敘事塗鴉的客體化與自我覺察之探究──幼兒個案研究

A Probe into the Objectification and Self-awareness of Narrative Graffiti：A Child Case Study

幼兒情緒行為困擾的比例逐增，許多深層的心理語言無法得到解讀，而影響生活與學習。某幼兒園班導師因一名有固著行為與固著圖像創作之幼兒使其感到壓力，前來求助研究者。本研究藉由敘事塗鴉觀察幼兒主客體間的對話，以圖像分析與質性訪談方式，探究幼兒的客體化歷程與自我覺察之改變。
研究結果發現：（一）防衛心理阻礙了創作中的情感交流；（二）諮商技巧的運用催化了客體化歷程；（三）支持性空間可降低防衛，過渡性客體的象徵與隱喻減緩焦慮；（四）敘事塗鴉的溝通性促發幼兒自我覺察；（五）自我覺察帶給幼兒表達與人際互動的改變與轉化。
建議：（一）後續可邀請家長參與訪談以觀察個案的自我覺察與轉化是否延伸到家庭生活，以增加研究信實度；及（二）向班導師推廣支持性空間之理念，將輔導概念實現於教育現場，以降低幼兒防衛並鼓勵其表達。

The proportion of children’s emotional and behavioral distress is increasing year by year, and the deep psychological language cannot be interpreted, which affects children’s life and learning. A class teacher in a kindergarten felt pressured by the behavior of a child with stereotyped behavior and stereotyped image creation, and came to the researcher for help. The researcher led the case to do narrative graffiti to observe the dialogue and changes between the subject and the object in depth. Use image analysis and qualitative interviews to explore the relationship between the process of objectification and self-awareness.
The results show that (1) defensiveness hinders the emotional communication during creation; (2) the use of counseling techniques catalyzes the objectification process; (3) the supportive space reduced defensiveness, and transitional objects reduce anxiety; (4) the communication and feedback of narrative graffiti promote self-awareness; (5) self-awareness brings changes and transformations in the child's expression and interpersonal interaction.
Based on the results of the study, the following recommendations were provided: (1) invite parents to participate in interviews to help understand the parent-child relationship and observe whether the transformation of the case extends to family life; (2) promote the concept of supportive space to frontline teachers to reduce children’s defense and express and express with peace of mind.