從幽谷邁向顛峰之路---教師心理健康之研究(II)

Abstract

本研究計畫案擬持續前案的發現，針對中小學教師的心理健康問題，提出完整性的研究。本研究計畫案擬以正向心理學為理論基礎，根據文獻評閱結果，歸納提出「錯亂型」、「掙扎型」、「幽谷型」、與「顛峰型」等四種不同的心理健康狀態理論模型，並特別針對其中的「幽谷型」教師，抽樣作為本研究擬進行實驗處理的對象，企圖透過各種介入方案的實驗成效，達成全面提升教師心理健康的預防及治療措施。本研究計畫案擬分二年期來進行研究，第一年著重在診斷工具的編製與建置，以及分析這四種類型教師的盛行率；第二年則著重在擬定介入方案，並針對「幽谷型」教師進行各種介入方案的實驗處置，以確定各種介入方案的處置效果，並作為驗證研究構想的依據。最後，本研究擬透過各種實驗成效的比較，希望能推論研究成果及提出具體建議，以供教育當局制訂有關教師心理健康政策的參考。

The purpose of this study is to complete a research about the mental health of teachers based on the previous research findings. This study, which based on the theory of positive psychology, reviews the literature of the mental health and proposes the four different state models about mental health, such as: floundering, struggling, languishing, and flourishing. Among them, the languishing teachers are especially chosen for the experiments. Several interventions are proposed to be investigated. The long-term effects of these interventions are studied in detail. There are two-year periods for this study. The first-year study is to focus on the development of diagnostic tools and the construction of the web-based experiment systems. The second-year study is to emphasize the treatment effects of these interventions for the languishing teachers. Finally, the treatment effects of these interventions are compared, and several concrete suggestions for policy making about teachers’ mental health are proposed.