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題名:心理劇介入對憂鬱傾向大學生之成效研究
作者:蘇倫慧
作者(外文):Su, Lun-hui
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:趙淑珠
學位類別:博士
出版日期:2016
主題關鍵詞:心理劇憂鬱傾向大學生改變因素psychodramauniversity students with depression tendencieschange factor
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:29
本研究目的在探討心理劇介入對憂鬱傾向大學生之成效,研究分兩部分,包含量化研究與質性研究。本研究採用準實驗之「不等組前後測、追蹤設計」,以中部一所科技大學的憂鬱傾向學生為研究參與者。實驗組成員進行為期五週,每週一次,每次六小時,共計三十小時的心理劇成長團體,對照組成員在實驗期間不進行處理。兩組成員分別在心理劇團體介入前一週、團體後及團體後第十週,進行「流行病學研究中心憂鬱量表」、「正、負向情緒量表」、「負向自我思考量表」、「止觀覺察注意量表」、及「自我關懷量表」之前、後及追蹤測。本研究共蒐集實驗組成員資料十四份,有效問卷回收率70%;對照組成員資料十五份,有效問卷回收率83%。研究者以相依樣本t 檢定及單因子共變數分析進行統計考驗。
本研究經上述的資料蒐集與分析,得以下結論:
在「流行病學研究中心憂鬱量表」、「正向情緒量表」、「負向自我思考量表」、「止觀覺察注意量表」、及「自我關懷量表」的「自我悲愍分量表」均達立即顯著差異;在「負向情緒量表」及「自我關懷量表」的「自我貶抑分量表」未達立即效果顯著差異。追蹤效果雖未達顯著,但都如預期的趨勢發展。
此外,本研究的質性研究在心理劇團體結束後,實驗組進行焦點團體訪談及個別訪談實驗組的每位成員,將所收集之資料的錄影檔及錄音檔謄寫成逐字稿,進行質性內容分析,研究結果分為三部分:
一、在心理劇產生改變的介入有五種: (一)角色扮演、(二)角色交換、(三)將抽象的內在衝突具象化、(四)暖身活動、(五)心理劇導演的引導與鼓勵。
二、心理劇的改變因素整理歸納如下:(一)情緒的理解與紓解、(二)換位思考、(三)自我覺察、(四)面對與表達、(五)成員的互動與回饋。
三、心理劇的影響與效應包含四部分:(一)情緒的改變、(二)認知觀點的改變、(三)、增加自我關懷(四)人際關係上的改變。
最後,文末研究者提供諮商實務工作和未來研究之相關建議,及本研究之
限制。
關鍵詞: 心理劇、憂鬱傾向大學生、改變因素
The research aims to investigate the effects of psychodrama intervention on university students with depression tendencies. The study comprised two parts: a quantitative study and a qualitative study. This study used a nonequivalent pretest-posttest and follow-up quasi-experimental design with mid-Taiwan university participants with depression tendencies. The participants in experimental group received psychodrama group for five weeks, each week with 6 hours. The participants in control group received no intervention. All the two groups of participants filled in questionnaires a week before group intervention, a week after group intervention and ten weeks after group intervention. The questionnaire included the scales of “center for epidemiologic studies-depression scale (CES-D)”, “positive and negative affect”, “negative self-thinking scale”, “mindfull attention awareness scale (MAAS)” and “self-compassion”. Fourteen participants in experimental group completed their research data with a response rate of 70%; fifteen participants in control group completed their research data with a response rate of 83%. The researcher used t-test and analysis of covariance (ANCOVA) to analyze the research data which resulted the following conclusions:
There were significant pre-post intervention effects on CES-D, positive affect, negative self-thinking scale, MAAS and self-kindness between the experimental group and the control group. There were no significant pre-post intervention effects on negative affect and self-criticism between the experimental group and the control group. Although there was no significant follow-up effects on all the scales between the experimental group and the control group, the result was consistent with the expected trend.
In addition, after psychodrama developmental group sessions the research conducted focus groups and individual interviews with each experimental participants. The researcher verbatimly translated all recorded interview videos and audio tapes into texts and conducted qualitatively content analysis. The results were as following three parts:
1. There were five types of psychodrama intervention inducing change: (1) role play, (2) role reverse, (3) to concrete internal abstract conflicts, (4) warm-up activities, (5) guidance and encouragement by a psychodrama director.
2. The change factors of psychodrama was as following: (1) emotional understanding and catharsis, (2) perspective extending, (3) self-awareness, (4) face the reality and expressing, (5) interactions and feedbacks among group members.
3. The influence and effects of psychodrama were: (1) emotional changes, (2)changes in cognitive perspectives, (3) changes to perceived self and in self-treatment, (4) changes in interpersonal relationships.
Finally, the research provided recommendations to counseling practices, suggestions for future research and research limitations in this study.
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