A Study on Emotional Healing Efficacy of Movies for Undergraduate Students Suffering Breakups in Taiwan
|關鍵字:||電影療法;發展性書目療法;情緒療癒;電影;失戀;大學生;cinematherapy;developmental bibliotherapy;emotional healing;movie;breakup;undergraduate student||公開日期:||2011||摘要:||本研究旨在探討電影對失戀大學生之情緒療癒效用，研究目的包括(1)了解失戀大學生之分手經驗及情緒困擾問題，(2)了解個別電影對失戀大學生之情緒療癒效用，(3)分析具有情緒療癒效用之電影產生療癒效果的場景及因素，以及(4)探討個別電影對失戀大學生達致不同程度情緒療癒效用之因素。在研究設計上，本研究採取質性研究法，針對14位失戀大學生進行半結構式深度訪談。
This study focuses on the emotional healing efficacy of movies for undergraduate students, with topics including: (1) to describe breakup experiences and emotional disturbance problems among undergraduate students, (2) to understand the emotional healing efficacy of cinematherapy on undergraduate students suffering from the effects of breakups, (3) to analyze which scenes and elements of the movies effectively generate emotional healing, and (4) to investigate which factors influence the emotional healing efficacy of the movies on the students. This study implements a qualitative approach, employing an in-depth interview focusing on 14 undergraduate students suffering from breakups. In the study, half of the participants had initiated the breakup, while the others had been the passive actor in the breakup. The most common reason for the breakups was an unequal level of attachment between the partners. The most frequently used means of assuaging the negative emotions triggered by the event was seeking some form of social support. The most common emotional disturbance problem among the participants was the feeling of loneliness after the breakup. It was discovered in this study that among the 14 movies used, 11 of them appeared to invoke the identification, catharsis, and insight process in the emotional healing efficacy, and 6 of them showed positive effect on the cognition of transforming specific breakup events. Three factors were found to influence emotional healing efficacy: (1) similarities of backgrounds elements between the participants and those of the characters in the movies, (2) active emotional expressions of the characters in the movies, and (3) problem-solving alternatives exhibited by the characters in the movies. Similarities that influenced efficacy included the appearance and gender of the characters and similarities between the values held by the participants and by the characters. Finally, in accordance to the results of the interview, the researcher concluded the following suggestions to university libraries and student counseling centers: (1) categorize multimedia collections according to emotional disturbance problems that are common among undergraduate students and provide bibliographies annotated with relevant works on emotional healing, (2) provide emotional healing movie bibliographies for undergraduate students on the university librarys’ websites, and (3) use movies that may facilitate emotional healing as a tool for counseling students dealing with emotional disturbance problems caused by breakups.
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