Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/29187
標題: 園藝治療活動對高中生憂鬱評量之影響
Influences of Horticultural Therapy on Depression Evaluation for Senior High School's Students
作者: 鍾晏瑜
Jhong, Yan-Yu
關鍵字: 園藝治療
Horticultural Therapy
憂鬱量表
壓力減緩
高中生
Depression Measurement Scale
Pressure Reduction
Senior High School's Students
出版社: 園藝學系所
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Barnicle, T., & Midden, K. S. (2003) The effects of a horticulture activity program on the psychological well-being of older people in a long-term care facility, HortTechnology, 13(1), 81-85. 2. Chien, C. P.,& Cheng, T. A. (1985). Depression in Taiwan: Epidmiological survey utilizing CES-D. Bulletin of Japanese Society of Neurology and Psychiatry, 87, 335-338. 3. Collins, C. C., & O’Callaghan A. M. (2008) The impact of horticultural responsibility on health indicators and quality of life in assisted living, HortTechnology, 18(4), 611-618. 4. Hoffman, E., & Castro-Blanco, D. (1988). Horticultural therapy with a four-year-old boy: a case report. Journal of Therapeutic Horticulture, 3, 3-8. 5. Milligan, C., Gatrell, A., & Bingley, A. (2004) Cultivating health: Therapeutic landscapes and older people in Northern England, Social Science & Medicine, 58: 1781-1793. 6. Parsons, A. B. &Relf, D.(1989) The need for organized information of horticulture projects which involve the disabled population in developing countries. Journal of Therapeutic Horticulture, 4:3-9. 7. Practice. In Simson, S.P & Straus, M. C. (Ed). Horticulture as therapy principles and practice (pp157-197). New York: The Food products press. 8. Predny, M. L., & Relf, D. (2000) Interaction between elderly adults and preschool children in a horticultural therapy research program, HortTechnology, 10(1), 64-70. 9. Relf, P. D. (1999). The role of horticulture in human well-being and quality of life. Journal of Therapeutic Horticulture, 5(1), 5-14. 10. Relf, P. D.(1973). Horticulture: a therapeutic tool. Journal of Rehabilitation, 39(1), 27-29. 11. Richards, H. J., & Kafami, H. M. (1999). Impact of horticultural therapy on vulnerability and resistance to substance abuse among incarcerated offenders. Journal of Offender Rehabilitation, 29(3/4), 183-193. 12. Shapiro, B. A., & Kaplan, M. J. (2003). Mental illness and horticulture therapy practice. In Simson, S. P & Straus, M. C. (Ed). Horticulture as therary principles and practice (pp157-197). New York:The Food products press. 13. Söderback, I., Södersteön, M. &. Schälander, E. (2004). Horticultural therapy: the ‘healing garden’ and gardening in rehabilitation measures at Danderyd Hospital Rehabilitation Clinic, Sweden. Taylor & Francis healthsciences, 7(4), 245-260. 【網路資源】 1. 憂鬱症主題館-董事基金會心理衛生組網站,(2009),董事基金會心理衛生組網站,憂鬱症簡介,下載日期:2009年10月9日,取自:http://www.jtf.org.tw/psyche/melancholia/accompany.asp 2. 美國園藝治療協會網站,(2008),園藝治療相關資料,下載日期:2008年8月20日,取自http://www.ahta.org/
摘要: 園藝治療的基礎論調是提供正向和沒有威脅的環境,透過個人或團體的互動,受測者得到鼓勵去瞭解和處理自己的情緒與感受。本研究以預防的角度出發,提出針對具有潛在憂鬱特質的對象設計園藝活動,利用園藝治療活動達到放鬆身心、增進人際互動之效果為主要的考量,並期減緩壓力、獲得正面能量、避免憂鬱症的發生。依據本研究目的,設定實驗對象為因課業壓力沉重,而有潛在憂鬱傾向之高中生。抽樣方式採用便利取樣法選取國立大里高中二、三年級各一班學生及國立台中高農幼保科二、三年級各一班學生。透過本研究之園藝治療活動設計,四週的園藝課程分別為種子畫家(種子拼貼)、種子配對(播種)、花草集(押花)、迷你庭園(組合盆栽),加上一週後的課後評估,總共五週。本研究使用柯式憂鬱量表、園藝活動評估量表、課後評估問卷、整體心得問卷作為資料蒐集工具。園藝活動操作時間,於九十八年十一月中旬至九十九年六月中旬陸續執行。 研究結果顯示,參與園藝治療活動後,確實可減緩高中生的壓力程度,且透過園藝治療活動的進行,增進了受測者的生理、認知、社交、情感效益,並產生了身體活動力提升、責任感提升、專注力提升、自信心提升、社會互動力提升、對園藝相關知識興趣提升等等效果。透過開放式問卷的填答,也更加確認高中生的壓力源大多來自於課業,而參與園藝活動讓受測者有了抒發的管道。在活動效益的分析結果得知,從種植植物、照顧植物的過程中,可培養責任感,並在植物成長中,體會植物生命力;藉由創作性的植物拼貼,可培養細心、耐心及美感,並發揮個人巧思;整體而言,各種活動皆有其愛好者並可增進各種不同之效益。 透過本研究的操作,研究結果可提供學校相關單位,做為輔導學生減緩壓力之用。而研究中亦將園藝治療活動減緩壓力的模式建立出雛形,研究流程可提供給後續研究者參考,並且在活動設計上,可針對高中生調整園藝活動內容,設計較動態、活潑的課程,以配合高中生活力、青春的年紀。在評估量表方面,可再嘗試其他不同的評估量表;而園藝治療評估量表方面,建議針對目標對象將題項做適度的調整與修正。
