ABSTRACT

This study looked into the effectiveness of an intervention program using multimodal expressive arts therapy approach for underachieving adolescents. A six-session program, adopting strength-based and insight-oriented approach, was implemented to 14 secondary school students who met the criteria as underachievers. Qualitative data was analyzed using grounded theory methodology. Two themes emerged from students’ artwork and reflection, as well as teachers’ feedback: conflicts and defense (inferiority and helplessness; indifferent and sloopy), as well as the needs for understanding and social support reoccurred in students’ art piece and reflection across sessions. Quantitative data, from teachers and students, indicated an increase in behavioral and emotional engagement at the end of the program. Multidimensional motivation states of underachieving students were also emerged. The indifference within themselves on the issue on “underachieving” are brought to their conscious level and leading to more self-reflection. Limitations and implications of this study are presented.

摘要

这项研究探讨了采用多式联运艺术疗法的干预计划对未成年青少年的效果。为14名达到不及格标准的中学生实施了一个六学期计划，采用基于力量和洞察力的方法。使用扎根理论方法分析定性数据。学生的艺术作品和反思以及老师的反馈产生了两个主题：冲突与防御（自卑与无助；冷漠与单薄），以及在学生的艺术作品和跨期反思中再次出现了对理解和社会支持的需求。来自教师和学生的定量数据表明，在计划结束时，行为和情感投入有所增加。成绩不佳的学生的多维动机状态也出现了。他们内部对“成就不足”问题的冷漠态度已达到他们的意识水平，并导致更多的自我反省。介绍了这项研究的局限性和意义。