臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：協助國小教師運用發展性讀書治療理念於班級輔導之訓練歷程--重要現象與省思
書刊名：臺中教育大學學報. 人文藝術類
作者：洪雅鳳 引用關係／劉志如 引用關係
作者(外文)：Hung, Ya-feng／Liu, Chih-ju
出版日期：2013
卷期：27:1
頁次：頁1-24
主題關鍵詞：讀書治療；繪本；班級輔導；Bibliotherapy；Picture books；Classroom guidance
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(0) 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:119
  • 點閱點閱:83
近年來心理師逐漸進入校園，與學校輔導團隊形成學童心理健康服務的合作關係，而心理師如何與老師合作，或如何運用心理治療的知能協助老師，是一重要課題。心理治療領域的讀書治療強調如何透過書來催化個體的心理歷程之轉換，以達成獨立面對問題、適應環境的自我發展，這對熟悉繪本媒材的多數國小教師是一立基點。本研究的目的即在探究，當諮商心理師運用讀書治療理念來培育國小教師應用繪本在班級輔導，在此培訓過程中的重要現象為何，諮商心理師與國小現場教師的觀點有何不同。培訓者為兩位擁有多年兒童諮商實務經驗、並領有諮商心理師執照的大學諮商科系教師，接受培訓者為四位年資不等的國小現場教師。研究採質性的歷程描述方法，將培訓過程的對話進行影音記錄並分析之。研究結果發現訓練過程中，受訓者與訓練者呈現了三個向度上的差異：一是兒童輔導的觀點；二是兒童問題脈絡的理解；三是繪本閱讀後如何催化改變的理念及技巧。而培訓者也在訓練的過程中，透過演練、討論、回饋的過程，協助受訓教師從這些差異中擴展其對兒童問題脈絡更多元的理解、增加了繪本資源使用的彈性、及體驗和學習不同的催化討論之技巧。最後並提出建議，也同時做為心理諮商人員與教師合作的參考。
In recent years, mental health professionals have progressively joined school guidance teams to provide psychological services. Working with teachers to help incorporate psychotherapy principles into classrooms is an important issue. Bibliotherapy in psychotherapy emphasizes how literature facilitates the process of change by promoting self-development, such as independence and adaptation to the environment. This is fitting for primary school teachers because they use picture books to work with children. The purpose of this study was to explore differences in perspective between psychologist and primary school teachers, when psychologists provided training to primary-school teachers about how to integrate bibliotherapy in classroom guidance, and investigate the phenomenon in the training process. The two trainers are professors of counseling and licensed counselors with rich clinical experiences with children. The four trainees are primary school teachers. Data was collected via recordings of conversations in the training process and was analyzed using a process description qualitative method.The findings indicate there are three dimensions of difference between trainers and trainees: 1.The perspective on children's guidance; 2.The comprehension of children's (behavior and emotion) problem in context; 3.The concepts and skills of facilitating discussion after story telling. These dimensions of differences helped the trainees gain multiple perspectives on children's problems, flexibility in using picture books, and experience with discussion facilitation, through role-play, and continuous discussion and feedback from their trainers. The recommendations were made based on the findings, which can be used as a guide in cooperation between counselors and teachers.
