視覺障礙學生參與攀樹課程對自我概念發展之影響-以大學生為例

Abstract

視覺障礙者由於視覺缺陷所影響，導致視覺障礙學生自我概念較常人低落，然除視覺有所限制外，視覺障礙學生在身體運用上與常人並無差異。本研究旨在探討運用攀樹體驗課程帶領視覺障礙學生，對於視覺障礙學生在自我概念發展之影響為何。本研究採用質性之研究方法，以立意取樣選取兩名視覺障礙大學生，透過半結構式訪談大綱進行活動前後之深度訪談，深入瞭解其參與攀樹體驗課程後對於自我概念中的自我認同、情緒自我概念以及身體自我概念之影響，並輔以研究者觀察紀錄，進行文本資料分析。根據本研究結果發現，視覺障礙學生參與攀樹體驗課程後對自我概念發展之影響有所改變，主要的改變有以下幾點，在自我認同層面上分為「自我認知與他人眼中的我」、「過去與現在自我的變化與影響」、「理想自我與未來展望-攀樹前後的心態轉變」以及「探索新事物的渴望與挑戰-情緒反應與克服策略」。透過攀樹體驗課程了解視覺障礙學生對於自我認同的影響為，更加瞭解自身的優勢並妥善運用、清楚自身如何改變自身劣勢、對於理想自我的藍圖更加清晰、提升視覺障礙學生對於未來接觸新事物的動機。情緒自我概念分為，「自我情緒覺察及表達」、「情緒管理與自我表達」以及「克服挫折與情緒管理-攀樹課程中的挑戰與成長」。視覺障礙學生在攀樹體驗課程當中對於情緒的覺察度有明顯的改變，對情緒自我的改變為更能覺察情緒的來源、能夠用更多元的方式表達情緒、挫折忍受度明顯提高、情緒的表達相較過去更具體化。身體自我概念當中分為，「攀樹挑戰中的身體運用」、「課程後的身體感受」。攀樹體驗課程能夠帶給視覺障礙學生有別於以往的身體感官刺激及身體部位使用，在身體自我概念中的影響有以下幾點，更清晰認知身體部位的優劣勢、覺察個體對於身體運用較不擅長的部份、未來嘗試新事物時有更高的自信。最後研究者根據研究結果，針對欲帶領視覺障礙者參與攀樹體驗課程之單位或帶領者以及未來研究提出相關研究建議。Due to visual impairments, visually impaired individuals often have lower self-concept compared to others. However, aside from their visual limitations, visually impaired students do not differ from others in terms of physical abilities. This study aims to explore the impact of a tree climbing experience program on the self-concept development of visually impaired students. The study adopts a qualitative research method, using purposive sampling to select two visually impaired university students. Through semi-structured interviews conducted before and after the activity, we deeply understand the impact of the tree climbing experience on their self-concept, including self-identity, emotional self-concept, and physical self-concept. The researcher's observational records complement the data, which is analyzed as textual information. The results of this study indicate that the tree climbing experience program has influenced the self-concept development of visually impaired students. The main changes are as follows: in terms of self-identity, the aspects are divided into "self-cognition and how others see me," "changes and influences of past and present self," "ideal self and future outlook - mindset changes before and after tree climbing," and "desire to explore new things and challenges - emotional responses and coping strategies." Through the tree climbing experience, visually impaired students gained a better understanding of their strengths and how to utilize them, recognized how to improve their weaknesses, gained a clearer blueprint of their ideal self, and increased their motivation to explore new things in the future. The emotional self-concept is divided into "self-emotional awareness and expression," "emotional management and self-expression," and "overcoming setbacks and emotional management - challenges and growth in the tree climbing course." The tree climbing experience significantly enhanced the students' emotional awareness, enabling them to better identify the sources of their emotions, express emotions in more diverse ways, increase frustration tolerance, and articulate emotions more specifically compared to the past.The physical self-concept is categorized into "body utilization in the tree climbing challenge" and "physicalfeelings after the course." The tree climbing experience provided visually impaired students with unique physical sensory stimulation and body part usage. The impact on their physical self-concept includes a clearer recognition of the strengths and weaknesses of their body parts, awareness of areas where they are less proficient in physical use, and greater confidence in trying new things in the future.Finally, based on the research results, the researcher proposes relevant research suggestions for organizations or instructors intending to lead visually impaired individuals in tree climbing experience programs, as well as for future research.