英文摘要 |
This assessment study investigated the participation ofthe student counseling center at National Taichung University (formerly National Taichung Teachers College) in children's psychological recovery work following two major natural disasters in Taiwan. After severe flooding and mountain mudslides occurred in south-central and south-eastern Taiwan on August 8, 2009, the counseling center was responsible for providing psychological recovery for one elementary school children from the affected area. The author was one of the participants. The other natural disaster was the Jiji earthquake of September 21 , 1999. As director of the counseling center at that time, the author planned and implemented a psychological recovery program for children. This paper analyzes the child psychological recovery programs conducted after these two natural disasters, investigates and assesses problems encountered during the implementation of play therapy, and provides recommendations concerning future child psychological recovery programs following natural disasters. The study discovered that the five-month program conducted in the wake ofthe Aug. 8 floods provided counseling to children once every two weeks, and met a total of eight times. This program also provided eight health education handouts to parents, and conducted one three-day 'winter camp' activity. A psychological screening tool was used to select 18 children for individual counseling service; the counseling sessions lasted 50 minutes and were provided eight times to each child, for a total of 144 times. The author conducted play therapy sessions with three of the group of children. It was recommended that 10 children in need of further counseling participate in a play therapy program. The study further discovered that two methods were used at National Taichung University to provide psychological recovery of children in the wake of the 921 earthquake. One method consisted of the group guidance and counseling program for class, which was taught by students and teachers from several education departments overseen by the office of student affairs. The class of students from some 'adopted' elementary schools took part in the group guidance and counseling program with varied activities. The second method consisted of the child play therapy session implemented by the university's student counseling center. The student counseling center cooperated wìth the Chung-shih Culture and Education Foundation in conducting this activity. The Foundation's decision to raise and provide funds for play therapy (which is often termed 'play counseling' in practice) for the purpose ofpsychological recovery of children from disaster-stricken areas proved to be a good choice. As of 2002, this program achieved the following: (l) Eighty 13-20 m play counseling rooms with equipment had been established as a donation to elementary schools and children's counseling units. (2) The program sponsored and helped city and county governments in stricken areas to hold skills strengthening workshops for play therapy teachers; 16-20 hour small group workshops were held during each of the psychological sessions. (3) Implementation ofpractical clinical supervision. (4) Provision ofplay therapy service to children 1, 000 person-times. (5) Holding of one case seminar. It was found that the foregoing action programs all received the support of participating schools and teachers, and the role perceptions and level of responsibility of elementary school counseling office directors were major factors affecting schools' implementation of play therapy. We recommend that the government provide funding for the establishment of play counseling rooms at kindergarteens, elementary schools, and junior high schools, prudently hire counseling room directors, conduct skills strengthening workshops for play therapy teachers, train school play therapy counseling psychologist agents under the oversight of counseling psychologists, and establish an oversight system. |