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題名:探索世代交替下的成長刻痕:以大陸校外機構之心理公益項目的實踐探索為例
作者:劉芷佑
作者(外文):LIU, CHIH-YU
校院名稱:輔仁大學
系所名稱:心理學系
指導教授:夏林清
學位類別:博士
出版日期:2019
主題關鍵詞:行動研究心理創傷自我敘事探究心理教育工作者action researchpsychological traumaself-narrative inquirypsychological educator
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研究生:劉芷佑
系所名稱:心理學系
指導老師:夏林清
論文題目;探索世代交替下的成長刻痕:以大陸校外機構之心理公益項目的實踐探索為例
關鍵字:行動研究、心理創傷、自我敘事探究、心理教育工作者
論文總頁數:203
摘要正文:
本研究是筆者以心理專家和項目活動總策劃人的角色,在大陸公部門下的一個校外機構,以建設抗逆力為主題的兒童心理體驗館做為行動的起點,在實踐的過程中以「移動-探究實驗」的研究方案做為理解大陸家庭教育的探針,並在論文的自我敘述探究文本中,藉由口試與指導關係引發了自身對於專業發展路徑、研究價值選擇、實踐反思與心理教育實踐理論生成等一系列的探討。
研究藉由心理創傷理論與研究者自身切換於大陸幾個不同田野經驗的“驚恐”經驗開始,看見了人遇到危機的生-心反應,再到研究者的心理教育實踐田野的經驗對話。最後,對抗挫力有了一個新的理解與定義:抗挫力不再是一種能力的表現,抗挫力只是人在面臨危機時的一種「適切性」反應。這研究視框的挪動,讓研究者得以看見大陸對孩子缺乏抗挫標籤背後的社會脈絡與結構性壓迫,進而發展出更適切於大陸地區兒童心理與家庭教育的實踐理論,以做為日後心理教育工作者的一種參照。
Abstract
This research is the author as a psychologist and the chief planner of the project activity. In a Non-Profit organization under the public institution in the mainland, the children's psychological experience museum with the theme of building resilience is the starting point for action. In the process of practice, The research program of " Move-Testing Experiment" is used as a probe to understand the family education in mainland China. In the self-narrative inquiry of the thesis, the relationship between the oral development and the guidance has led to the development of professional development, research value selection and practice reflection. A series of discussions on the generation of psychological education practice theory.
The study begins with the theory of psychological trauma and the “scared” experience of researchers who have switched to several different field experiences in the mainland. They have seen the life-heart reaction of people encountering crisis, and then the experience dialogue of the researcher's psychological education practice field. Finally, there is a new understanding and definition of resilience: resilience is no longer a manifestation of ability, and resilience is just a kind of "fitting" response when people face crisis. The study's movement of the frame allows researchers to see the social context and structural oppression behind the lack of resilience labels in the mainland, and to develop a practical theory that is more appropriate for children's psychology and family education in the mainland, as a future psychology. A reference for educators.
Keywords: action research, psychological trauma, self-narrative inquiry, psychological educator
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