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題名:藝術治療團體應用在注意力不足過動症兒童之人際適應成效研究
作者:賴美言
作者(外文):Lay, Meei-Yan
校院名稱:臺北市立大學
系所名稱:教育學系
指導教授:趙家琛博士
游錦雲博士
學位類別:博士
出版日期:2017
主題關鍵詞:藝術治療團體注意力不足過動症學校人際適應art therapy groupADHDinterpersonal adjustment
原始連結:連回原系統網址new window
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本研究主要在探討藝術治療團體對改善國小注意力不足過動症(ADHD)兒童學校人際適應困境的立即性和延宕性效果。以量化資料為主,質性資料為輔,檢驗團體成效。量化部分,採準實驗設計,立意選取國小三、四年級且符合研究條件的20位ADHD兒童為研究對象,分派至實驗組和控制組,每組各10人。實驗組接受十二次團體介入,控制組則無。為檢核團體成效,以「學校生活經驗量表」為工具,採自評和教師評方式,各實施一次前、後和追蹤測,所得資料以相依樣本t檢定和單因子共變數分析進行考驗。質性部分,則以實驗組作品和訪談資料作為輔助性資料。本研究所得結果如下:一、立即性效果部分,研究結果顯示團體介入對實驗組在學校和同儕、老師的關係以及整體學校人際適應程度具有立即效果。控制組除在「與同儕的關係」分量表的「情緒狀態」、「溝通行為」以及「與師長的關係」分量表中的「溝通行為」略有進步外,其餘無明顯變化,甚至有更不佳的情形。二、延宕性效果方面,研究結果顯示團體介入對實驗組在學校和同儕、老師的關係以及整體學校人際適應程度具有延宕效果。控制組除在「與同儕的關係」分量表的「情緒狀態」略有進步外,其餘無明顯變化,甚至有更不佳的情形。三、實驗組和控制組在「學校生活經驗量表」、「與同儕的關係」、「與師長的關係」的後測平均數有顯著差異,且實驗組人際適應改善程度顯著大於控制組。四、實驗組和控制組在「學校生活經驗量表」、「與同儕的關係」、「與師長的關係」的追蹤測平均數有顯著差異,且實驗組人際適應改善程度顯著大於控制組。五、由訪談和作品資料分析得知,本藝術治療團體的介入有助於提升ADHD兒童的情緒覺察能力、降低衝動、干擾、攻擊、違抗行為,以及提升正向溝通能力,有助改善學校人際適應困境。最後則根據研究結果提出相關建議,提供學校輔導工作及未來研究參考。
關鍵詞:藝術治療團體、注意力不足過動症、學校人際適應
This study aims to investigate the immediate and delayed effects of an art therapy group on the interpersonal adjustment of elementary school students with ADHD at school. Both quantitative and qualitative data were collected. Using purposive sampling and quasi-experimental design, 20 third and fourth graders with ADHD were recruited and assigned into experimental group and control group, 10 students in each group. The experimental group received 12 sessions of art therapy group intervention, while the control group did not receive any. The School Life Experience Scale was used for pre-, post- and follow-up test as the outcome measure. Both the self-report and teacher-report formats were used. The quantitative data were analyzed using paired sample t-test and one-way ANCOVA. The qualitative data, as supporting evidence, included artworks and interviews of the experimental group. The results were: (1) Immediate effect: The art therapy group showed immediate effect on relationship with peers and teachers as well as overall level of interpersonal adjustment at school. Only slight improvements were found for the control group in ‘emotional status’ and ‘communicative behavior’ of the Peer Relationships subscale, as well as in ‘communicative behavior’ of the Relationship with Teachers subscale. On the rest of the outcome measure, the control group remained unchanged or even showed a declining trend. (2) Delayed effect: The art therapy group showed delayed effect on relationship with peers and teachers as well as overall level of interpersonal adjustment at school. Only slight improvement was found for the control group in ‘communicative behavior’ of the Peer Relationships subscale. On the rest of the outcome measure, the control group remained unchanged or even showed a declining trend. (3) There were significant group differences in post-test scores. The improvement in interpersonal adjustment was greater for the experimental group than the control group. (4) There were significant group differences in follow-up test scores. The improvement in interpersonal adjustment was greater for the experimental group than the control group. (5) Analysis of qualitative data showed that the art therapy group was helpful in improving the participants’ emotion awareness; reducing impulsive, disturbing, attacking, and disobedient behavior; and promoting positive communication ability; which in turn helped improve interpersonal adjustment at school. At last, based on the findings, suggestions were made for school counseling work and future researches.
Keywords: art therapy group, ADHD, interpersonal adjustment
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