資優女高中生之情緒療癒研究−發展性繪本書目療法之應用

Abstract

本研究旨在探討繪本書目療法對資優女高中生之情緒療癒效用，在研究設計方面則採取質性研究法，針對18位資優女高中生進行半結構式深度訪談。研究目的涵括：(1)了解資優女高中生的情緒困擾問題，(2)了解繪本閱讀對資優女高中生之情緒療癒效用，(3)分析繪本閱讀對資優女高中生達致不同程度情緒療癒效用之相關因素。 本研究結果顯示，資優女高中生之情緒困擾問題主要為情緒敏感特質、完美主義傾向、人際關係經營困難等三種。研究結果亦發現，在本研究之18位受訪者中，情緒敏感特質有16位，完美主義傾向有9位，人際關係經營困難有7位。而其中有10位受訪者表示不會主動向輔導中心尋求協助；另有9位平時即會以繪本閱讀作為舒緩負面情緒的方式之一。此外，本研究之24本繪本中，有16本使受訪者於閱讀時同時產生認同、淨化、領悟之情緒療癒效用。而導致繪本閱讀產生情緒療癒效用程度差異之因素，則有「故事角色特質或遭遇與閱讀者相似」、「故事情節深刻且生動」、「故事角色積極解決問題」以及「故事角色解決問題之方法能有效應用於現實生活中」等諸項。然受訪者亦表示，並不特別期待從繪本閱讀過程中，領悟到具體解決問題之策略，而是希望能從中映照出自己的心境，感覺被理解而使負面情緒有所舒緩、釋放。 最後，根據訪談結果，研究者提出以下數項建議：(1)資優女高中生可藉由繪本書目療法來舒緩個人情緒之困擾，(2)家長、高中導師、輔導教師等，可運用情緒療癒繪本輔導資優女高中生，(3)高中任課教師可將情緒療癒繪本閱讀融入資優班課程活動，(4)高中圖書館可依資優女高中生之情緒困擾問題，編制及建置各類型情緒療癒繪本書目於網頁上，並可設置情緒療癒繪本專區、辦理情緒療癒繪本館藏之推廣活動。

The study aims to explore the emotional healing efficacy of bibliotherapy with picture books for gifted female high school students. In terms of the study design, qualitative approach was implemented, and 18 gifted female high school students participated in the semi-structure in-depth interview. The purposes of this study include (1) to understand gifted female high school students’ emotional disturbance problems, (2) to understand the emotional healing efficacy of picture books for gifted female high school students, and (3) to analyze how the relevant elements of bibliotherapy with picture books generate emotional healing efficacy to different extent. The findings indicated that gifted female high school students’ main emotional disturbance problems included emotional sensitivity, perfectionism, and difficulty of interpersonal relationship. The results also showed that, among the 18 participants, 16 were emotionally sensitive, 9 were perfectionist, and 7 had difficulty in managing the interpersonal relationship. 10 out of all participants also revealed that they did not search for help, and half of them adopted reading picture books as the way of soothing negative emotion. Besides, out of 24 picture books, 16 of them made the interviewees invoke identification, catharsis, and insight process in the emotional healing efficacy. Factors that lead to emotional healing efficacy include (1) similarity of the encounters between the story character and the reader, (2) strong and animated story plots, (3) positive problem-solving methods employed by the story characters, (4) whether methods used by the story characters can be effectively applied to the real life, and so on. Interviewees also expressed that they did not expect to comprehend the practical strategies of problem-solving methods during the picture books reading process, but rather to sense being understood and thus soothe their negative emotion. Finally, according to the results of the interviews, the researcher provided some suggestions. First, gifted female high school students can read emotional healing picture books to deal with emotional disturbance problems. Second, parents, teachers, and other counselors can assist gifted female high school students with emotional healing picture books. Thirdly, high shool teachers can incorporate emotional healing picture books reading into the curricular activities in classes. Last but not least, high school libraries can provide some emotional healing bibliographies of picture books on the websites, set up exclusive areas of picture books for emotional healing, and organize activities to promote emotional healing pictures books collections.