DSpace community: 教育學院

大學評鑑的硏究

title: 大學評鑑的硏究

日本繪畫史

title: 日本繪畫史

以慈悲為中介角色：中高齡者寬恕與圓滿人生之關係

title: 以慈悲為中介角色：中高齡者寬恕與圓滿人生之關係 abstract: 本研究旨在探討中高齡者之寬恕、慈悲與圓滿人生之關係，並分別從慈悲之流向構面（慈悲自我、慈悲他人、慈悲接受）與歷程構面（慈悲感知、慈悲行動），檢驗慈悲在寬恕與圓滿人生之間的中介效果。相較既有研究多聚焦慈悲的單一面向，本研究進一步比較不同慈悲構面之心理功能差異。本研究採橫斷式量化研究設計，以臺灣地區 45 歲以上之中高齡者為研究對象，透過線上問卷蒐集 324 份有效樣本。研究工具包含心田寬恕量表、慈悲感知與行動量表及修訂後圓滿人生五福量表，並以相關分析、迴歸分析與 PROCESS 巨集進行中介分析。研究結果顯示，寬恕、各慈悲構面與圓滿人生之間皆呈現顯著正相關。寬恕除可直接預測圓滿人生外，亦可透過慈悲產生間接影響；其中，慈悲自我與慈悲接受於流向構面中呈現顯著中介效果，而慈悲他人在控制其他構面後未達顯著；在歷程構面中，慈悲感知與慈悲行動於不同分析模型中呈現顯著中介效果。整體而言，本研究支持一項以寬恕為起點，透過多重慈悲流向與歷程，促進中高齡者圓滿人生之心理調節模式。 This study examined the relationships among forgiveness, compassion, and flourishing in middle-aged and older adults, focusing on compassion flows (compassion for self, compassion for others, and receiving compassion) and compassion processes (compassionate engagement and compassionate action) as mediators. Whereas previous research has often emphasized a single dimension of compassion, this study compared the distinct psychological functions of multiple compassion dimensions. Using a cross-sectional design, 324 Taiwanese adults aged 45 years and above completed the Heartland Forgiveness Scale, the Compassionate Engagement and Action Scales (CEAS),and the revised Flourishing Scale. Correlation, regression, and PROCESS mediation analyses were conducted. Results indicated that forgiveness, all compassion dimensions, and flourishing were significantly and positively correlated. Forgiveness predicted flourishing both directly and indirectly through compassion. Among compassion flows, compassion for self and receiving compassion demonstrated significant mediating effects, whereas compassion for others was not significant after controlling for other dimensions. Regarding compassion processes, compassionate engagement and compassionate action showed significant mediating effects in separate analytical models. Overall, the findings support a psychological regulatory model in which forgiveness serves as a starting point and multiple compassion-related flows and processes contribute to flourishing in later adulthood.

團體沙盤治療對親密關係失落大學生之影響

title: 團體沙盤治療對親密關係失落大學生之影響 abstract: 親密關係是大學生的重要發展課題，而分手帶來的失落常引發強烈的哀傷反應，甚至可能阻礙日常生活或導致身心疾病。由於社會往往淡化大學生的分手痛苦，形成「被褫奪的悲傷」，且創傷反應可能使口語表達受阻，因此本研究旨在探討結合非口語、隱喻特性與團體療效的團體沙盤治療，對經歷分手失落之大學生的影響。採用質性研究的主題分析法，共召募四名有分手經驗且出現失落哀傷反應的大學生，進行為期八週、每週兩小時的團體沙盤治療。研究者以團體前、後的半結構式訪談為主要分析文本，觀察紀錄與沙圖照片為輔助工作，以探究研究參與者的哀傷反應、治療影響及關鍵因子。研究結果顯示，大學生在分手後會呈現多元的哀傷樣貌。情緒層面包含難過、空虛、自責、焦慮及拋棄感，且主動分手者亦會經歷失落感。生理方面常伴隨睡眠與飲食失調、體重下降及各類身心不適症狀。認知上易產生負向自我評價與生命無意義感，並會嘗試透過迴避接觸、轉移注意力或尋求外部資源來進行自我調適。介入成效方面，團體沙盤治療能有效改善分手的失落反應。多數參與者的多樣困擾情緒在強度與頻率上降低，沙盤創作有助於情緒的釋放與轉換，並提升其情緒調節能力。此外，參與者能對自我、伴侶及關係產生正向的新觀點，身心不適症狀隨之好轉，並能增進對自我的了解與接納，進而展現促進心理健康的行為。促成上述轉變的因素可歸納為沙盤歷程與團體動力兩大類；在沙盤方面，物件的擺放歷程有助於潛在情緒的釋放並讓焦點重回自我，看盤歷程與物件的具象化特性則能促進新覺察，協助參與者客觀檢視自身狀態；團體方面，成員間的分享、同理及不評價的態度提供強烈的普同感與支持，協助成員重構認知並提升處理親密關係的能力。綜上所述，團體沙盤治療結合了沙盤的隱喻表達與團體諮商的支持特性，能有效協助大學生度過分手哀傷，促進其情緒紓解、意義重建與自我價值的提升，是處理此類議題的有效介入方式。 Intimate relationships are a critical developmental task for college students, and the loss resulting from breakups often triggers intense grief reactions, potentially hindering daily life or leading to psychosomati-c illnesses. Because society frequently downplays the pain of such breakups: A phenomenon known as "disenfranchised grief", and traumatic reactions can impede verbal expression, this study explores the impact of group sandtray therapy, which integrates non-verbal, metaphorical qualities with group therapeutic factors, on college students experiencing breakup loss. Utilizing thematic analysis within a qualitative research framework, the study recruited four college students who experienced breakups and subsequent grief reactions for an eight-week intervention consisting of two-hour weekly sessions. The primary data consisted of semi-structured interviews conducted before and after the group, supplemented by observation records and photographs of the sandtrays, to investigate participants' grief reactions, the intervention's impact, and key therapeutic factors. The results indicate that college students display diverse manifestations of grief following a breakup. Emotionally, this involves sadness, emptiness, self-blame, anxiety, and a sense of abandonment; notably, those who initiate the breakup also experience a sense of loss. Physically, grief is often accompanied by sleep and eating disorders, weight loss, and various psychosomatic symptoms. Cognitively, individuals are prone to negative self-evaluation and a sense of meaninglessness, often attempting to cope through avoidance, distraction, or seeking external resources. In terms of intervention effectiveness, group sandtray therapy successfully improves breakup loss reactions. For most participants, the intensity and frequency of distressing emotions decreased, as sandtray creation facilitated emotional release and transformation while enhancing emotional regulation. Furthermore, participants developed positive new perspectives on themselves, their partners, and their relationships. Their psychosomatic symptoms improved, and they gained greater self-understanding and self-acceptance, leading to behaviors that promote mental health. The factors facilitating these changes are categorized into sandtray processes and group dynamics. Regarding the sandtray process, the placement of objects aids in releasing underlying emotions and refocusing on the self, while the concrete nature of the objects and the process of "viewing the tray" foster new insights and objective self-examination. Regarding group dynamics, members' sharing, empathy, and non-judgmental attitudes provided a strong sense of universality and support, helping individuals reconstruct their cognitions and improve their capacity for intimate relationships. In conclusion, group sandtray therapy effectively combines metaphorical expression with the supportive nature of group counseling to assist college students in navigating breakup grief. It promotes emotional relief, the reconstruction of meaning, and the enhancement of self-worth, making it an effective intervention for addressing relationship loss.