陳書梅臺灣大學:圖書資訊學研究所洪新柔Hung, Shin-JouShin-JouHung2010-05-052018-05-302010-05-052018-05-302009U0001-1601200912372400http://ntur.lib.ntu.edu.tw//handle/246246/179701本研究旨在探討大學生對於大學圖書館施行發展性書目療法服務之需求與期望之服務內容，研究目的包括(一)瞭解大學生之心理需求與常見之情緒困擾問題(二)探究大學生常閱讀之情緒療癒圖書類型，以及圖書對大學生之情緒療癒效用(三)瞭解大學生於大學圖書館找尋情緒療癒圖書時所遭遇之困難與解決之道(四)探討大學生對於大學圖書館施行發展性書目療法服務之需求及期望的服務內容。 在研究設計上，本研究採取質化研究方法，針對20位閱讀經驗豐富，並將閱讀視為主要舒緩情緒管道的臺灣大學大學部學生進行半結構式深度訪談。研究結果顯示，學業問題為大學生最主要之情緒困擾問題。而大學生常閱讀之情緒療癒圖書可分為小說類、非小說類及自助書，小說類與自助書又可進一步按各種主題分類，其種類較多元；而非小說類之情緒療癒圖書則以繪本最受大學生歡迎。研究結果亦發現，情緒療癒圖書對大學生之情緒療癒效用會隨讀者個人因素如興趣喜好、困擾問題類型、生活背景等，以及閱讀素材本身特性因素而有所不同。至於大學生於大學圖書館找尋情緒療癒圖書時所遭遇之困難與解決之道，「至書架上瀏覽」為受訪者主要找尋情緒療癒圖書之方式，而「預約等候時間長」為受訪者首要遭遇之困難，當未尋獲欲閱讀之情緒療癒圖書時，「向朋友借閱」及「借閱其他同類型之書」是受訪者較常採取的解決方式。而大學生對於大學圖書館施行發展性書目療法服務之需求中，受訪者較偏好圖書館先施行「閱讀式書目療法服務」，其服務內容包括「提供情緒療癒解題書目及書目清單」、「設立書目療法服務專區」、「舉辦情緒療癒主題書展」與「以電子報或電子郵件發送情緒療癒圖書相關書訊」等，且受訪者認為大學圖書館宜注意書目療法服務之宣傳活動，並可與校內外其他單位合作提供服務，同時須考量館內人力與經費以及讀者的轉介問題。此外，受訪者認為書目療法服務館員宜具備同理心，同時能「知書」與「知人」，並透過良好的溝通技巧來施行書目療法服務。　最後根據文獻及訪談結果分析，對大學圖書館提出以下幾點建議：(一)成立書目療法服務專區(二)編製情緒療癒圖書解題書目及書目清單(三)舉辦情緒療癒主題書展(四)建置書目療法服務網路平台(五)培訓書目療法服務館員(六)與校內外單位合作施行書目療法服務。This study has the following aims: (1) exploring undergraduates’ psychological needs and emotional problems, (2) exploring the kind of emotional healing books that college students usually read and the emotional healing effectiveness of these books, (3) realizing the difficulties faced by college students in the process of looking for such emotional healing books in the university library, and (4) exploring the developmental bibliotherapeutic service needs of undergraduates at National Taiwan University. An intensive interview was conducted to investigate undergraduates’ needs for bibliotherapeutic service. The research target comprised twenty undergraduates from National Taiwan University who are deeply involved in reading emotional healing books. The conclusions acquired from this study can be summarized as follows. First, the psychological needs and emotional problems faced by undergraduates are usually related to schoolwork. Second, there are three kinds of “emotional healing” books that undergraduates usually read—fiction, non-fiction, and self-help books. Fiction and self-help books can be further divided according to their themes. Moreover, undergraduates prefer the books containing pictorial representations under non-fiction emotional healing books. Third, the emotional healing effectiveness of these books differs because of two factor: the undergraduates’ perspnal factors and the material factors. Fourth, “bookshelf-browsing” is the main manner in which undergraduates find the desired emotional healing books, and “it costs us time to wait for the requested books” is their main problem while seeking these books in the university library. When undergraduates are unable to find their desired books, they tend to borrow from their friends or borrow books having similar themes. Lastly, they prefer the “Reading Bibliotherapeutic Services”, which include “the provision of the emotional healing annotated bibliography or book list,” “the setting up of the bibliotherapeutic service section,” “the setting up of a display of the emotional healing books,” and “the provision of an e-paper or other information on these books.” Furthermore, undergraduates consider promotion of the bibliotherapeutic services is important. Thus, the library should work in cooperation with other departments on campus or other social institutions, and the service provider must consider the cost and human resources required in the library. At the same time, librarians must be careful when they have to indirectly introduce undergraduates to psychology professionals. On the other hand, undergraduates believe that the librarian who serves for the purpose of bibliotherapy should be empathetic and should connect the “right book” with the “right person”; they also responded that librarians should possess good communication skills. According to the above conclusions, the following suggestions were proposed to university libraries: (1) setting up a bibliotherapeutic service section, (2) creating an annotated bibliography and book list of emotional healing books, (3) organizing an exhibition for emotional healing books, (4) establishing a bibliotherapeutic service blog or web site, (5) training the librarians for future bibliotherapeutic services, and (6) cooperating with other departments within and outside campus for providing effective bibliotherapeutic services謝 辭 i文摘要 iii文摘要 v一章 緒論 1一節 研究動機與背景 1二節 研究目的 5三節 研究範圍與限制 6四節 名詞解釋 7二章 文獻探討 9一節 大學生的心理需求及常見之情緒困擾問題 9二節 書目療法之原理與內涵 16三節 圖書館與書目療法服務 46三章 研究設計與實施 57一節 研究方法 57二節 研究對象 59三節 研究實施與步驟 65四節 資料處理與分析 67四章 研究結果分析與詮釋 69一節 大學生常見之心理需求與情緒困擾問題 69二節 大學生常閱讀之情緒療癒圖書類型及圖書之情緒療癒效用 76三節 大學生於大學圖書館尋找情緒療癒圖書所遭遇之困難與解決之道 109四節 大學生對書目療法服務之需求及期望之服務內容 125五節 綜合討論 174五章 結論與建議 189一節 結論 189二節 建議 195三節 進ㄧ步研究之建議 198考文獻 201錄一：訪談邀請函 211錄二：BBS徵求受訪者公告 213錄三：前導研究之訪談大綱 215錄四：修改後之訪談大綱 219錄五：提供受訪者之參考資料－書目療法服務簡介 221錄六：訪談逐字稿示例 225application/pdf1257974 bytesapplication/pdfen-US書目療法書目療法服務大學圖書館大學生情緒療癒bibliotherapybibliotherapeutic serviceuniversity libraryemotional healingthesishttp://ntur.lib.ntu.edu.tw/bitstream/246246/179701/1/ntu-98-R93126011-1.pdf