輕度失智者在藝術教育治療之經驗連結

Abstract

本研究探討二位輕度失智長者個案，在藝術教育治療課程中經驗連結的歷程及內涵，並了解執行課程所遇的挑戰與調整方式。本研究透過個案研究觀察二位輕度失智長者參與14次、每次90分鐘的藝術教育治療課程。課程進行時由照顧者陪伴在側，協助其行動與照護需求。課程結束時與照護者進行半結構式訪談。本研究蒐集個案藝術作品、課程紀錄、受督紀錄、訪談逐字稿等資料，以持續比較法分析。研究結果如下：一、二個個案在本研究的經驗連結變化，個別分為三個階段：惠美阿嬤呈現「抗拒創作到嘗試的初期」、「回憶引發主動性的中期」和「投入拓展意義性的後期」；寶珠阿嬤呈現「主動創作與探索的初期」、「積極以創作表達的中期」和「難以有效統整的後期」。二、個案在藝術教育治療課程的經驗連結內涵，包含三個主題：回憶連結所帶動創作的自主動能、藝術活動促進自我賦能與情感表達、創作提升個案的溝通互動品質等。三、執行課程所遇挑戰包含個案的病程影響認知統整和專注力、個案對創作的焦慮和抗拒反應、個案缺乏與課程素材的連結等。研究者透過鼓勵個案看見參與的意義價值、因應個案差異準備合適的多元性圖像和媒材、持續主動向個案詢問和核對需求等方式，協助失智長者參與。This research explores the processes and contents of the experience connection in the art education therapy course of two older adults with mild dementia, and to understand the challenges and adjustment in the course. Through case studies, this study observed two older adults with mild dementia, who participated in 14 art education therapy sessions of 90 minutes each, accompanied by their caregivers during the sessions. Semi-structured interviews with caregivers at the end of the course. The research data, including art works, course records, supervised records, interview transcripts, were analyzed using constant comparative method. The results are as follows:1. The process of experience connection of case 1, Huimei, included three stages:"stage 1: resisting to attempt", "stage 2: memory triggering initiative", and "stage 3: involving and exploring"; The process of experience connection of case 2, Baozhu, included three stages: "stage 1: exploring actively", "stage 2: expressing creatively" and "stage 3: integrate difficultly." 2. The content of the experience connection of the cases in the art education therapy course included the autonomy of art creation driven by the memory connection, self-empowerment and emotional expressionenhanced by artistic activity, and the communication quality improved.3. During the implementation of this research, challenges included the difficulties of cognitive integration and concentration due to disease, the anxiety and resistance, and the lack of connection with the course material. The researchers encouraged older adults with mild dementia to participate by valuing the meaning, preparing appropriate and diverse materials, and continuously asking the cases and checking their needs.