過去園藝治療研究多聚焦在生心理方面改善的程度，較少系統性地針對社交效益進行評估，故本研究以質性為取向，探究園藝治療對人際關係的效益。研究以國中生為對象，此階段的學生常處於自我認同及人際關係的問題中。透過訪談及觀察紀錄等方法，了解參與園藝治療活動的學生之人際關係改變狀況。研究結果顯示：園藝治療確實能改善國中生之人際關係，且對學生之社會適應與工作適應也有正向影響，例如：參與者較能與他人交流、互動，並分享其內在想法和感受，甚至改善其對人際關係的想法與做法。此外，參與者認為活動也讓他獲得正向自我肯定及成就感。未來建議可適度將園藝活動安排至學校課程或輔導活動中，可提供另類自然無負擔的學習方式。

The researches of horticultural therapy have been focusing on improvement of physical and mental situation. There are few systematic studies which evaluated the benefits of social activity. In this study, we investigated the benefits of horticultural therapy on interpersonal relationship through qualitative aspect. Due to the teenagers in the stage of junior high school often encounter the difficulties on self-identity and interpersonal relationship, the junior high school students were chosen for study. To realize if horticultural therapy activities could ameliorate interpersonal relationship on student, we examined by various ways including interviews and observation records, etc. The results demonstrated that horticultural therapy indeed improved the interpersonal relationship between students and also showed the positive effects on adaptation of social and work. For example, participants are more able to communicate and interact with others and share their thoughts and feelings. They even improve their ideas and practices of interpersonal relationship. In addition, the participants believed that the activities also made them award assertiveness and achievement sense. In the future, we suggest that the horticulture activities can be appropriately arranged into school curricula or counseling activities to provide an alternative, natural and affordable way of learning.