國小高年級學童情緒療癒閱讀之質化研究

Abstract

即將步入青春期的國小高年級兒童，具有各種心理發展特徵，復以現代社會多元的壓力與日俱增，易導致兒童衍生情緒困擾問題，並產生憤怒、沮喪、挫折感等負面情緒。此際，藉由閱讀情緒療癒素材，則可協助兒童平復混亂情緒，從中尋求問題的解決之道，藉此促進當事者之身心健康。為了解國小高年級學童之情緒療癒閱讀行為，研究者採用半結構式深度訪談法，針對臺北縣市的兒童、家長及老師共30人進行訪談，從而探究兒童常見之情緒困擾問題類型、其遭遇情緒困擾時所閱讀之圖書類型，及獲得情緒療癒素材的管道。研究結果顯示，兒童的情緒困擾問題主要來自家庭、學校及個人等方面，而常閱讀之情緒療癒素材包含漫畫、小說、繪本與兒童故事等。至於獲得情緒療癒素材的管道，則係由家長或兒童自行購買、向他人借閱、至班級圖書櫃或圖書館借閱，以及至書店或租書店閱讀等方式。

Senior students of elementary schools are going through the phase of a physical and mental transition from childhood to adolescence. They may suffer from some emotional disturbances resulting from the transition and are hence easily inflicted by negative emotions such as anger, depression, and frustration. Reading is one of the various ways that may help children in this phase maintain their emotional balance. Through their approaches to some reading materials that may provide emotional healing effects to certain degree, children may figure out possible explanations and solutions for their emotional disturbances. To recognize the patterns of children’s emotional healing reading behavior during this phase, our study conducts semi-structured in-depth interviews with 30 research subjects from Taipei City and Taipei County, including senior students in elementary schools, parents, and teachers. The findings reveal that family, school, and personality are the key factors related to children’s common emotional disturbances. Comics, fiction, picture books, and stories are the main types of children’s emotional healing reading materials when they encounter emotional disturbances. The main access from which children acquire these reading materials includes purchase—whether by their parents or by themselves, borrowing from friends or libraries, reading in bookstores, and book rentals.