题名

「我的任意門」卡結合藝術媒材運用於青少年生涯探索活動之成效分析

并列篇名

A Study on the Effects of Using "My Anywhere Cards" and Art Media in Adolescents' Career Exploration Activity

DOI

10.6869/THJER.201912_36(2).0004

作者

陳嘉穎(Chia-Yin Chen);陳泔樺(Gan-Hu Chen);朱惠瓊(Hui-Chung Chu)

关键词

生涯探索 ; 我的任意門卡 ; 藝術媒材 ; career exploration ; my anywhere cards ; art materials

期刊名称

清華教育學報

卷期/出版年月

36卷2期(2019 / 12 / 31)

页次

123 - 157

内容语文

繁體中文

中文摘要

本研究旨在探究高中生涯輔導使用「我的任意門」卡作為研究工具,結合基本藝術媒材的生涯探索活動的成效,包含事前、後訪談與個別活動帶領三部分,以主題分析法進行資料分析與統整。研究對象為六名有意進行生涯探索之高三在校青少年。結果發現:一、協助參與者產生正向感受;二、生涯圖像具體化、未來生涯藍圖想像的激發等;三、深化生涯自我覺察、提供生涯敘事空間,重新體察生涯興趣;四、投射價值觀、產生對生涯探索的詮釋與選擇、再現生命經驗畫面;五、降低防衛及生涯困擾。依據結果對實務工作者、校園生涯輔導提出建議。

英文摘要

This study explored the effects of using "My Anywhere Cards" and art-making as a tool for adolescents' career exploration. The data was collected through art activities and interviews on 6 third grade senior high school students in Taiwan by employing the purposive sampling technique. Thematic Analysis was adopted in the research. To achieve this purpose, a career exploration activity and a semi-structured interview were conducted with the participants. As the result, this study found that using "My Anywhere Cards" and art creation can help adolescents in their career exploration. First, career exploration activities could help participants develop positive feelings. Through flexible forms of activity, they could help participants stay relaxed. For example, cards can enhance creative motivation, reduce defense, and help one figure out their future career plans, among others. Second, it could deepen one's self-awareness of their own career by providing an image in a career narrative space and promoting career self-awareness. The connotation of the card image creates a link between career exploration imagination and reality, and could also help one re-examine personal career interests. The use of any My Anywhere cards could be an auxiliary tool to project its values, produce the interpretation and choice of career exploration, and reproduce the picture of one's life experiences. Lastly, the use of the Cards effectively reduces defensiveness and career troubles. According to the results, it puts forward the relevant suggestions for practical workers and school career counseling.

