王姿元

本研究旨在瞭解高中職學生之情緒困擾問題與接觸療癒素材管道，探究高中職學生、教師與館員對發展性書目療法服務內容之需求與看法，以及對高中職圖書館施行該服務之期望與建議，並探討究高中職圖書館實施發展性書目療法服務之可行方式。本研究設計採取質性研究方法，以半結構式深度訪談法蒐集資料，訪談對象包含高中職學生、教師及館員。

研究結果顯示，高中職學生最常見之情緒困擾問題為課業問題、人際關係與感情問題，其常使用之療癒素材類型為書籍與音樂，接觸情緒療癒素材的主要管道為圖書館。在發展性書目療法服務內容方面，圖書館應同時提供音樂、影片與書籍類療癒素材，並提供療癒素材服務專區、療癒素材清單、療癒主題展覽、療癒主題網路平台以及療癒主題讀書會等相關服務。在高中職圖書館施行發展性書目療法服務方面，施行人員的專業培訓為首要之務，圖書館可與輔導室及導師室合作宣導，落實推廣行銷之相關策略，並依據現有館藏建立療癒素材清單；發展性書目療法服務不僅有益於學生，亦有助於教師的情緒管理與班級經營，是圖書館應落實與推廣的服務。文末，提出高中職圖書館施行發展性書目療法服務可嘗試之短程、中程以及遠程目標。

本研究建議，高中職圖書館施行發展性書目療法服務應重視學校圖書館界、圖書資訊學界與圖書資訊相關組織三大層面。在學校圖書館界方面，應鼓勵館員進修圖書資訊學與書目療法專業知能，舉辦相關研習課程與活動以加強該服務之推廣與宣導，評估並推展現階段可行之服務項目，同時嘗試與校內外其他單位合作推行發展性書目療法服務。在圖書資訊學界方面，可開設書目療法專業培訓課程，並辦理書目療法知能研習與教育訓練課程，提供館員與相關施行人員進修機會。在圖書資訊相關組織方面，應設立書目療法顧問諮詢專門委員會統籌規畫推行事宜，以及編製情緒療癒素材解題書目與素材清單，作為學校圖書館自行編製療癒素材清單之依據及參考。

The purposes of this study are four-fold. First, this study tries to understand high school students’ emotional disturbance problems and the way of finding healing materials. Secondly, it explores needs and focuses on DBS. Thirdly, the study researches high school students, teachers and librarians’ expectations toward DBS in libraries. Fourthly, it intends to develop the possible approach of DBS in libraries. This study implements a qualitative approach. High school students, teachers, and librarians are invited as participants in an in-depth interview.

The results show that, the high school students’ main emotional disturbance problems are based on academic problems, interpersonal relationships, as well as romance issues. Books and music are the common types of healing materials. Libraries are the main source of healing material. About the DBS contents, libraries should provide music, videos and books as healing materials, and also offer healing materials service area, healing materials lists, healing thematic exhibitions, healing thematic network platforms, healing thematic reading clubs and other related services. A whole system of DBS will bring benefits to students and teachers with classroom management and emotion management.

In the conclusions, school library community, LIS academia, and library and information organizations are equally important to DBS. About the school library community, the suggestions include four points: to encourage librarians to enhance LIS and bibliotherapy professional knowledge; to conduct relevant workshops and events ; to assess and promote the services currently feasible; and to cooperate with other units inside and outside. About the LIS academia, the suggestions are to create professional training courses of bibliotherapy for college students and to supply the learning chances for librarians and related team members. About library and information organizations, the suggestions are to found specialized consultant committees, and to compile emotional healing materials lists to be reference resources for school libraries.