期刊論文
1.Allen, J. R.、Allen, S. F.、Latrobe, K. H.、Brand, M.、Pfefferbaum, B.、Elledge, B.、Guffey, M.(2012)。The power of story。Children & Libraries: The Journal of the Association For Library Service To Children，10(1)，44-49。  new window
2.Bauer, M. S.、Balius, F. A. JR.(1995)。Storytelling: Integrating therapy and curriculum for students with serious emotional disturbances。Teaching Exceptional Children，27(2)，24-28。  new window
3.Betzalel, N.、Shechtman, Z.(2010)。Bibliotherapy treatment for children with adjustment difficulties: A comparison of affective and cognitive Bibliotherapy。Journal of Creativity in Mental Health，5(4)，426-439。  new window
4.Giddan, J. J.、Bade, K. M.(1995)。Teaching the language of feelings to students with severe emotional and behavioral handicaps。Language, Speech, & Hearing Services in Schools，26(1)，3-8。  new window
5.Heath, M.、Moulton, E.、Dyches, T.、Prater, M.、Brown, A.(2011)。Strengthening elementary school bully prevention with bibliotherapy。Communique，39(8)，12-14。  new window
6.Lazarus, R. S.、Smith, C. A.(1988)。Knowledge and appraisal in the cognition-emotion relationship。Cognition and Emotion，2(4)，281-300。  new window
7.Manifold, M. C.(2007)。The healing picture book: An aesthetic of sorrow。Teacher Librarian，34(3)，20-26。  new window
8.McCarty, H.、Chalmers, L.(1997)。Bibliotherapy: Intervention and prevention。Teaching Exceptional Children，29(6)，12-13+16-17。  new window
9.Pardeck, J. T.(1990)。Using bibliotherapy in clinical practice with children。Psychological Reports，67(3)，1043-1049。  new window
10.Stringer, S. J.、Reynolds, G. P.、Simpson, F. M.(2003)。Collaboration between classroom teachers and a school counselor through literature circles: Building self-esteem。Journal of Instructional Psychology，30(1)，69-76。  new window
11.Wood, S. J.、P. L. A.(1996)。Implementing a successful affective curriculum。Interventoin in School & Clinic，32(2)，126-129。  new window
12.Rozalski, M.、Stewart, A.、Miller, J.(2010)。Bibliotherapy: Helping children cope with life'€™s challenges。Kappa Delta Pi Record，47(1)，33-37。  new window
13.林烘煜、唐淑華(2008)。讀書治療在大學通識課程上的應用--自我決定理論觀點。教育心理學報，39(3)，377-394。new window  延伸查詢new window
14.Pardeck, J. T.(1994)。Using literature to help adolescents cope with problems。Adolescence，29(114)，421-427。  new window
15.Oaklander, V.(2001)。Gestalt play therapy。International Journal of Play Therapy，10(2)，45-55。  new window
會議論文
1.Liu, C. J.、Hung, Y. F.(201004)。The application of picture books in the primary-school pupils'€™ affective teaching。the 2010 Chinese American Educational Research and Development Association (CAERDA) International Conference。Denver, USA。  new window
學位論文
1.王如玫(2012)。生命教育繪本及動畫教學對國小高年級學童生命意義感與生命價值觀之成效研究(碩士論文)。國立臺北護理健康大學。  延伸查詢new window
2.紀媛(2012)。性別平等繪本融入國小四年級閱讀教學(碩士論文)。南華大學，嘉義縣。  延伸查詢new window
3.陳意玫(2007)。繪本取向利社會行為班級輔導方案對國小兒童利社會道德推理與助人意願、助人行為實踐之研究(碩士論文)。國立新竹教育大學。  延伸查詢new window
4.陳慧芳(2010)。國小低年級實施性別平等教育之研究--以故事繪本為例(碩士論文)。國立臺北教育大學，台北市。  延伸查詢new window
5.黃淑婉(2007)。運用繪本為主的情緒教育方案對提昇國小兒童情緒智慧效果之研究(碩士論文)。國立新竹教育大學，新竹市。  延伸查詢new window
6.黃雪蘭(2012)。運用繪本提升國小學生的同理心與多元文化態度(碩士論文)。國立屏東教育大學，屏東縣。  延伸查詢new window
7.黃蘭茵(2011)。運用繪本進行人權教育之教學研究--以國小二年級為例(碩士論文)。國立屏東教育大學。  延伸查詢new window
8.湯鈞傑(2012)。繪本教學應用於國小高年級學生生命教育成效之研究(碩士論文)。國立臺東大學。  延伸查詢new window
9.楊靜宜(2012)。運用繪本教學提升國小低年級學童情緒之研究(碩士論文)。世新大學。  延伸查詢new window
10.鄭婉萍(2012)。繪本教學對提升國小二年級品德教育之行動研究--以「尊重」核心價值為主(碩士論文)。國立屏東教育大學。  延伸查詢new window
11.謝婉如(2001)。音樂科班級輔導與國中生情緒之關係研究(碩士論文)。  延伸查詢new window
12.Bulmer, L.(2000)。Using picture books in drama therapy with children: A therapeutic model and annotated bibliotherapy(碩士論文)。Concordia University，Montreal, Canada。  new window
