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研究生:呂怡慧
研究生(外文):Lu Yi-Hui
論文名稱:從生命故事繪本敘寫探索高齡者靈性健康發展歷程
論文名稱(外文):Exploring the Developmental Course of Elderly’s Spiritual Health via the Creation of Illustrated Life Story Books
指導教授:胡夢鯨胡夢鯨引用關係
指導教授(外文):HU,MENG-CHING
口試委員:胡夢鯨鄭文輝黃錦山呂朝賢李雅惠
口試委員(外文):HU,MENG-CHINGJHENG,WUN-HUEIHUANG,JIN-SHANLYU,CHAO-SIANLI,YA-HUEI
口試日期:2017-05-25
學位類別:博士
校院名稱:國立中正大學
系所名稱:成人及繼續教育研究所
學門:教育學門
學類:成人教育學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:中文
論文頁數:263
中文關鍵詞:生命故事繪本敘寫靈性健康發展歷程自我覺醒自我超越
外文關鍵詞:the Creation of Illustrated Life Story Booksspiritual healthdevelopmentself-awarenessself-transcendence
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本研究目的是以參與生命故事繪本敘寫的八位高齡者的學習狀況,進而探索其心靈健康發展歷程的前後關係。包括:檢視生命故事繪本敘寫教學工具操作的過程及產出,在運用生命故事繪本敘寫引導高齡者自我覺醒、自我探索及自我統整的發展,進而對自身生命意義、生命價值及生命連結的重視。最後,探索生命故事繪本敘寫對高齡者靈性健康上自我超越與發展;並根據研究結果,擬出未來對高齡者靈性健康促進教育之建議。
研究結果發現,靈性健康的六階段發展歷程,並非循序漸進,會不斷往返產生,唯自我超越要到最後階段才有可能發展。而五次課程設計,已能達生命故事繪本敘寫的產出;但問題在所有內容的呈現,不一定會符合。另外,證實生命故事繪本敘寫,確實可以引導及促進代間互動。在靈性健康發展歷程裡,自我覺醒常在自我探索中發展,自我統整也能帶出自我覺醒,產生更極積的生活動力。自我統整能引導高齡者,對自我生命意義、生命價值及生命連結的認知。高齡者生命連結的促成,能回饋到生命意義及生命價值的正向反應。高齡者無法正確指出其生命意義與生價值,研究者常需透過分析解離才能指出及對應。高齡者帶有經驗智慧的行為模式,可延長自我超越所產生的效應。高齡者對於生命故事繪本敘寫這類靈性健康促進課程,有內心的需求,但較少相關的對應。
針對研究目的,本研究提出以下結論:
一、 生命故事繪本敘寫過程需帶有尊重的傾聽,並能針對每位參與高齡者作個別教學的調整。
二、 在生命故事繪本敘寫裡,不斷刺激高齡者自我覺醒及自我探索這兩個靈性健康歷程上的發展,可以促使高齡者自我統整。
三、 生命故事繪本敘寫,可以幫助高齡者進行生命統整,對生命的意義、生命價值及生命連結,有重新的省思。
四、 生命故事繪本敘寫,可以讓高齡者體會自我超越的感受,但若要延長此效果,要再不斷的增強及配套課程。
五、 生命故事繪本敘寫,對於高齡者靈性健康歷程發展確實有幫助,特別是高齡者憂鬱症的減緩,在人力培訓及課程辦理,宜有社區的逐步參與。
依據研究結果,本研究提出以下建議:
一、對高齡者的建議
(一) 高齡期要探尋、要求及投入,靈性健康的成長學習。
(二) 高齡期不斷自我探索及自我統整,可以幫助自我超越的實現。
(三) 高齡期多選擇參與靈性健康課程,可以提升高齡期生理及心理健康。
二、對社區工作團隊的建議
(一) 高齡課程規劃要有系統性及進階性辦理,並增加靈性健康課程的辦理。
(二) 高齡期的自我超越需要有社區團隊持續的推力及助力,才能延續發展。
(三) 高齡者心理健康問題需要更用心傾聽,才能解決問題的核心、促進靈性健康發展歷程的成長。
三、對高齡服務機構的建議
(一) 第三齡高齡者有智慧可以自助,靈性健康對自我覺醒的引導能減輕高齡者對服務的依賴。
(二) 對靈性健康課程的投入,能使高齡者更有尊嚴及自主生活及生涯規劃。
(三) 生命故事繪本敘寫過程中,可幫助家屬與高齡者的代間及多代互動。
四、對生命故事繪本敘寫操作及帶領的建議
(一) 用心傾聽參與高齡者的陳述及表達,往往是內心深處的啟動。
(二) 不帶任何偏見、邏輯及負向思考的,回應參與高齡者的表達。
(三) 課程設計與實際帶領,常需要依實際運作進行調整,特別是高齡學員。
伍、對後續研究的建議
(一) 本研究七個靈性健康發展歷程的專有名詞,都可以再逐一探究,特別是生命意義、生命價值與生命連結的各別探討。
(二) 可再就不同區域,例如:台灣的北中南東,進行操作後,發展比較研究。
(三) 生命故事繪本敘寫對高齡期憂鬱有減緩的效果,對少數民族文化的保留與傳承,也有異曲同工之妙,可於不同少數民族執行。


