高關懷國中生在音樂情緒調整團體之歷程分析

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题名:	高關懷國中生在音樂情緒調整團體之歷程分析
作者:	譚智筠
贡献者:	心理輔導學系
关键词:	音樂 music 情緒調整 emotion regulation 團體 group 質性研究 qualitative Research 高關懷國中生 high-risk junior student
日期:	2011
上传时间:	2012-10-11 10:57:14 (UTC+8)
摘要:	本研究探討國中生參加情緒調整團體之情緒調整歷程變化，以及音樂在情緒調整團體中的功用為何。本研究以台北市某國中輔導室推薦之八年級學生作一個學期的前導研究團體，並對前導研究做修正與反思。正式研究團體則以台北市某國中八年級為研究對象，以班導師推薦及輔導室根據青少年心理健康量表篩選出高關懷的學生，經研究者訪談與評估之後，邀請七名學生參與團體，研究者以小團體帶領的方式進行每週一次，每次四十五分鐘，為期一個學期的音樂情緒調整團體。研究者在團體過程當中以音樂做為媒介來幫助成員增進情緒調整之效能，本研究採取質性研究，針對團體歷程和訪談內容等騰打成逐字稿、形成文本，以內容分析的方式進行歸納與分類，研究結果如下：情緒調整歷程方面，成員在團體初期情緒展現較以單一情緒為主，且不習慣表達；對於會引發情緒的議題以「學校環境」為最多、其次為「課業」、「人際」；情緒調整方式為「逃避」、「發洩抱怨」、「尋求附和」。團體中期的變化為能自動覺察情緒、發現被壓抑的情緒，從外在事件的抱怨回歸自我覺察其對情緒的影響；情緒調整方式為「尋求同儕支持」、有「普同感」而調節負向情緒。團體後期能有正向情緒提升、覺察與表達不適當的情緒反應，並能自我反省與增加情緒效能，情緒調整的方式為「給予彼此忠告」、「評估自己能力範圍」、「提升情緒控制」。音樂的功用方面，能成為情緒調整的歷程的催化媒介，引起成員的興趣減低內心的焦慮，並增進成員在自我內在的情緒覺察、提升感受力並增進語言或非語言的情緒表達。音樂也能增加成員深入分享內在自我經驗、轉化情緒並增加正向情緒感受。整體而言高關懷國中生在參與團體之後，能提升其情緒調整的能力。研究者最後根據研究結果加以結論，並對後續研究提出未來之建議。關鍵詞：音樂、情緒調整、團體、質性研究、高關懷國中生 This paper discusses how music affects emotional regulation on high-risks junior high students in a group. The research explores how these students‟ emotions change before and after joining emotional regulation treatments and how music has an impact on them in this group. This case study is based on a weekly musical group counseling on a group of seven junior high school students in Taipei city in one semester. In the weekly group counseling, the research helps these student members to facilitate their emotion control ability through music. The method of qualitative studies and the interviewing content edit are adopted with the form of paper in this research, then the researching results classified as below: In the aspect of emotional regulation processes, these student members express their emotion in a single manner directly and can‟t get used to express their feelings at the beginning of the study. The highest of possibility to trigger emotional reflection emotional regulation is “school environment”. The next is “school performances” and “interpersonal relationship”. The way of emotional self-adjustment is “escape”, “anger abreaction” and “peers identification”. These student members would realize their emotional condition, emotion repressed and know how their emotion affected by complaining complicated and annoying matters during mid-term period. Eventually, they could find the ways to adjust their negative emotion by “peers support” and “the sense of identification”. In post-period, members become be more positive attitude and motivated to express their inner feelings, as the result to achieve self-reflection and improve emotional control ability with “mutual advice”, “self-capability estimation” and “emotional control improvement”. Throughout the study, music has played a key important role to attract members attention and reduce their anxiety, members can understand their inner emotion, then elevate their sensibility and improve their linguistic or non-language linguistic emotional expression. Moreover, members are encouraged to share their self-experiences and emotion transfer emotion to positive attitude. Above all, after high-risk junior students take part in this group, their emotional regulation control ability can be elevated. The conclusions based on the studies results and concrete advices offered are able to continue to future research. Key words: music, emotion regulation, group, qualitative research, high-risk junior student
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