研究者在偏鄉教育現場觀察到「高關懷」國中生的心理困擾、偏差行為及對生命的無意義感現況。本研究目的欲探究表達性藝術治療團體，對高關懷國中生生命意義感之影響。 本研究採質性研究之行動研究法。研究對象為由國中導師轉介至輔導室之七～九年級高關懷學生。由輔導室發出邀請函，邀請有意願參與藝術活動及有意願改變之學生6～8名，參與研究者所設計一為期十次、每周一次、每次二小時的「表達性藝術活動團體」。活動形式區分：暖身、表達性藝術創作、分享與討論。研究資料蒐集包含：採攝影或錄影或錄音方式紀錄、研究者觀察日誌及研究者與學生進行一對一之半結構性訪談。本研究採取的分析方式為主題分析法。研究結論如下：一、表達性藝術治療活動對高關懷國中生生命意義感之正向改變與轉化(一)「多元表達形式」、「視覺化」和「隱喻」特性，覺察內在情緒，轉化經驗(二)「跨越時空」及「自由創作與再建構」賦予自我能力感，體現生命自由與價值(三) 轉念、愛與祝福之靈性開展二、表達性藝術治療團體對高關懷學生之療效(一) 自我開放與宣洩，增進對他人連結的普同感(二) 正向人際關係之學習與模仿，強化人際支持網路、得到同儕團體之歸屬感(三) 藉由互助、學到利他與賦能得到愛與被愛之祝福(四)「如朋友般」的團體領導者之示範，促進尊重與信任之人際技巧學習。 Researcher observed the psychological distress, deviation behavior and sense of meaninglessness to life in ＂high-risk＂ junior high school students in the education of rural areas. This paper is to explore the impacts of expressive art therapy group exerting on the life meaning of high-risk junior high school students. Research was conducted by the application of Action Research Method, one method among qualitative research methods. The participants in the research were Grade Seven to Nine high-risk students from counseling office referred by junior high school tutors. The counseling office sent the invitation letters to invite 6 to 8 voluntary students willing to participate in the artistic activities and to be changed. The research was carried out in a [expressive art therapy group] manner and the experiment lasted for ten times with one time every week and two hours every time. The activity forms were categorized as follows: warm-up, expressive art creation, sharing and discussion. The research data were collected by: filming, picture recording or sound recording, referring to observation journals of the researcher and one-to-one semi-structured interview between the researcher and the students. The analytical method applied in the research was thematic analysis. Research conclusions are as follows: 1. Expressive art therapy group activities have positive impacts on the life meaning of high-risk junior high school students.(1) [Diversified expressive forms], [visualization] and [metaphor] were used to perceive the inner emotions and experience of change.(2) [Across time and space] and [free creation and re-construction] endow the students with perceived self-competency to show their life freedom and values.(3) Spiritual development of thinking out of box, love and blessing.2. The effects of expressive art therapy group on high-risk students.(1) Open their minds and express their feelings, thereby enhancing their identity with others.(2) Learn and imitate the positive interpersonal relationship, reinforce interpersonal supporting network as well as obtain the sense of belonging from the peers and groups.(3) Win the blessing of love and being loved by mutual help, learning altruism and empowerment.(4) The friend-like demonstration from team leaders, thereby facilitating the interpersonal skill learning, such as love and trust.