The fundament of horticultural therapy is offering a positive and safe environment for the participants of therapy. The participants will be encouraged and able to handle his own emotion and sensation through the interaction in the group and between the individuals during the process of therapy. Form the standpoint of disease prevention, this study proposes the plan of horticultural activities for someone who has potential characteristics in depression, and also in the consideration of that participants can obtain the effects of enhancement in human relationship, physical and psychological relaxation from activities. Furthermore, the study expects that it can help participants relieve their pressure, gain the positive energy and prevent from occurrence of depression. In accordance with the study purpose, the high school students who are regarded as people having potential tendency to depression which is caused by pressure in schoolwork are the subjects in this study. This study uses convenient sampling, to abtain samples who are the students in second and third grade from National Da-Li Senior High School and National Taichung Agricultural Senior High School, One a class in each grade of each school is selected. The therapeutic activities designed by this research, include “painting by seeds (mosaic in seeds)”, “seed mating (seedling)”, “collection of flower and plant (pressed flower craft)”, “mini garden (combination pot)”. After pexperiments, the post evaluation of activities is also conducted. Ko''s Depression Inventory, effectiveness evaluation inventory of horticultural therapy, questionnaire for evaluation in post activity, questionnaire of knowledge gaining in overall activities are the tools applied in the study. The activities took place in the period of year 2009 November to year 2010 June. The results indicates that the activities can firmly relief the pressure of the horticultural therapeutic participants who are senior high school students. Through the activities processing, students gradually increased their vitality, responsibility, mindfulness, confidence, social interaction, the knowledge and interest of horticulture etc. From open ended questionnaire filled by research subjects, the study can further confirm that the resource of senior high school students' pressure is mostly from their schoolwork, however, participating in these activities is one of the ways for relieving their pressure. From the analysis of activities' effectiveness, the study gains some critical information that is: the participants have developed their responsibility in the procedure of planting and caring the plants, and they have also realized the plants' vitality in growth of plants. The development of carefulness, patience and aesthetics are another effects from activities participation, and the activities can also let participants perform their creativity. Every kinds of activity have their supporters, and different kinds of activity have their different effectiveness in the study. The finding from the study can offer the school and related organizations for referencing in assistance of student's pressure relieving. The model pressure relief from horticultural therapeutic activity is made by the research, thus the procedure of research is able to be the reference in the follow-up investigations. However, the follow-up investigation can modify the original activity design to be more active and vivid to fit the characteristics of teenager. In the consideration of evaluative inventory, the following study can try other kinds of evaluation measurement scale. In addition, when thinking about the effectiveness of evaluation measurement scale of horticultural therapy, the study recommends that the inventory's items be appropriately alteried or modified according to different research subjects.
URI: http://hdl.handle.net/11455/29187
其他識別: U0005-2008201014273400
文章連結: http://www.airitilibrary.com/Publication/alDetailedMesh1?DocID=U0005-2008201015102400
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