This study aimed to explore the developmental course of elderly’s spiritual health by means of participation in the creation of an illustrated life story book. The study has five major objectives: 1. To review the operational process of the teaching tools for writing an illustrated life story book and its output; 2. To guide elderly people to develop their self-awareness, self-exploration and self-regulation; 3. To reproduce elderly people’s life meaning, life value and life bond; 4. To realize surpassing self-limitations and development of elderly people; and 5. To offer suggestions for implementing spiritual health promotional courses for the elderly.
To achieve the objectives, this study adopted qualitative research via purposive sampling, whereby 8 elderly people from among the students participating in Chiayi Wangtian Community’s illustrated life story book creation course were chosen as the study’s subjects. Semi-structured interview was used for collecting and analyzing the relevant data.
The research results indicated that the six-stage developmental course of spiritual health is not a progressive mode; it involves constant moving back and forth between the stages, and self-surpassing is only possible at the final stage. During the developmental course of spiritual health, self-awareness often develops during self-exploration, while self-identity can bring out self-awareness and produce more active life motivation, as well as guide elderly people’s cognition towards their own meaning of life, value of life and life bond. Facilitating elderly people’s life bond helps to provide feedback to a positive reaction of life meaning and life value. Elderly people’s demand for spiritual health promotional courses, such as creating an illustrated life story book, lies more in the fulfillment of inner needs, but has less relevant responses.
Based on the objectives of this study, the following conclusions were made:
1. The process of creating an illustrated life story book requires respectful listening, and individual teaching adjustments must be possible with regard to each participant.
2. Constant stimulation of the two elements of spiritual health development: self-awareness and self-exploration during the creation of the illustrated life story book will promote the self-identification of elderly people.
3. The creation of an illustrated life story book will help elderly people with self-identification and to reflect on the meaning of life, value of life and life bond.
4. The creation of an illustrated life story book helps elderly people experience self-surpassing; the extension of such effect requires constant course enhancement and packaged courses.
5. The creation of an illustrated life story book helps to develop the spiritual health of elderly people, especially in alleviating depression. Communities’ participation is recommended in the implementation of human resource training and courses.
This study proposes the following suggestions according to the research results:
1. Suggestions for elderly people
(1) Keep an open mind and get engaged in the promotion of one’s spiritual health.
(2) Constant self-exploration and self-identification help to realize self-surpassing.
(3) Taking spiritual health courses will help improve physical and mental health.
2. Suggestions for community work teams
(1) The course planning shall be systemic and progressive, and increase courses targeting spiritual health.
(2) The self-surpassing of elderly people requires a persistent drive and assistance of the community teams to achieve sustainable development.
(3) The mental health problems of elderly people demand attentive listening to identify and solve the core issues, thereby promoting the growth of spiritual health.
3. Suggestions for elderly service institutions
(1) Elderly of “the third age” have the wisdom needed for helping themselves, and the guidance of self-awareness by spiritual health can alleviate the dependence of the elderly on services.
(2) Engagement in spiritual health courses helps the elderly to live with dignity, independence and life planning.
(3) The creation of an illustrated life story book enhances the interactions between the elderly and their family members.
4. Suggestions for the operation of and guidance in creating an illustrated life story book
(1) Listen carefully to the statements and expressions of the elderly, which will normally reinvigorate their deepest memories.
(2) Respond to the expressions of the elderly without any bias, logic or negative thoughts.
(3) Course design and actual guidance usually require adjustments based on actual operation, especially for elderly students.
4. Suggestions for follow-up studies
(1) The seven terms herein on spiritual health development can be further individually explored, especially life meaning, life value and life bond.
(2) Comparative studies on different areas of Taiwan, such as North, Central, South and East Taiwan.
(3) In addition to alleviating elderly depression, the creation of an illustrated life story book also helps to retain and pass on the heritage of minority cultures, and thus can be implemented among different minority cultural groups.