13.Lawson, R. E.(1998)。Using stories, anecdotes, and metaphors in the classroom(碩士論文)。The Faculty of Pacific Lutheran University。  new window
14.曾娉妍(2011)。繪本教學對國小學生負向情緒表達之影響(博士論文)。國立臺中教育大學。new window  延伸查詢new window
15.劉易婷(2012)。體驗學習融入國小三年級生命教育繪本教學實施成效之研究(碩士論文)。國立中山大學。  延伸查詢new window
16.紀惠(2001)。一個情緒困擾兒童在讀書治療中的改變歷程研究(碩士論文)。臺南師範學院，臺南市。  延伸查詢new window
17.Anderson, C. L.(1998)。Children's interpretations of illustrations and writing language in picture books(博士論文)。University of Arizona。  new window
18.范美珠(1987)。讀書治療對父母離異兒童個人適應及社會適應輔導效果之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
19.常雅珍(2004)。激發心靈潛能--以正向心理學內涵建構情意教育課程之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.R. A. Gardner、徐孟弘、林宜展、柳雅梅、林秋先(2003)。故事治療- 說故事在兒童心理治療上的運用。臺北市：五南1993。  延伸查詢new window
2.唐淑華(2004)。說故事談情意。臺北：心理。  延伸查詢new window
3.唐淑華(2004)。班級輔導--故事導論取向。臺北：心理。  延伸查詢new window
4.Barker, P.(1996)。Psychotherapeutic metaphor。New York：Brunner/Mazel。  new window
5.Beaty, J. J.(1994)。Picture book storytelling: literature for young children。Fort Worth, T. X.：Harcourt Brace College Publishers。  new window
6.Borders, S.、Naylor, A. P.(1993)。Children talking about books。Phoenix, AZ：Oryx Press。  new window
7.Dyson, A. H.、Genishi, G.(1993)。Vision of children as language users: Education in early childhood。Handbook of research on the education of young children。New York：Macmillan Publishing。  new window
8.Ferguson, S. K.(2009)。Affective education: Addressing the social and emotional needs of gifted students in the classroom。Methods and materials for teaching the gifted。Waco, TX：Prufrock Press。  new window
9.Noblit, G.W.、Dempsey, V.O.(1996)。Education and the social construction of virtue。The social construction of virtue: The moral life of schools。Albany, NY：State University of New York Press。  new window
10.Pardeck, J. T.(1994)。Using Bibilotherapy in clinical practice: A guide to self-help books。Westport：Greenwood Press。  new window
11.Pardeck, J. T.、Pardeck, J. A.(1984)。Youth people with problems: A guide to bibliotherapy。Westport：Conn. Greenwood Press。  new window
12.Siegelman, E. Y.(1990)。Metaphor and meaning in psychotherapy。New York：Guilford。  new window
13.Dryden, W.、Thorne, B.(1991)。Training and supervision for counseling in action。London：Sage。  new window
14.Bowers, C. A.、Flinders, D. J.(1990)。Responsive teaching: An ecological approach to classroom patterns of language, culture, and thought。Teachers College, Columbia University。  new window
15.Hynes, A. M.、Hynes-Berry, M.(1986)。Bibliotherapy--the interactive process: A handbook。Boulder, CO：Westview Press。  new window
16.Engel, S.(1995)。The stories children tell: Making sense of the narratives of childhood。New York：W. H. Freeman。  new window
17.Cornett, C. E.、Cornett, C. F.(1980)。Bibliotherapy: The Right Book at The Right Time。Bloomington, IN：Phi Delta Kappa Educational Foundation。  new window
18.Pardeck, John、Pardeck, Jean(1993)。Bibliotherapy: A Clinical Approach for Helping Children。Langhorne, Philadelphia：Gordon and Breach Science。  new window
19.Lauritzen, C.、Jaeger, M.(1997)。Integrating learning through story: The narrative curriculum。New York：Delmar Publishers。  new window
20.Doll, B.、Doll, C.(1997)。Bibliotherapy with young people: Librarians and mental health professionals working together。Englewood, CO：Libraries Unlimited。  new window
21.鍾聖校(20000000)。情意溝通教學理論：從建構到實踐。臺北：五南圖書出版公司。new window  延伸查詢new window
22.王萬清(19990000)。讀書治療。臺北：心理。new window  延伸查詢new window
其他
1.幸曼玲(1995)。序曲，臺北：臺北市立師範學院兒童發展研究中心。  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：831（臺灣：814，外國：17） ／ 本年度總使用人次：1366978 ／ 訪客人次（自102年09月）：67172970
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上