探討人體彩繪對於幼教人員的心身壓力、焦慮及職場幸福感之影響

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Title:	探討人體彩繪對於幼教人員的心身壓力、焦慮及職場幸福感之影響
Other Titles:	The Effects of Body Painting on Psychosomatic Stress, Anxiety, and Workplace Well-being among Preschool Teachers
Authors:	蘇敬惇 SU, CHING-TUN
Contributors:	自然生物科技學系自然療癒碩士班陳秋媛 CHEN, CHIU-YUAN
Keywords:	人體彩繪;幼教人員;心身壓力;焦慮;職場幸福感 body painting;preschool teachers;psychosomatic stress;anxiety;workplace well-being
Date:	2022
Issue Date:	2022-08-23 13:55:21 (UTC+8)
Abstract:	背景及目的：人體彩繪是一種藝術，在不同的國家皆有彩繪人體的文化意義。在藝術療癒的範疇裡，當人們不經由語言的支持與互動，透過顏料的彩繪與圖騰的操作，為人帶來的會是紓壓、自由的身心體驗。透過不同的顏色讓人運用視覺的感受把專注力收攝回自身，幫助情緒達到放鬆與降低焦慮感。人體彩繪與局部的感官體驗經過療癒性儀式過程，會產生有意義的關聯。國內使用人體彩繪的藝術療癒之量化研究並不多，本研究擬探討人體彩繪對幼教人員的心身壓力、焦慮及職場幸福感之影響。　　材料及方法：本研究採對照組等待名單設計(waiting list control group)，並採隨機分派原則，招募年齡於20歲至未滿65歲的幼教人員，性別不拘。實驗組進行連續四週人體彩繪課程介入，每週一次，一次60分鐘，對照組之彩繪課程於四週後開始。評估工具為心身壓力量表、情境焦慮量表及職場幸福感問卷。　　結果：共計60位受試者完成試驗，兩組受試者在基本資料上的分佈屬於同質。成對樣本t檢定得知，人體彩繪介入後，實驗組在心身壓力、情境焦慮與職場幸福感皆有顯著改善，對照組的前後測並無差異。獨立樣本t檢定分析組間差異，兩組在情境焦慮、心身壓力與職場幸福感之前測為同質，後測心身壓力除身體項目外，組間呈顯著差異；透過改變量百分比t檢定，實驗組在職場幸福感總分與對照組比有顯著差異。　　結論：人體彩繪對於幼教人員的心身壓力、焦慮及職場幸福感有顯著改善之成效，研究結果可提供人體彩繪推廣及相關研究之參考。　　Background and Purpose: Body painting is a form of art, with diverse cultural connotations across different countries. In the field of art healing, language-driven support and interactions are not always required. Under the circumstances, when pigments and totems are painted onto the human skin, one is empowered to relieve the stress and experience the quality of mental and physical freedom. As a whole, the ritual of healing process that bridges body painting and partial sensory experiences would create meaningful bonds. This study aims to explore the effects of body painting on psychosomatic stress, anxiety, and workplace well-being among preschool teachers.　　Materials and Methods: A randomized control experimental design was adopted with a waiting list control group. The participants of this study were 60 preschool teachers, from the age of 20 to 65, regardless of gender. The experimental group was requested to attend a 60-minute body painting course once a week for 4 consecutive weeks. By contrast, the control group of participants did not receive such intervention. In general, the assessment tools included: Psychosomatic Stress Scale Form, State-Trait Anxiety Inventory (STAI), and the Workplace Well-Being Questionnaire. 　　Results: A total of 60 participants undertook the experiments. The basic information collected from the experimental and control groups showed that the demographics of the respondents were homogeneous. Based on the paired sample t test, the experimental group made significant improvements in psychosomatic stress, anxiety, and workplace well-being after being introduced to body painting. Regarding the independent sample t test, on the other hand, the pre-test findings demonstrated that both the experimental and control groups shared homogeneous traits in STAI-S, psychosomatic stress, and workplace well-being. However, in the post assessment, except for physical health conditions under the psychosomatic stress category, other categories all indicated a stark contrast between these two groups. Furthermore, through the percentage change in the t test, the experimental group’s total score of workplace well-being vastly differed from that of the control group. With all of the above, body painting intervention certainly was proved to make effective impacts on preschool teachers.　　Conclusions: Body painting has a positive effect on psychosomatic stress, anxiety, and workplace well-being. These research results would serve as valuable references for empirical research related to body painting.
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