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題名：性侵害倖存少女心理劇治療歷程與結果之個案研究
作者：張莉莉
作者(外文)：Li-li Chang
校院名稱：國立臺灣師範大學
系所名稱：教育心理與輔導研究所
指導教授：陳秉華
學位類別：博士
出版日期：2002
主題關鍵詞：心理劇；性侵害；少女；倖存者；psychodrama；sexual abuse；adolescent；female；survivor
原始連結：連回原系統網址new window
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本研究旨在瞭解性侵害倖存少女心理劇治療之演出階段的導劇歷程、主角改變歷程、治療改變要件與治療改變結果，並試圖建立性侵害倖存少女心理劇治療歷程初步架構。本研究以中途學校兩位倖存少女參加龔鉥導演的性侵害心理劇治療，擇取心理劇治療歷程中的演出階段之錄影帶、錄音帶資料轉錄成逐字稿進行資料分析。另以訪談法收集兩位少女在心理劇治療後立即治療結果、一週治療結果及一個月後治療結果之訪問逐字槁加以整理，再依紮根理論原則進行導演導劇歷程、主角改變歷程、治療改變要件及治療結果之分析。最後以故事線、流程圖及分類表呈現研究結果。研究結果發現：導演導劇歷程分為導演導劇步驟與導演介入技巧。心理劇治療導劇步驟共分為建立連結、暖身/社會關係調查、重建創傷景、治療景、自我整合對話景及結束等六項。導演依據導劇步驟介入技巧有四類：第一類是傳統已知的心理劇技巧；第二類為心理劇輔助技巧；第三類則藉助一般談話性心理治療的技巧；第四類技巧則為龔鉥獨創技巧。主角改變歷程共分為自我揭露期、自我分列期、自我改變期、自愛期四個階段。導演導劇歷程治療改變要件分別是建立安全的同盟關係、拯救內在小孩群組、身體復愈群組、自我概念重整群組與性侵害受創自我之接納與整合等五個治療改變要件。心理劇工作坊後治療結果分佈在生理／身體、情緒、認知、自我、人際/社會及行為等六個範疇。本研究根據兩位個案資料形成倖存少女心理劇治療歷程初步架構，並依據研究結果提出建議，以作為未來研究與諮商實務工作者之參考。
The purposes of the study were to analyze the psychodrama process, protagonist change process, effective change components and outcomes of psychodrama on two sexually abused female adolescents and to construct an initial framework of psychodrama. The study involved two alternative-school adolescents from southern Taiwan who have gone through Gong Shu’s psychodrama theater. The participation processes of two subjects in the psychodrama were videotaped and transcribed verbatim. The data were analyzed based on grounded theory. In-depth interviews about immediate outcome, one-week follow-up, and one-month follow-up after the psychodrama session were conducted in each of the two cases. The results were presented by using story-line, flowcharts, and category tables. There were four main findings in this study: The psychodrama process was divided into directing procedures and directing intervening skills. The directing procedures passed through six following procedures in the psychodrama enactment stage, included building affiliation; warm-up/investigating history of sexual abuse; rebuilding the scene of sexual abuse; therapeutic work; dialogue with vulnerable self; and closure. The directing intervening skills included four groups of skills. These were traditional psychodrama skills, auxiliary skills, ordinary therapy skills, and Gong Shu’s creative skills. The protagonist change process involved four stages: self-disclosure, self- dichotomy , self-change, and self-love. The five effective change components of the psychodrama process included the following: building safety affiliation; rescuing inner child; body work; modifying of self concept; and accepting and integrating of vulnerable self caused by sexual abuse. The outcomes shown in the two cases immediately, one-week, and one-month after the psychodrama concerned six areas: physical/somatic, emotional, cognitive, self, behavioral and interpersonal/social. Based on the results of this study, suggestions for future research and psychodrama practice were provided.
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