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題名:建立初入安置機構兒童之定向遊戲治療工作模式
作者:蔡群瑞
作者(外文):Chiun-Ruei Tsai
校院名稱:國立彰化師範大學
系所名稱:輔導與諮商學系所
指導教授:高淑貞教授
學位類別:博士
出版日期:2014
主題關鍵詞:初入安置機構兒童定向遊戲治療工作模式結構遊戲治療定向輔導Newcomers in the Residential Child Care InstitutionsAn OrientationStructured play therapyOrientation
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本研究依循行動研究的精神,以認知行為遊戲治療理論為基礎,發展可協助安置兒童進入機構初期生活銜接和適應的定向遊戲治療工作模式。核心研究者從實務經驗出發,結合與專家和同儕的討論、文獻回顧與探討,擬定初始方案,接著以初始方案為基礎,展開兩階段的行動研究。第一階段(初始方案的實施)主要是形成定向遊戲治療工作模式的架構和方案內容,共有六組成員參加,分別是遊戲治療師為方案實施者、初入兒童及其主要照顧者參與方案,各組在不同時間點先後進行,透過不斷行動循環所產生和累積的知識,將初始方案擴充為實用方案;第二階段(實用方案的實施)有8位安置機構工作人員參加;最後徵詢安置機構與遊戲治療領域專家,形成定向遊戲治療工作模式。
本研究透過深度訪談、對話與文件記錄、省思札記等技術蒐集資料,根據研究問題,主要研究發現如下:
一、就定向遊戲治療工作模式的內涵而言,包括實施架構、方案主題與內容、執行時的注意事項,以及定向結構遊戲方案工作手冊,實施者以遊戲治療師為宜。其中方案主題和內容的部分,可作為安置機構工作人員提供初入兒童定向服務的參考方向。
二、就定向遊戲工作模式的適用性而言,首先定向結構遊戲方案工作手冊明確列出兒童剛進入安置機構期間常見問題之主題及工作目標,可作為提供初入兒童定向服務的藍圖,且使用上具有簡單、省時和方便的特色,亦具有評估的能;其次是參與兒童的改變,包括認知層面、行為層面和情緒層面,同時透過與兒童在機構重要成人的合作,可延伸定向結構遊戲方案之影響。
三、就定向遊戲工作模式在安置機構實施的影響因素而言,影響實施的阻力與助力其實是一體的兩面,包括安置機構工作人員對本工作模式的接納與認同程度,特別是行政主管的意見往往具有關鍵性影響,其他還包括機構工作人員的工作負荷和流動率、本工作模式的功能與實用性,以及實施者的專業知識與實務經驗等。
最後依據本研究的結果與發現,提出若干建議,供遊戲治療師、安置機構工作人員,以及未來研究參考。
Based on cognitive-behavioral play therapy, this study aimed to utilize an action research to establish an Orientation Play Therapy Model (OPTM) to help newcomers in the residential child care institutions adjust themselves in the initial transition period. The OPTM was shaped through two stages. In the first stage, the curial researcher integrated practical experiences, discussions with experts and peer researchers, and related literature to design an original project. The structure and contents of the OPTM were mainly established in this stage. Six groups of participants were involved. Each group was composed of a play therapist, a newcomer, and at least one child caretaker. Each group did the original project at different times. The curial researcher modified the original project and expanded it as a practical project through the experience gained in the first stage. In the second stage, the practical project was implemented, and eight social workers and child caretakers in the residential child care institutions participated. On the basis of the practical project, the OPTM was established after the consultation with the residential child care institutions and play therapy experts.
The data sources consisted of in-depth interviews, records of dialogues and documents, and reflection journals. The major findings were: (1) The OPTM includes structure of implementation, themes and contents of the project, practicing notes, and a handbook of orientation structure play project. A play therapist is preferable when implementing the model. The themes and contents of project can be a reference for the institution social workers and child caretakers. (2) The OPTM has its applicability. First, the handbook of the orientation structured play project clearly lists the problems the newcomers may encounter and the goals to achieve. It can serve as an orientation blueprint for the workers in the residential child care institutions. Second, the handbook has the advantages of being simple, time-saving, and convenient. It can also help to access the newcomers. Third, newcomers who had attended this project changed in their cognition, emotion, and behavior. Cooperating with the workers in the residential child care institutions can boost the effects of the orientation structured play project. (3) The factors that influence the implementation of the OPTM include: (a) The extent of how much the workers, especially the administrators, in the residential child care institutions accept and identify with the OPTM; (b) Employees’ workload and turnover rate of the residential child care institutions; (c) The function and practicability of the OPTM; (d) The professional knowledge and practical training of the user of the OPTM.
Lastly, the crucial researcher proposed suggestions for play therapists, practical workers for future related research.
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