| 摘要: | 本論文研究動機源自於研究者本身之喪親經驗，以及研究所期間修習心理劇過程中，體會自我宣洩情緒及心理轉化之歷程，再者研究者於全職諮商實習階段輔導喪親大學生的過程，發現大學生因過往喪親經驗使他們在認知、情緒及行為產生很大的影響。綜合上述動機與經驗引發研究者以喪親大學生為探究對象，探討心理劇在喪親大學生悲傷輔導運用的歷程，及其在參與心理劇的心理轉化歷程 。本研究採用質性研究之詮釋現象學為研究方法，對收集的影音資料和訪談內容進行資料整理與分析，進行研究問題的探討與發現。本研究參與團體針對作主角之5位之喪親失落轉化歷程做理解，茲將研究結果說明如下。一、探討喪親大學生之失落現象，所呈現的現象歸納為：怕、悲、壓抑、後悔、遺憾、斷裂與連結等現象。二、心理劇對喪親大學生失落轉化過程的模式，本研究發現，心理劇對喪親大學生轉化歷程基本上包含了建立安全、透過鏡觀、身體化技巧、對話（角色交換）、宣洩、滋養、連結、轉化認知感受、道別與整合自己的十個歷程為關鍵要素。
The motive of this study was the researcher coping bereavement. The motive of this study was the researcher’s experience with bereavement and experience in psychodrama with catharsis of emotions and mental transformation process during graduate studies. In addition, the researcher accumulated experience with grief counseling of college students in bereavement, influencing their emotions and cognitive behavior. This study aims to explore the process of transformative psychodrama for college students in bereavement. A qualitative phenomenology was adapted as the research method of this study. Videotaped and transcribed verbatim inquiries were used to collect data from five research participants. Obtained data were analyzed. The study investigates five college students in bereavement participating in transformation process through psychodrama theater. There were two main results as follows: First, the investigation of the phenomenon of bereavement in college students, summarized as: phenomena of fear, sadness, depression, regret, pity, disconnect, and eventual connection. Second, the process of college students losing their bereavement through transformative psychodrama included seven stages: safe, mirror, somatization technique, dialogue（role reversal, catharsis, nurturing, connection, cognitive transformation, saying goodbye, and integration were key elements. |
