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研究生:吳玉明
論文名稱:成為自己的最佳照顧者--一位澄心者的轉化經驗之敘說研究
指導教授:甘桂安甘桂安引用關係
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:諮商心理與復健諮商研究所
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:中文
論文頁數:177
中文關鍵詞:澄心法澄心者學習歷程轉化經驗
相關次數:
  • 被引用被引用:1
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  • 收藏至我的研究室書目清單書目收藏:4
本研究主旨在探討研究者自身作為一個澄心者,對於澄心法的學習歷程,以及所經歷的轉化經驗。本研究以自我敘說的形式來進行,而研究資料來源主要是研究者學習澄心法的歷程中所記錄的澄心日誌內容,並以質性研究之「持續比較法」作為研究資料的分析方法,以下簡要說明本研究之研究結果。
本研究的澄心者對於澄心法的學習歷程,共經歷了三個時期、六個階段,包含:一、澄心學習歷程初期,第一階段為「摸索與體驗澄心」階段,第二階段為「建立澄心基本架構」階段;二、澄心學習歷程中期,第三階段為「熟悉澄心方法與態度」階段,第四階段為「信任內在與活用澄心」的階段;三、澄心學習歷程後期,第五階段為「深化洞察與營造平衡」階段,第六階段為「為自我負全責」階段。至於澄心者在澄心學習歷程中所經歷的轉化經驗,則依其不同的個人議題而有不同的轉化內涵,包含:一、害怕犯錯的議題:從「忍受驚嚇與批判」到「學會自我安撫與肯定」;二、害怕生病的議題:從「獨自驚嚇恐慌」到「相信能被妥善照顧」;三、內在孤兒的議題:從「渴望外在支持」到「自我關愛與看重」;四、內在判官的議題:從「承受判官的批判與掌控」到「領受判官的指教與提醒」。
研究者統整澄心者的澄心學習歷程與轉化經驗,並與相關文獻進行綜合討論,從中獲得相關的整體發現,包含:一、澄心的學習歷程,以及歷程中所經歷的轉化經驗,兩者相輔相成;二、過往傷痛不會消失,澄心的轉化來自內在好大人的臨在;三、困擾議題的背後,隱含著邁向成長的珍貴禮物;四、透過接觸內在眾多不同自我,可建立豐富的內在資源;五、澄心者對自我人性地圖的整理,有助於提升諮商專業效能。
最後,研究者說明本研究之限制,提出相關的研究建議,並呈現研究者的研究心路歷程與反思。

謝詞……………………………………………………………………………………………………i
中文摘要………………………………………………………………………………………iii
英文摘要……………………………………………………………………………………… iv
目錄……………………………………………………………………………………………… vi
第一章 緒論………………………………………………………………………… 1
第一節 研究緣起與動機…………………………………………………… 1
第二節 研究目的與研究問題…………………………………………… 6
第三節 名詞釋義……………………………………………………………… 6
第二章 文獻探討……………………………………………………………… 8
第一節 澄心法之理論與方法………………………………………… 8
第二節 澄心法之實證研究……………………………………………… 21
第三節 轉化經驗之相關文獻…………………………………………… 26
第三章 研究方法……………………………………………………………………39
第一節 研究方法的選取………………………………………………………39
第二節 研究參與者……………………………………………………………… 43
第三節 研究工具……………………………………………………………………46
第四節 研究程序……………………………………………………………………51
第五節 資料蒐集整理與分析…………………………………………… 52
第六節 研究倫理……………………………………………………………………59
第七節 研究判準……………………………………………………………………60
第四章 研究結果與討論………………………………………………………67
第一節 對於澄心法的學習歷程……………………67
第二節 重要議題的轉化經驗…………………………88
第三節 綜合討論………………………………………………127
第五章 結論與建議……………………………………………………………… 143
第一節 結論…………………………………………………………143
第二節 研究限制與建議……………………………………145
第三節 研究心路歷程與反思……………………………152
參考文獻…………………………………………………………………………………………………157
中文部分…………………………………………………………………………………………………157
英文部分…………………………………………………………………………………………………160
圖表目錄
圖 2-1 「創傷相關的恐懼」情緒結構的基本元素………………31
圖2-2 人格結構之同心圓模型……………………………………………………36
表2-1 各種自我狀態的正、負面向……………………………………………34
表3-1 澄心日誌內容的話題單位編碼過程…………………………… 54
表3-2 有關「澄心方法與態度之學習內涵」的話題歸類與主題
形成過程………………………………………………………………………………………………………55
表3-3 有關「個人議題於澄心歷程中的體驗內涵」之話題歸類
與主題形成過程……………………………………………………………………………………… 56
表4-1 Fighter的澄心學習歷程與內涵………………………………… 87
表4-2 Fighter的個人議題於澄心歷程中所經歷的轉化經驗……… 126

一、中文部分

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12-16。
甘桂安(2012)。情緒基模的內涵與轉化過程(未出版的手稿)。國立高雄師範大
學諮商心理與復健諮商研究所,高雄。
甘桂安(2013a)。TA自我狀態之種類與特性(未出版的手稿)。國立高雄師範大
學諮商心理與復健諮商研究所,高雄。
甘桂安(2013b)。小我的對話(未出版的手稿)。國立高雄師範大學諮商心理與
復健諮商研究所,高雄。
朱儀羚、康萃婷、柯禧慧、蔡欣志、吳芝儀(譯)(2004)。敘事心理與研究:自
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修慧蘭、鄭玄藏、余振民、王淳弘、楊旻鑫、彭瑞祥(譯)(2009)。諮商與心理
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果模式考驗。教育心理學報,39 (1),45-68。
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鄭如安(1998)。諮商歷程中當事人情緒再體驗之分析研究(未出版碩士論文)。
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鄧明宇(2000)。現身與沈淪:一位男性的自我生成與發展(未出版碩士論文)。
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M. (1993). Aaron T. Beck.


二、英文部分

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