| 摘要: | 本研究主要目的在瞭解人際困擾的大學生參與團體沙盤治療前後，對參與本研究大學生知覺的人際困擾之內涵、在團體歷程當中的體驗與發現有哪些、在參與團體之後的人際困擾是否有改變。本研究參與者共計四位大學生，共進行八次、每週二小時的團體。研究者在團體開始前、結束後分別與參與的大學生進行半結構式的深度訪談及邀請其填寫人際關係及困擾量表，主要採質性研究的內容分析法進行資料分析，研究結果說明如下：
一、參與本研究大學生知覺的人際困擾內涵，研究結果歸納有「無法融入外在環境之人際困境」與「人際困擾多傾向內在歸因之自我歸結」兩大向度。在「無法融入外在環境」之的部分可分為「外在結構」與「內在心理因素」；「外在結構」因素可歸納為外在環境的改變、語言溝通差異、生活習慣不同、負向人際經驗；「內在心理因素」分別為：特質差異、過度在意他人、缺乏信任感。研究結果發現大學生的「人際困擾多傾向內在歸因之自我歸結」，包括：內向、被動之特質、過度在意他人、以及無法信任他人，使大學生在與他人互動時知覺到人際負面經驗，並且形成了人際困擾。
二、成員在參與團體歷程當中的經驗與發現當中，研究結果發現大學生們「開始關注自我處理情緒之方式」以及「從團體當中獲得正向經驗」，大學生們覺察自我情緒與人際互動之影響、包括憤怒情緒被壓抑、獨自面對負面情緒；因此，在團體當中，大學生們透過團體中的普同感得到同理及支持、團體中，大學生們透過團體中的普同感得到同理及支持、團體中的分享與接納獲得情緒宣洩，透過沙盤具體化過程，經驗人際關係上不同的感受與想法。
三、在大學生參與團體之後對於人際困擾的改變，研究結果顯示大學生最大的改變在於「自我能力的發展與擴充」，大學生開始重視自我照顧、獲得新的人際因應策略，人際互動從焦慮不安到放鬆自在，並且在參與團體後的正向人際感知增加，大學生自我接納的態度萌芽，進而接納自我的人際困境。
綜合而論，團體沙盤治療能增進大學生對自我人際關係之覺察，增加對自我人際困擾的理解與接納。本研究依據研究結果提出具體建議，供未來相關研究及實務工作者之參考。
The main purpose of this study is to explore the subjects’ perceived therapeutic factors of interpersonal problems, experience and finding in group process for participant members and the pre-and–post changes of subjects’ interpersonal difficulties for those college students with interpersonal problems who participated in group sandtray therapy.The participants of this research include a total of four college students engaging a two-hour group session every week for eight weeks. The investigation contains semi-structure interviews and filled out the interpersonal and distress scales before and after the eight-week sessions for each college student. Content analysis was conducted for analyzing the data, and the results are shown as follows:
1. The research results indicated subjects’ perceived therapeutic factors can include two dimensions, namely, "the interpersonal difficulties that are unable to fit in the external environment” and "interpersonal problems most tends to self-attributed internal attribution". “Being unable to fit in external environment” can be divided into “external structure factors” and "internal psychological factors." The "external structure factors” can be summarized as the change of the external environment, the differences in language and communication, different living habits as well as negative interpersonal experience. The "internal psychological factors” were difference in trait, excessive care about others, lack of trust. The results showed that college students’ "interpersonal problems tend to self-attributed internal attribution" included introverted, passive qualities, excessive care for others, and the inability to trust others, causing students had perceived interpersonal negative experiences in their interaction with others and formed interpersonal problems.
2. With respect to the research results of “experience and finding in group process for participant members, the result showed that students "began to pay attention to how they deal with their own emotions" and "obtained a positive experience from the group." The influences between awareness of self-emotion and interpersonal interaction included: students suppressed their anger emotions and face their own negative emotions alone. Hence, through universality of groups, students can obtain empathy and support as well as group sharing and accepted to get emotional catharsis; through concrete process of sandtray they can have an experience of interpersonal relationship with different feelings and thoughts.
3. Concerning the changes of interpersonal problems for those participating college students, the research results showed the biggest change was "self-ability of development and expansion.” These college students started to pay attention to self-care and obtained a new interpersonal coping strategies resulting in their interpersonal interaction from anxious to relax. In addition, they had increased their positive interpersonal perception, attitude of self-acceptance, and finally accepted their own interpersonal problems.
In summary, the group sandtray therapy seems to increase these college students’ self-awareness and promote the understanding of their interpersonal issues. Discussions based on the research results are included and specific suggestions are provided for future study and practitioners. |