中文摘要…………...…………………….……….…..…………...........ⅰ
英文摘要……………………………………….….….…………...........ⅱ
目次………………………………...……….…………...………...........ⅲ
表次……...……………………………….………….……..……...........ⅳ
圖次………………………………...…….………………...……...........ⅴ

第一章 緒論……………………………………………………......01
第一節 研究背景與重要性………….………………………….01
第二節 研究動機與目的…………….………………………….08
第三節 研究方法…………………….………………………….14
第四節 名詞釋義…………………….………………………….18
第五節 研究範圍與限制…………….………………………….20
第二章 文獻探討………………………………….……………….23
第一節 生命故事繪本敘寫的意義與內涵………………..........24
第二節 高齡者靈性健康概念與相關研究………….……….....39
第三節 生命故事繪本敘寫探索高齡者靈性健康發展的相關研究……………………………………….…….…………52
第三章 研究設計與實施……………………………………….….59
第一節 研究架構…………………………………….………….59
第二節 研究對象…………………………………….………….61
第三節 研究工具…………………………………….………….63
第四節 研究步驟………………………………………………..69
第五節 資料蒐集與分析…………………………………….….70
第六節 研究嚴謹度……………………………………….…….76
第七節 研究倫理………………………………………….…….77
第四章 研究結果分析與討論………………………….………….78
第一節 檢視生命故事繪本敘寫教學工具操作過程...…...…..79
第二節 分析生命故事繪本敘寫引導高齡者在自我覺醒、自我探索的發展歷程……………………………………..123
第三節 藉由生命故事繪本敘寫,分析高齡者自我統整理:生命意義及生命連結的發展內涵……………………..144
第四節 探索生命故事繪本敘寫對高齡者自我超越與發展..152
第五節 生命故事繪本敘寫對高齡者靈性健康促進課程實施之省思…………………………………………………..169
第五章 結論與建議………………………………………………200
第一節 研究發現…………………………………………......200
第二節 結論…………………………………………………..206
第三節 建議…………………………………………………..211
第四節 研究省思……………………………………………..220
參考文獻………………………………………………………….…...224
一、中文部份…………………………………………………....224
二、英文部份…………………………………………..…….…229
附錄……………………………………………………………….…...240
附錄一 六次生命故事繪本敘寫課程實施計劃表..................240
附表二 過程訪談大綱:第一次生命故事繪本敘寫操作......245
附表三 過程訪談大綱:第二次生故事繪本敘寫操作..........246
附表四 過程訪談大綱:第三次生故事繪本敘寫操作..........247
附表五 過程訪談大綱:第四次生命故事繪本敘寫操作......249
附表六 過程訪談大綱:第五次生命故事繪本敘寫操作..... 250
附表七 過程訪談大綱:第六次生命故事繪本敘寫操作......251
附表八 結束後訪談大綱………………………….……….…252
表次
表2-1 懷舊團體運用主題的優缺點……………………………..31
表2-2 靈性健康發展內涵之定義與概念……………….……….50
表3-1 訪談研究對象基本資料表……………………..…………63
表3-2 六次生命故事繪本敘寫課程實施計劃表…………..……65
表3-3 訪談逐字稿編碼表………….…………………………….72
表3-4 結束後訪談編碼說明表…………………………….…….73
表3-5 概念化範籌舉例一覽表……………………………..……75
表4-1 範疇一:過程訪談-生命故事繪本敘寫與靈性健康發展歷程相關概念………………………………………………117
表4-2 範疇二:結束後訪談--生命故事繪本敘寫在靈性健康的發展歷程上自我覺醒與自我探索相關概念………………137
表4-3 範疇三:結束後訪談,靈性健康發展歷程裡自我統整發展相關概念……………………………..…………………..148
表4-3 範疇四:結束後訪談,靈性健康發展歷程裡自我超越發展相關概念……………………………..…………………..165
表4-3 範疇五:生命故事繪本敘寫對高齡者靈性健康促進課程實施相關概念………………………..……………………..196

圖次
圖2-1 生命故事繪本敘寫的意義與內涵………………………38
圖3-1 研究構想架構圖………………………………………….60
圖4-1 過程面-生命故事繪本敘寫與靈性健康發展歷程分析…123
圖4-2 結束後訪談--生命故事繪本敘寫在自我覺醒與自我探索分析………………………………………………………143
圖4-2 結束後訪談,靈性健康發展歷程裡自我統整發展分析151
圖4-2 結束後訪談,靈性健康發展歷程裡自我超越發展分析168
圖5-1 生命故事繪本敘寫對應高齡者靈性健康發展歷程……206


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