藝術教育治療取向課程對國小高年級學生自我概念之影響

The Effect of an Art-Education-Therapy-Oriented Program on a Sixth Grade Student's Self-Concept

10.6622/RAE.2017.34.04

劉櫻婕(Ying-Chieh Liu)；盧姵綺(Pei-Chi Lu)

自我概念 ； 助人三階段模式 ； 表達性治療連續系統 ； 藝術教育治療取向 ； self-concept ； three-stage model of helping ； Expressive Therapies Continuum ； art-education-therapy orientation

藝術教育研究

34期（2017 / 12 / 01）

93 - 128

繁體中文

本研究旨在探討藝術教育治療取向課程對於國小高年級學生自我概念相關圖像的發展歷程及影響。本研究採個案研究法，以一名國小六年級普通班學生為研究對象，應用表達性治療連續系統及助人三階段模式等理論，設計10次自我概念相關藝術教育治療取向課程，記錄課堂口語及圖像表達等資料，並在每次課後進行創作自述，協助學生統整自我概念。此外，本研究於課程實施前後均進行家長訪談與學生訪談，並輔以「國小兒童自我概念量表」前後測結果，以瞭解藝術教育治療取向課程對個案自我概念之影響。研究結果發現：（1）自我概念議題之視覺化能增進自我覺察；（2）創作媒材之自主選用能提升自我概念覺察與生活經驗連結；（3）藝術教育治療取向課程有助提升個案整體自我概念。最後，提出未來藝術教育及輔導實務與研究建議。

This study is to investigate the process of an art-education-therapy-oriented program and its influence on the 5th-and-6th graders' visual development of self-concept in elementary schools. The method of this study is a case study. A 10-time art-education-therapy-oriented program related to self-concept was developed and conducted in reference to theories such as Expressive Therapies Continuum and a three-stage model of helping. A six-grader was recruited as the research subject. During the research, the verbal and visual expressions of this student in each session were recorded, and the statement of creation was conducted after each session to help the student integrate the enhanced self-concept. Moreover, interviews with the student and interviews with the parents were conducted before and after the program. A pre-test and the post-test of the Elementary School Student Self-Concept Scale were also conducted. All the collected data were later analyzed to explore the influence of the art education program on the student's self-concept. The results showed: (1) the visualization of self-concept issues helps to raise self-awareness, (2) independence in choosing the media for artistic creation can enhance the awareness of self-concept and the association with life experience, and (3) the art-education-therapy- oriented program was favorable in regard to improving the research participant's overall self-concept. Based on the above findings, some suggestions and implications were proposed for art education and counseling practice in the future.

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