學習障礙成人自我概念治療模式－行動研究

本研究旨在探討成人階段的學習障礙學生的心理適應發展過程、發展成人階段學習障礙學生的治療模式，以改善成人階段大專校院學習障礙學生自我概念。研究採計劃、行動、觀察與省思、修正及再行動等一再循環的個人式行動研究法來探討治療模式發展過程、自我概念及心理適應改善情形。過程中於實務場域對二名學習障礙學生進行約每週一次，每次50分鐘的治療模式介入。個案一為書寫障礙，在治療模式介入之初，是否認學習障礙對自己的影響，且不認為自己有學習障礙。個案二為數學障礙，在治療模式介入之初，已對於學習障礙有一定的認識，對自己的優弱勢有一定的掌握。經由不斷觀察、省思與行動，初步發現治療模式貼近成人階段大專校院學習障礙學生的心理適應發展歷程，並可依據個案的狀態從不同階段介入，故依據研究結果發展最後版本的治療模式為階段一：建立關係，走進個案的迷霧森林中；階段二：辨識，幫助個案有所覺察；階段三：連結，重新詮釋與理解；階段四：架設舞台，創造治療契機；階段五：面對挑戰，處理混亂、哀傷與陷入困境；階段六：結案，邁向新里程。客觀的測量發現治療模式能提升個案的學習適應力、改變個案的自我概念。綜合歸納質性資料及量化結果，可得知本研究結論：一、治療模式確實貼近成人階段大專校院學習障礙學生的心理適應發展歷程；二、治療模式是一個階段間彼此重疊且可依據個案的狀態從不同階段介入的模式；三、治療模式能改變個案的自我概念；四、治療模式能提升個案的學習適應力。

The purpose of this study is to explore the process of psychological adaptation and development of students with learning disabilities at the adult stage and to develop therapy models for students with learning disabilities at the adult stage in order to improve the self-concept of students with learning disabilities in universities. The study followed the action research cycles (planning, doing, systematic observation and reflection, revising, re-action) to explore the development process of therapy model and the improvement of self-concept and improvement of psychological adaptation. During the process, 2 students with learning disabilities were involved once every week for 50 minutes in the practice field. Case one is a dysgraphia. At the beginning of the intervention of the therapy model, he denied the impact of learning disabilities on himself and did not consider himself to have learning disabilities. Case two is a mathematics disability. At the beginning of the intervention of the therapy model, he already had a certain understanding of learning disabilities and a certain grasp of his strengths and weaknesses. Through continuous observation, reflection, and action, it was initially found that the therapy model was close to the development process of psychological adaptation of students with learning disabilities in universities at the adult stage, and could be involved from different stages according to the state of the case. Therefore, the final version of the therapy model was developed based on the research results. Stage 1:Build relationships and walk into the misty forest of cases. Stage 2: Identify and help individual cases become aware. Stage 3: Connection, reinterpretation and understanding. Stage 4: Set up the stage and create treatment opportunities. Stage 5: Facing Challenges, Dealing with Chaos, Sadness, and Predicament. Stage 6: Closing the Case and Moving to a New Milestone.Objective measurement shows that the therapy model can improve the learning adaptability of the case and change the self-concept of the case. Comprehensively summarizing the qualitative data and quantitative results, we can know the conclusions of this study: First, the therapy model is indeed close to the psychological adaptation and development of students with learning disabilities in universities at the adult stage. Second, the therapy model is a model that overlaps with each other and can be involved from different stages according to the status of the case. Third, the therapy model can change the self concepts; Fourth, the therapy model can improve the learning adaptability of individual cases.