Exploring the Design and Practice of Affective Development Programme for Gifted Students’ Compassionate Mind

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Project title

Code/計畫編號

MOST107-2635-H019-001

Translated Name/計畫中文名

資優學生情意發展方案之設計與實踐反思：慈悲心靈的觀照

Project Coordinator/計畫主持人

Chih-Hsuan Chang

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Teacher Education Center

Website

https://www.grb.gov.tw/search/planDetail?id=12690908

Year

2018

Start date/計畫起

01-08-2018

Expected Completion/計畫迄

31-07-2019

Bugetid/研究經費

420千元

ResearchField/研究領域

教育學

近二十多年來，神經科學、心理學及臨床諮商與教育領域的跨界合作，在世界各地展開許多關於身心整合的研究與教育工作，慈悲心靈（Compassionate mind）即為其一。慈悲不只是善意或同理，其核心是勇氣。除敏覺於自我和他人的痛苦，慈悲更包含勇於覺察痛苦的本質與原因，願意運用智慧採取行動以減輕或中止苦難（Gilbert, 2017）。資優生因心理特質異於一般生，存有一些獨特的適應問題，可能導致負面的人際互動（郭靜姿，2000），而資優生一旦在情意面遭遇困難，認知發展也會受到波及（Obergriesser & Stoeger, 2015）。慈悲心靈的培養(Compassionate mind training, CMT)最初是為了幫助高度自我批判與自覺羞恥的個體開發。由於成長的種種因素，特別是不安全的依附關係，讓他們不易甚至排拒自我安慰，也沒有機會學習如何平衡身心、疼惜自己與他人。過去相關研究顯示，慈悲方案的介入有助於調節負面情緒、提高生活滿意度，增進社會心理韌性，因此，本計畫將以兩年三階段進行研究：1)第一階段：中文化慈悲之相關測量工具，以建立其心理計量特性；2)第二階段：運用量化工具與質性訪談探索不同教育階段資優學生的慈悲心靈，了解慈悲與相關因素可能的關聯；以及3) 第三階段設計觀照資優生慈悲心靈的情意發展方案並檢驗其成效。最後，根據研究結果，提出相關建議。In the past two decades, the cooperation in neuroscience, psychology and clinical consultation and education has conducted many research and educational efforts on the integration of body and mind around the world. Compassionate mind is one of them. Compassion is not just kind or empathy, its core is courage. A standard definition of compassion is, "a sensitivity to suffering in self and others with a commitment to try to alleviate and prevent it." (Gilbert, 2017). Gifted students have some unique adaptive problems due to their different psychological traits, which may lead to negative interpersonal interaction (Ching-Chih Kuo, 2000). However, gifted students may encounter problems in cognitive development if they encounter difficulties in their affection (Obergriesser & Stoeger , 2015). Compassionate mind training (CMT) was originally developed to help individuals who are highly self-critical and self-consciously shameful. Due to various factors of growth, especially unsafe attachments, compassion is not easy for them. They even refuse to accept compassion from others. They also have no chance to learn how to balance their body and mind, and compassion for themselves and others. Existent relevant studies indicate that the intervention of compassionate programs was found to associate with regulation of negative emotions, increment in life satisfaction, and enhance of social psychological resilience. Therefore, this two-year study aims to explore the compassion of gifted students and to design the Affective Development Programme for Gifted Students’ Compassionate Mind. The proposed study plans to include three stages, i.e., 1) The first stage: to evaluate the psychometric properties of the measures assessing Chinese compassionate; 2) the second stage: Use quantitative tools and qualitative interviews to explore the compassion of gifted students at different stages of education and to understand the possible correlation between compassion and relative factors; and 3) the third stage: to design and implement a Affective Development Programme addressing the affective needs of gifted students to enhance their compassionate mind. Evaluation of the effectiveness of the affective development program will be also conducted.

Keyword(s)

資優學生
情意發展
慈悲心靈
方案設計
gifted students
affective development
compassion
program design

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Exploring the Design and Practice of Affective Development Programme for Gifted Students’ Compassionate Mind

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