心智省察～促進資優生自我轉化之情意發展

Mindsight: Promoting Affective Development of Gifted Students' Personal Transformation

本文針對資優生的情意發展，探究晚近心理學與神經科學相關研究的啟示， 引介加州大學臨床精神醫學教授Daniel J. Siegel 心智省察的理論與主張，依其所 強調的與身心健康息息相關的人際神經生理機制，以及培養健康心智的方法，思 考資優生身心健全發展必要的素質及其成長途徑，並論述12 年國教資優學生情 意發展領域課綱與心智省察方法的連結。其次，分享研究團隊如何以心智省察的 理論為基礎，與資優生一同探討情緒的大腦，結合相關輔導策略，透過深省對話、 實踐體察，強化心靈的彈性及與社會的連結，逐步擴大內在容納空間與整合的力 量，朝促進資優生自我轉化的情意發展方向努力。最後，提出資優生情意發展課 程設計之芻議。

This article aims at exploring the affective development of gifted students and explores the implications of recent studies in psychology and neuroscience， in particular， the theory of Mindsight and the practice of the mental health promotion by Daniel J. Siegel， the professor of clinical psychiatry at the University of California， Los Angeles (UCLA) School of Medicine. In accordance with the interpersonal neurophysiological mechanisms that are closely related to physical and mental health and the methods for cultivating healthy minds， we considered the necessary qualities and pathways for the development of the physical and mental health of gifted students. We also discussed the link between the method of Mindsight and the area of affective development of gifted students in the 12-year curriculum. Secondly， we shared how the research team based on the theory of Mindsight， discussed emotional brains with gifted students， combined with relevant counseling strategies， and strengthened the flexibility of mind and the connection with society through deep dialogue and practical insights. We gradually expand the capacity for internal accommodation and integration， and strive to promote the emotional development of gifted students' self-transformation. Finally， the paper proposed a proposal for the design of gifted students' affective development curriculum.