藝術治療取向視覺藝術課程對國中資源班學生情緒管理影響之行動研究

Abstract

本研究以新北市某所國中學習、情緒障礙學生為對象，探討藝術治療取向的視覺藝術課程對國中資源班學生情緒改善之成效研究。由於學習障礙、情緒障礙學生的內在認知能力發展不均衡，學習能力有缺陷的情況之下，時常產生極大的內在衝突，因此情緒調節能力欠佳，情緒起伏大，影響人際互動，產生偏差行為。藝術治療學派中的「藝術即是治療」之主張，認為個案在創作的過程中，透過創作表達情緒而可能緩和情緒上的衝突並有助於自我認識和成長。本研究基於以上理念，透過「藝術治療取向理念之藝術創作」課程，期望藉由課程之引導與活動，釋放學生無法表達之情緒，達到「藝術即是治療」之成效。 本研究針對五位個案設計課程並實施，採取質性之行動研究為主，以參與觀察法、訪談法為輔。課程分兩階段實施，第一階段為自我情緒的探索與省察，此階段透過「畫中的我」為主題，協助學生對自我情緒進行探索，進而探討個案與他人的關係，讓個案學習接納自己與他人之不同。第二階段為情緒、壓力的釋放與管理，此階段以「我的真心畫」為主題，透過藝術創作與分享，讓過去壓抑許久之負面情緒，得到抒發與釋放。 本研究依據研究問題，歸納出以下結論： 一、藝術治療融入國中資源班學生情緒障礙改善之課程設計發展，首重以學生為中心的課程思考，以藝術創作作為一種存在狀態、個人隱喻的表現。 二、藝術治療取向之國中資源班視覺藝術課程之實施過程，透過藝術治療融入國中資源班學生情緒障礙改善之成效，以藝術創作作為自己與他人關係之修復性經驗、進而達到自我肯定及自我超越之希望。 最後依據研究觀察與省思，研究者提出特殊學生實施「藝術治療取向之藝術教育課程」的相關建議，以作為日後、相關學者、輔導人員及教師研究實施之參考。This study investigated students of a resource course at one junior high school in New Taipei City with learning and emotional disabilities to examine the effectiveness of an art therapy-oriented visual art course to improve the emotions of students. Due to the defect learning abilities resulting from the imbalance of internal cognitive abilities of students with learning and emotional disabilities, internal conflict often occurs. Students, thus, have poor ability to adjust their emotions and when they interact with others, deviant behaviors are often observed. The principle of “art is part of therapy” suggested in the theory of art therapy expounds that during the creation process, emotional conflicts can be relieved through the emotional expression via creation, and self understanding and growth can also be promoted. Based on the above concept, this study uses the course on “art creation of art therapy-oriented concept” to guide students to release emotions that they cannot freely express and to achieve the effectiveness of “art is part of therapy.” This study utilized five curriculum design cases and conducted qualitative action researches with the observation and interview methods. The course was introduced in two phases. In Phase 1, self exploration and reflection, through the theme of “Me in the Portrait,” students were assisted to explore for self emotions as well as to review the relationship of subjects and others in order to help subjects to accept the difference between themselves and others. In Phase 2, the release and management of emotions and stress, via the theme of “My True Painting,” negative emotions that have long been repressed can be expressed via art creation and sharing. According to research questions, conclusions are made below: 1. When art therapy is integrated into the curriculum design and development for the improvement of students of resource class at the junior high school with emotional disabilities, the priority shall be student centered concept to use art therapy as the expression of their state and individual metaphors. 2. During the implementation of visual art course at the resource class of the junior high school, the effectiveness of the improvement of students with emotional disabilities is reached via the integration of art therapy that makes use of art creation as the repairing experience of the relationship between students and others with the aim to meet the goals of self recognition and self-transcendence. Finally, according to research observation and reflection, the researcher proposes the relevant suggestions for the implementation of “art therapy-oriented art educational courses” for special students for the implementation reference by relevant scholars, consultants, and teachers.