中高齡者靈性學習歷程之研究：以參與正念減壓課程者為例

The Study of Spiritual Learning Process of Middle-aged and Older adults: An Example of a Mindfulness-based Stressed Reduction Program

陳紅杏(Hong-Xing Chen)

指導教授 ： 李雅慧

國立中正大學/教育學院/成人及繼續教育系高齡者教育研究所/碩士(2015年)

摘要

高齡化是國際趨勢，幫助高齡者達到活躍老化是高齡社會的願景。要達成功老化，尚須加上正向的靈性經驗。本研究旨在探討中高齡者之靈性學習歷程，以參與正念減壓課程者為例，做為探討主題，而提出以下之研究目的：
1.探討中高齡者參與靈性學習正念課程的動機。
2.探討參與正念課程學習中所遇到的困難與因應策略。
3.探討中高齡者在參與正念課程中所學習到的收獲。
4.探討中高齡者正念課程學習後的靈性成長。
5.綜合分析研究結果與發現，提出具體建議，以提供政府、高齡教育機構、高齡教師暨中高齡者本身之參考。
本研究徴選8位參與南華大學正念中心正念減壓課程之學員為研究對象。以半結構式深度訪談方式來收集資料，經分析後，據此得到以下結論：
1.學習的動機：想要接觸新的東西，延續以前的學習，為學習而學習，因為老師的關係，想要幫助人、應用於服務，可以幫助減壓、讓自己安定，從書本上讀到產生興趣。
2.學習中的困難與因應策略，有5項：在練習實踐上，在學習心態上、在人際互動上、在學習情境上、在自我關係上。
3.所學到的內容收獲：學到正念課程的精義、學到對自己身心覺察的方法、學到處理情緒與壓力的方法、學到人際互動與與調節的方法、學到融入於生活中的成長與改變、學到欣賞生命美好面向的能力。
4. 學習後靈性成長的收獲：生命的意義與價值；內在的平靜與和諧；與天地人我之連結；超越逆境的能力。
本研究最後根據結論分別提出具體建議，以提供參考：
一、對政府政策的建議：
1.在高齡學習政策中加入靈性學習，為健康促進必要之學習內容。
2.政府開發「隨時安心」手機App程式，隨機引導可幫助大眾隨處皆能安定身心。
二、高齡教育機構的建議
聘請對靈性健康有專業的教師，以供諮詢與培訓師資；發展規劃多元化靈性教育活動及方案，並融入一般課程中以提升的學習成效；成立志工互助平台，以利相互提升。
三、高齡教育之教師的建議
高齡者教師主動參與靈性健康相關研習或自學的方式，以充實相關專業知能及技巧性引導與對話，協助學習者身心統合與生命意義跟生命歷程統整。
四、對中高齡者本身的建議
從主動參與學習中，可學到能應用的新知識，可以應用於服務，也可以幫助人。

關鍵字

正念減壓 ； 學習歷程 ； 靈性學習 ； 中高齡者

並列摘要

The approaching of aging societies is a global trend. Helping elder adults to achieve successful aging is thus an important issue. To achieve successful aging, older adults are still recommended to gain more spiritual learning experiences. The topic of the current study concerns the spiritual learning process of older adults using a training program in Nanhua University as an example. The followings are the purposes of the study:
1. Exploring the motivation of older adults in terms of attending the spiritual mindfulness-based stressed reduction program.
2. Exploring the elder adults’ difficulties and strategies in this program.
3. Exploring what they learned from this program.
4. Discovering the spiritual development of older adults after taking this program
5. Conducting a comprehensive analysis and making suggestions for the government, older adult educational institutions, and older adults themselves.
Eight older adults were recruited to attend the mindfulness-based stressed reduction program as the participants of this study. Semi-structured depth interviews were conducted to collect the data. The followings are the results after analyzing the qualitative data:
1. For learning motivation, older adults would like to acquire new knowledge and update their knowledge. Since they are delighted to help people and apply the acquired knowledge to services they’re providing, they gained stress reduction and remained a peaceful heart. Thus, they became more interested to what they learned from the textbook.
2. Older adults adopted five strategies when encountering difficulties in the learning process: (i) strategies for real-time practices, (ii) strategies for their modifying their attitude, (iii) strategies for interpersonal skills, (iv) strategies for learning in different contexts, and (v) strategies for personal growth.
3. Contents they learned included: (i) principles of this program, (ii) different ways of self-monitoring, (iii) stress reducing skills, (iv) interpersonal skills, and (iv) appreciation of life
4. Spiritual growth were: (i) understanding the values and meanings of life, (ii) having a peaceful mind, (iii) being aware of the self is positioned in the life, and (iv) abilities to transcend themselves.
Based on these findings, we offered five suggestions:
1. The government should pay more attention and adopt the advantages of spiritual learning for future policy making.
2. The government may develop elderly-oriented mobile application software to promote the rationale of positive thinking.
3. Older adult educational institutions should invite specialists and recruit teachers for developing educational events. In addition, they should establish cooperation platform to bridge volunteers and older adults.
4. The above-mentioned teachers in this field should still attend professional workshops to acquire knowledge up to date. In addition, they shall assist the learners to integrate what they learned with how they experienced in the past.
5. Older adults may apply the knowledge they acquired from the program to the real-life situation and volunteering services as active learners.

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