戲劇融入家族治療教學之創新實踐與反思

Integration of Drama into Family Therapy Training for Beginners: Innovation and Reflections

家族治療提供了解行為、症狀發展和解決方式的全新視野，從個人問題轉移到家族系統的解釋。如何設計培訓課程，協助社會工作學生有效學習家族治療知識，並發展實作技巧，本研究採行動研究的精神，針對皆為家族治療師新手的大四社工系學生，規劃並執行一整套教學創新，並整理過程經驗作為參考。課程規劃採戲劇融入教學的策略，教師在課程中安排觀影與討論、角色扮演、專業演員協助模擬演練等活動，形成討論、分享、回饋循環互動的教學模式，從不同層面刺激學習。學生透過體驗性學習，加深對家族治療知能的印象，並發展出實作技巧。本研究系統性分析修課學生的作業，並輔以包括兩位學生和兩位演員的訪談，整理出學生經歷訓練後的學習收穫。特別著重探討邀請專業演員協助模擬演練的設計，對於學生學習有哪些影響。研究發現，無論是演練者或觀察者，此學習安排均有助於其理解理論概念、實作技巧的學習，且能促進自我探索和反思。最後說明教學創新歷程中的反思，以及依據研究發現提出教學設計的修正。

Family therapy offers social workers new perspectives on behavior, symptom development, and resolution of dilemmas. This study explored curriculum innovation for training social workers in family therapy. Moreover, the study investigated the role of professional actors in training exercises and the effect of drama on the learning experience of students. This research also systematically analyzed the reflective assignments of the students and identified the learning benefits acquired by the students after the training. The training course integrated drama into the training process and included course activities such as videos and analyses, roleplaying, and professional actors assisting students with practicing family therapy skills. Through experiential learning, students deepened their understanding of family therapy and enhanced their practical skills. To stimulate learning, the instructor deliberately established a cycle of discussion, sharing, and feedback in the classroom. Two students and two actors were interviewed to understand their experiences. The results of this study reveal that the learning arrangement assisted student performers and observers in learning theoretical concepts and practical skills and in self-exploration and reflection. Finally, on the basis of the findings, the researcher proposes a revision of the teaching design. The results of this study can serve as a reference for teaching senior social work students family therapy and developing practical skills effectively.