、「能引領迅速切入核心主題，促進討論開展」、「容易使成員投射出想法或感覺」、「使孩子降低防衛，得以溫柔接觸難以說出口的悲傷」、「給於多感官的刺激及催化」、「繪本本質吸引孩子投入」、「能成為孩子具體討論的素材」、「是多元發揮、靈活運用的絕佳媒材」、「為開啟沉默孩子自在表達的鑰匙」、「培養設身處地、邏輯思考的能力」、「能促進孩子建構對世界的觀察及看法」、「提供情緒紓解及釋放管道」、「具有經驗交融，並尋找自己答案之功能」和「影響力具有持續性」。根據研究結果，分別對政府或社福相關單位、父母離異兒童周邊系統、專業助人工作者、繪本媒材應用及未來研究提出相關建議。

關鍵字

父母離異兒童；繪本閱讀；兒童團體諮商；主題分析

並列摘要

This research targets elementary school children in 3rd and 4th grade from divorced parents’ family to perform picture books reading group therapy. The purposes of the research are: (1) To explore the effectiveness of picture books reading on the group therapy of children with divorced parents. (2) To discuss the transformative process of applying picture books reading to the group therapy of children with divorced parents. (3) To discuss the exhibited functionality of picture books reading in the group therapy of children with divorced parents. Hence, the plan of using picture books as medium over ten sessions of group therapy is proposed to assist children with divorced parents in group therapy. This research uses the method of “Qualitative Research” as the main strategy to collect data through participant observations, interviews, and documents analysis. The data are analyzed using “Thematic Analysis Method.” The results of the researches are as shown below: (1) The integrated experiences of the participants, such as “ Willing to escape from imagination to understand the reasons why parents are divorced,” “Becoming perceptive to related issues,” “Being able to express painful experiences and emotion,” “Being aware of and able to recognize their own emotion, and Gaining the method to cope with emotions,” “Learning how to interact with others, and how to cope with difficulties interacting with others,” “Practicing to express and present one self, and discovering their own precious values.” (2) The transformative group processes of the participations include: “About Life – From 'Living for others' to 'living for self'”, “About self-value – From 'Low self-esteem' to 'high self-esteem'”, “About progress – From 'Escaping from reality' to 'facing the reality of parental divorce'”, “About exploration –From 'Emotional obsession' to 'emotional understanding '”“About Peace – From 'Being afraid of step-parent' to 'accepting new family member'”. (3) The functions of picture books of the participants include: Picture books “are used as a medium for date collecting”, “are used to cut into the core of issue to accelerate the discussions”, “make children express their feelings and thoughts”, “make children lower their defenses and express their inner and painful grieves”, “provides sensational stimulations and catalysts”, “attract children to involved in”, “can be used as source materials to let children discuss”, “are great media for multi-elaboration”, “are provided for children to express themselves”, “are provided for children to place themselves in other’s places and logical thinking”, “are provided for children to construct perception and thinking toward their surroundings, “are provided an egress for children to set their painfulness free”, “are provided for children for self-searching” and “are provided long-term influences”. Based on the findings of the research, it provides future discussions for the government, welfare affairs, children’s support systems, professionals, applied to picture books materials, and future research.