嘉義監獄正念成癮輔導團體之課程推展歷程與現況－以該獄正念團體某初級與進階課程為主

NHUIR > College of Humanities > Department of Life-and-Death Studies > Disserations and Theses(M. A. Program in Life-and-Death Studies) > Item 987654321/28644

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Title:	嘉義監獄正念成癮輔導團體之課程推展歷程與現況－以該獄正念團體某初級與進階課程為主
Other Titles:	The Course Development and Current Situation of the Mindfulness Addiction Counseling Group in Chiayi Prison--Mainly based on the Beginning and Advanced Stages of the Prison's Mindfulness Group
Authors:	張愷玲 CHANG, KAI-LING
Contributors:	生死學系碩博士班王枝燦 WANG, CHIH-TSAN
Keywords:	成癮;監獄;正念 addiction;prison;Mindfulness
Date:	2021
Issue Date:	2022-08-10 10:45:48 (UTC+8)
Abstract:	近年來正念被推廣至社會各大領域中，各自建立一套有系統性的學習模式，舉凡學校、企業、監獄等，不同對象在正念的學習脈絡中亦有所差異。研究者於2018年3月有幸參與在嘉義監獄「正念輔導團體課程」之見習生培訓，並完整參與整個課程。課程發展是一個持續性的歷程，雖然「監獄正念戒毒課程的教學理念與學習影響之研究」本篇對於正念在監獄的課程已有一定的成效與課綱的建立，但仍有許多面向是可待研究的。因此，研究者參照第八期初階班與第一期進階班課程綱要，參與該期初階班與進階班團體。進一步了解課程推展之監獄正念關懷四階段，並且探究整體課程歷程模式為何，與其中各個角色的重要性，諸如種子教師、見習生與實習生，如何作用於團體與正念家族中，以及課程發展在社會復歸後的協助。　　最後，研究者歸納出課程核心架構：整體課程以正念為根基，課程結構以正向心理學為牽引，以去病理化、將成員當做「人」、慈悲等態度與同學建立人際連結。隨著課程的進程，也相繼透過創造力、賦能、正念練習、自我關愛、著重教育功能等元素，進一步的與同學開始建立內在連結，幫助同學自我統整、減少恐懼感、提昇自信心與帶來希望感，進而重新啟動其內在的生存動機。當社會賦歸後，才有機會往正途方向前行。　　在文末，研究者針對課程內容提出建議，包含如何將課程內容延展至社會賦歸、是否將創業班獨立、有系統性的培訓見習生與有效能的團隊分工等為課程發展者需要持續思考的部分。在研究反思中，研究者逐漸打破對監所的刻板印象，也獲得許多新的學習與體悟。　　In recent years, mindful has been promoted to all major areas of society, and each has established a systematic learning model, such as schools, enterprises, prisons, etc., and they have different mindful-based programs. The researcher was fortunate to participate in the trainee training of the “Mindfulness counseling group program” in Chiayi Prison, and participated in the entire course in March 2018. Curriculum development is a continuous process. Although “The Treatment Ideation and Influence of Substance Abuse Treatment Program in Mindfulness Approach in Prison” has been effective and established in this program, there are still many concepts that can be studied. Therefore, the researcher referred to the course outline participated in the beginning and advanced stages of the groups, understanding curriculum development like the four stages of the mindfulness care, course model and the importance of each role, such as seed teachers, trainees and interns, how they affect groups and mindful families. Otherwise, how the curriculum development will assistance rehabilitates after the social return.　　Finally, the researcher summarized the core structure of the curriculum: the course structure based on the mindfulness is guided by positive psychology, and connected with members through attitudes which are de-pathology, compassion and treating members as “people”. As the course progresses, the team establishes inner connection with members through the elements such as creativity, empowerment, mindfulness exercises, self-care, and emphasis on educational functions, to help members self-integration, reducing fear, enhancing self-confidence, and bringing a sense of hope. These factors reactivate their intrinsic motivation for survival. When the society returns, they will have the opportunity to move forward.　　At the end of the article, the researchers put forward suggestions for the content of the course, including how to extend course to the rehabilitation, whether independent entrepreneurship class, systematic training of trainees and to be a high-performance team, etc. The curriculum developer needs to continuous thinking. In research reflection , the researcher gradually broke the stereotype of the prison. And also gained many new learning and insights.
Appears in Collections:	[Department of Life-and-Death Studies] Disserations and Theses(M. A. Program in Life-and-Death Studies)

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