園藝治療方案對特殊教育學校高職部學生提升正向情緒之行動研究

Abstract

本研究旨在探討園藝治療方案對特殊教育學校高職部學生之正向情緒提升效果及本園藝治療方案內容設計的可行性，採行動研究設計，篩選六名學生，接受十次單元課程，每次100分鐘。透過研究對象於方案實施前後施測正向情緒(愉悅)量表結果、過程中的觀察紀錄、研究對象所填寫之回饋單及研究者的省思日誌等資料，整理分析出研究結果。並根據研究結果，提出相關建議。

一、研究結果 (一)參與園藝治療方案確實能提升研究對象的正向情緒表現，研究對象透過身體感官及品味能力去感受植物及參與園藝相關的活動，在成效上的確能產生開心快樂自信的愉悅感。 (二)發現「團體歷程」、「研究對象的狀態」、「研究對象對園藝植物的主觀感受」及「方案活動的實施時間安排」是影響研究對象在園藝治療方案目標達成因素，進而對正向情續目標之達成效果有所影響。 (三)本研究的期程分為準備階段、方案初期、方案中期與方案後期，每一時期所要強調的教學重點與遇到的問題不盡相同。在方案的執行過程中依照實際情況及所遭遇到的問題，進行檢討、調整與修正方案內容，以了解本園藝治療方案內容設計的可行性與後續發展。 (四)參與研究的人員也是影響本方案設計與執行重要的一環，「研究者的正面積極心態」、「協同研究者的重要信任關係」及「同儕的專業經驗建議」都是促使本研究能順利進行不可或缺的角色。

二、研究建議 (一)本研究結果確實能提升研究對象的正向情緒表現，可嘗試本研究架構之執行，結合學校輔導相關輔助治療實務工作。而方案執行過程中，提供社會互動的機會，學習如何與他人分享，學習如何與他人合作，可作為社會互動技巧的輔助教學方案，以利特教生的社會互動學習與正向情緒的提升。 (二)建議搭配學校本位課程，持續針對方案內容加深加廣設計，並加入不同的元素如戶外課程、種菜及花藝設計等，並配合學生能力與需求調整，研發與設計合適的園藝治療方案。The purpose of this study is to investigate the effect of horticultural therapy programs on the positive affection of higher vocational education students in special education school and the feasibility of horticultural therapy programs. Six students were selected by using the action research approach. Selected subjects received ten sessions of horticultural therapy program, 100 minutes for each session. The discussions and suggestions are based on the results of positive emotions (pleasure) scale, the in-class observation records, six students’ feedback, and researcher’s thought logs are as follows.

Results： 1.Participating in horticultural therapy programs improves the positive emotional performance. Students felt more pleasure, joy, and confident after participating in horticultural activities via body sensory and taste ability.

2.The positive factors in achieving the goals of this study are group development, subjects’ personal status, subjective feeling to horticultural plants, and the length of horticultural therapy session.

3.The horticultural therapy programs can be divided into preparatory phase, early phase of the program, middle phase of the program and late phase of the program. Reviewing the actual situation, problem and adjusting the program on regular basis were the key to understand the feasibility of horticultural therapy programs.

4.Positive attitude of researcher, trust relationship between collaborative researchers, and suggestions and experience from peers are three important factors in horticultural therapy program.

Discussions： 1.Participating in horticultural therapy programs can improve the positive emotional performance. Combine the auxiliary treatment in school and horticultural therapy can be done in future research. In addition, increasing social interaction opportunities, learning how to share and work with others via the horticultural therapy program can help special education students in social learning and enhancement of positive emotion.

2.It is suggested that design the horticultural therapy programs in line with theschool curriculums, and add in different elements, such as outdoor courses, planting crops, and floral designs, This will adjust the program to fit students' abilities and needs.