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題名：國小輔導教師接受藝術治療培訓方案期間運用藝術媒材於兒童輔導之經驗探究
書刊名：中華輔導與諮商學報
作者：郭淑惠／陳雁白／黃傳永 引用關係
作者(外文)：Kuo, Shu-hui／Chen, Yen-pai／Huang, Chuan-yung
出版日期：2020
卷期：57
頁次：頁51-83
主題關鍵詞：兒童諮商與輔導；輔導教師；學校輔導；藝術治療；Art therapy；Child counseling and guidance；School counseling；School counselor
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:177
  • 點閱點閱:3
本研究旨在探究國小輔導教師運用藝術媒材於兒童輔導之經驗。研究對象為十五位國小專任輔導教師，在培訓期間將其所學習之藝術治療知能運用於輔導工作。本研究採用質性研究內容分析法，以焦點團體訪談蒐集資料。研究結果包含六大主題、十七類概念：（1）透過創作歷程擴展助人者對兒童的理解：（a）提升對兒童的深度理解與包容、（b）著重當下互動，適時地給兒童回饋；（2）同在並見證兒童在創作歷程的轉變：（a）尊重兒童的自主性給予發展空間、（b）營造正向的氛圍、（c）陪伴修復傷痛、（d）協助發展問題解決能力；（3）藝術提供兒童心靈涵容處所：（a）突破口語表達的限制，透過藝術創作將內心世界投射出來、（b）提供表達和釋放情緒的安全空間、（c）與媒材接觸連結感官感受，觸碰情緒；（4）藝術創作作品正向賦能：（a）作品回顧提升自我意象、（b）作品象徵意義的內化；（5）創作歷程促進正向輔導關係：（a）提供機會建立關係、（b）增加此時此地對話、（c）非語言方式貼近兒童內在世界；（6）藝術媒材於兒童輔導實務進行之困境：（a）有些兒童不喜愛藝術創作、（b）學校時間的限制、（c）媒材便利性影響運用意願。最後根據研究結果進行討論及說明本研究之限制，並對國小輔導教師相關培育機構、在職專業增能以及未來研究提出建議。
In recent years, elementary school mental health needs have been in the spotlight. As demands for student counseling increase, the use of art therapy can be an expandable and flexible approach to child counseling for elementary school counselors. The aim of this study was to explore the experiences of using art materials in child counseling by elementary school counselors. The subjects were 15 experienced school counselors who participated in a three-hour art therapy professional training program for eight weeks. The approach adopted in this training program included basic concepts of art therapy, art materials applications and experiences, group discussions, practical work demonstrations, and sharing experiences. The concept of art therapy was learned during the training process, and the trainees returned to their schools to verify the effectiveness of art therapy in child counseling. This study was an explorative, descriptive, and qualitative study. Data was collected from 15 subjects by two focus group interviews after the training program and analyzed using qualitative content. The results of the study showed that art therapy applied to child counseling revealed six major themes and seventeen concepts: (1) Expand the trainee's understanding of children through the creative art process: (a) Enhance trainee's deeper understanding and patience with children, (b) Focus on the present interaction with children while giving feedback; (2) Be present and witness children making changes during the creative art process: (a) Respect the autonomy of children by providing space as needed, (b) Create a positive atmosphere, (c) Accompany children to recover from emotional pain, (d) Develop problem-solving skills; (3) Provide children a safe place to comfort their minds: (a) Break through the limitations of verbal expression and project one's inner world while processing artwork. (b) Provide children a safe space to express and release emotions, (c) Use art materials to connect with one's sensory feelings and emotions; (4) Empower children through art products: (a) Review art products to enhance self-image, (b) Internalize the symbolic meaning of art products; (5) Promote positive therapeutic relationships through the creative art process: (a) Provide opportunities to build relationships, (b) Increase here and now conversations, (c) Gain a closer view into children's inner world with non-verbal approaches; (6) Understand limitations of incorporating art into child counseling: (a) Some children do not like art making, (b) Restrictions of class time affect the arrangement of activities, (c) Art materials may not always be readily accessible. The following were discussed based on the results of the study: (1) Art therapy assists school counselors to enhance their understanding and patience with children, (2) Children have a sense of mastery in the art therapy process, (3) Art therapy is an avenue to self-exploration and empowerment of children through art therapy activity and the use of art materials, (4) Art therapy provides opportunities to promote therapeutic relationships and increase conversations here and now, (5) There are limitations of using art materials in child counseling. The results were compared and contrasted extensively with existing literature, and this study showed that the use of art materials in school counseling provided counselors a way to promote the treatment process and counseling relationships. Finally, based on the research results, this study suggested that multiple methods can be used in researching the experiences of school counselors and using art materials in child counseling for offering complementary insights. Moreover, the applications and suggestions of training institutions and professional development are discussed and proposed in the study.
期刊論文
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12.宋宥賢、李佩珊、張聖杰(20180400)。初任國民中小學專任輔導教師職前培訓方案的參與經驗與需求評估之初探研究。中華輔導與諮商學報，51，217-262。new window  延伸查詢new window
13.孫頌賢、劉淑慧、王智弘、夏允中(20180800)。證據導向實踐的諮商專業發展。中華輔導與諮商學報，52，1-18。new window  延伸查詢new window
14.許維素、游于萱(20170800)。輔導教師之焦點解決督導員訓練成效研究。中華輔導與諮商學報，49，147-182。new window  延伸查詢new window
15.Pleasant-Metcalf, Angela M.、Rosal, Marcia L.(1997)。The use of art therapy to improve academic performance。Art Therapy: journal of the American Art Therapy Association，14(1)，23-29。  new window
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17.黃傳永、王俞鈞、陳雁白(20170400)。藝術治療團體對國小兒童情緒能力影響效果之研究。教育研究學報，51(1)，25-41。new window  延伸查詢new window
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19.林美珠、蔡順良(2012)。整合式遊戲治療之考驗與訓練成效研究：以四位遊戲治療新手為例。台灣遊戲治療學報，2，85-108。  延伸查詢new window
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會議論文
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圖書
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9.Case, C.、Dalley, T.(2014)。The handbook of art therapy。Routledge。  new window
10.Evans, K.、Dubowski, J.(2007)。Art therapy with children on the Autistic Spectrum: Beyond words。London, England：Jessica Kingsley。  new window
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圖書論文
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2.Roth, E. A.(1987)。A behavioral approach to art therapy。Approaches to art therapy: Theory and technique。New York：Brunner/Mazel。  new window
3.Dalley, T.(2014)。Art as therapy: Some new perspectives。Images of art therapy: New developments in theory and practice。Routledge。  new window
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6.McNiff, S.(2014)。The role of witnessing and immersion in the moments of arts therapy experience。Mindfulness and the arts therapies。London, England：Jessica Kingsley Publishers。  new window
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