主题分类 社會科學 > 教育學
参考文献
  1. 朱慧萍, H.-P.,饒夢霞, M.-S.(2000)。大學轉變科系學生生涯決定歷程。教育心理學報,32(1),41-65。
    連結:
  2. 姚卿騰, C.-T.,陳宇嘉, Y.-C.(2018)。社區老人參與藝術治療懷舊團體對其生命意義與自我生命統整成效之探討。逢甲人文社會學報,37,37-67。
    連結:
  3. 梁啟超, C.-C.,許育光, Y.-K.(2016)。運用投射性視覺圖卡於喪親青少年團體諮商:成效初探與媒材運用衝擊或助益分析。臺灣遊戲治療學報,5,64-85。
    連結:
  4. 黃婷郁, T.-Y.,嚴靚, L.,郭人福, R.-F.,黃政昌, Z.-C.(2016)。「牌卡」的出版概況與諮商中的應用分析。諮商與輔導,365,59-63。
    連結:
  5. Bauer, M. G.,Peck, C.,Studebaker, A.,Yu, N.(2015).Loyola Marymount University.
  6. Blustein, D. L.(1989).The role of goal instability and career self-efficacy in the career exploration process.Journal of Vocational Behavior,35(2),194-203.
  7. Buck, J. N. (1948). The H-T-P test. Journal of Clinical Psychology, 4, 151-159.
  8. Buck, J. N.(1966).The house-tree-person technique: Revised manual.Los Angeles, CA:Western Psychological Services.
  9. Buck, J. N.(Ed.),Hammer, E. F.(Ed.)(1969).Advances in house-tree-person technique: Variations and applications.Los Angeles, CA:Western Psychological Services.
  10. Gladding, S. T.(2006).Counseling as an art: The creative arts in counseling.Upper Saddle River, NJ:Pearson/Merrill Prentice Hall.
  11. Gorobchenko, A., & Evmenchik, M. (2011). A unique deck of metaphoric associative cards. Retrieved from https://www.oh-cards-institute.org/2011/a-unique-deck-of-metaphoric-associative-cards/
  12. Hammer, E. F.(1964).The house-tree-person (H-T-P) clinical research manual.Los Angeles, CA:Western Psychological Services.
  13. Karnieli-Miller, O.,Nissim, G.,Goldberg, M.(2017)."It’s in the cards": The contribution of illustrated metaphor cards to exploring values within narratives.Qualitative Health Research,27(1),138-151.
  14. Lahad, M.,Ayalon, O.,Shacham, M.(2012).The "BASIC Ph" Model of coping and resiliency: Theory, research and cross-cultural application.London, England:Jessica Kingsley.
  15. Malchiodi, C. A.(2012).Handbook of art therapy.New York, NY:The Guilford Press.
  16. Miles, M. B.,Huberman, A. M.(1994).Qualitative data analysis: An expended sourcebook.Thousand Oaks, CA:Sage.
  17. Mosak, H. H.,Maniacci, M. P.(1998).Tactics in counseling and psychotherapy.Itasca, IL:Peacock.
  18. Murray, P. E.,Rotter, J. C.(2002).Creative counseling techniques for family therapists.The Family Journal,10(2),203-206.
  19. Popova, G., & Miloradova, N. (2014). Psychological mechanisms of the use of metaphoric associative cards. Retrieved from https://www.oh-cards-institute.org/2014/psychological-mechanisms-of-the-use-of-metaphoric-associative-cards/
  20. Porfeli, E. J.,Lee, B.(2012).Career development during childhood and adolescence.New Directions for Youth Development,134,11-22.
  21. Rosenthal, H. G.(1998).Favorite counseling and therapy techniques.Philadelphia, PA:Taylor & Francis.
  22. Sullivan, A.,Eladhari, P. M.,Cook, M.(2018).Tarot-based narrative generation.Tarot and Other Meditation Decks: History, Theory, Aesthetics & Typology
  23. Sutton, B.(2011).Playful cards, serious talk: A qualitative research technique to elicit women’s embodied experiences.Qualitative Research,11(2),177-196.
  24. Weiser, J.(2014).Establishing the framework for using photos in art therapy (and other therapies) practices.Arteterapia: Papeles De Arteterapia Yeducación artística Para La inclusión Social,9,159-190.
  25. Wong, A. N. T.,Au, W. T.(2019).Effects of tactile experience during clay work creation in improving psychological well-being.Journal of the American Art Therapy Association,36(4),192-199.
  26. 王秀槐, S.-K.(2006)。學生的科系選擇:正視大學生科系志趣不合的問題。臺灣高教研究,9,1-12。
  27. 江學瀅, S.-Y.(2014).我的任意門:打開心門.看見自己.臺北市=Taipei, Taiwan:臺灣師大=National Taiwan Normal University Press.
  28. 吳芝儀(譯), C.-Y.(trans.),李奉儒(譯), F.-R.(trans.),Patton, M. Q.(1995).質的評鑑與研究.臺北市=Taipei, Taiwan:桂冠=Laureate.
  29. 邵曼惠, M.-H.,戴汝卉, N.-M.,廖育秀, Y.-S.,邱發忠, F.-C.(2019)。運用創意牌卡輔導活動改善國小學童的憤怒及違規行為之行動研究:以咻卡為例。創造學刊,9(2),46-66。
  30. 夏斌文, B.-W.,潘火強, H.-Q.(2018)。投射性繪畫在大學生職業生涯規畫課程中的應用─以九宮格統合繪畫法為例。滁州學院學報,4,54-57。
  31. 高淑清, S.-C.(2009).質性研究的18堂課:首航初探之旅.高雄=Kaohsiung, Taiwan:麗文文化=Liwen.
  32. 張麗鳳, L.-F.(2005)。高中生涯輔導課程之需求與規劃─請聽聽輔導實務工作者的看法。輔導季刊,3,68-71。
  33. 許雅貞, Y.-C.(2012)。以卡片媒材吸引大學生瞭解諮商輔導資源之應用與省思。諮商與輔導,321,50-54。
  34. 郭思琪, S.-Q.(2008)。視覺藝術在目睹家暴兒童團體上的應用。諮商與輔導,276,18-22。
  35. 彭信揚, S.-Y.(2008)。藝術治療隱喻內涵之探討。諮商與輔導,266,42-46。
  36. 黃傳永, C.-Y.,王俞鈞, Y.-C.,陳雁白, Y.-B.(2017)。藝術治療團體對國小兒童情緒能力影響效果之研究。教育研究學報,51(1),25-41。
  37. 楊淑貞, S.-J.,黃宗堅, T.-J.(2010)。藝術塔羅:以圖卡進行自成長團體之經驗初探。臺灣藝術治療學刊,2(2),55-67。
  38. 楊智馨, C. -S.,林世華, S.-H.(1998)。大學生生涯發展狀況與自我認定狀態之關係。教育心理學報,30(2),1-16。
  39. 楊靜芳, C.-F.(2011)。高中生涯輔導的內涵與實務。諮商與輔導,306,16-20。
  40. 臺灣藝術治療學會(2014)。什麼是藝術治療【線上論壇】。取自https://www.arttherapy.org.tw/arttherapy/post/post/data/arttherapy/tw/what_is_art_therapy/【Taiwan Art Therapy Association. (2014). About art therapy [Online forum comment]. Retrieved from https://www.arttherapy.org.tw/arttherapy/post/post/data/arttherapy/tw/what_is_art_therapy/】
  41. 賴念華, N.-H.(2009)。表達性藝術治療在失落悲傷團體之效果研究。臺灣藝術治療學刊,1(1),15-31。
  42. 鍾明諺, M.-Y.(2013)。運用投射性藝術圖卡於敘事取向生涯諮商之經驗初探─以OH卡為例。輔導季刊,46(22),47-56。