國中學生心理演劇團體輔導之經驗

1993年10月起，於台灣烏來鎮及士林區給予適應欠佳的原住民國中學生團體（以下簡稱山地群）和都市國中學生團體（以下簡稱平地群）各3組，每組固定成員10名左右、平均10次實施心理演劇輔導。整體團體步驟包括暖身、演出與開通、分享與結束，目的在於探究團體成員的人際關係互動。將主角和輔角過去的經驗在「此地此刻」情境中處理，並以未來投射技巧促進團體成員的調適。在導演選擇性的指導下，透過輔角及觀眾的分享，鼓勵建設性的現實考驗，以調整主角的自我呈現。歷時一學期的團體發展過程中，透過初期兩次的發現問題與討論、中期四次的角色扮演以及最後六次的社會劇，團體成員的互動得到增進。平地群對輔導團體有所抗拒，山地群則顯示有興趣繼續接受團體輔導。為擴大療效因素，處遇外的積極正向影響有助於團體成員綜合人格緩和過程以及與周遭人際的互相依賴。

Since October of 1993, a series of average ten sessions of psychodramatic treatments have been conducted on six groups of maladjusted adolescents in Taiwan---three groups of aboriginal and three groups of urban junior high school students. Integrative group approach in successive warm-up, action, and closure phases within each session can be investigated in terms of interpersonal relationships. Past experiences of a protagonist and auxiliary egos may be worked out in here-and-now situations, and future projection techniques can facilitate their further adjustment. Constructive reality testing has been encouraged to coordinate the protagonist's self-presentation with sharing given by auxiliary egos and audience under the director's eclectic orientation. Gradual development of group processes promoted group members' interactions by problem finding discussion for the initial two sessions, role playing for the middle four sessions, and sociodrama for the last six sessions during the period of one semester. Urban students were somewhat resistive to this approach, while aboriginal students expressed their desire of continuing this treatment procedure for another semester. In order to maximize therapeutic effect, the positive influence outside of treatment settings may help group members synthesize their personality moderation course with interdependence among people around.