正念融入青少年三級輔導模式之探討

本文探討如何將正念的實證效益結合學校的三級輔導模式以提供青少年心理方面的協助。正念發展至今已有二三十年，應用在醫學、教育、生活等各層面已相當廣泛，亦無年齡層的差別，服務的對象從嚴重的精神疾患到輕微的心理障礙都有顯著的效果，甚至也提供一般人心理保健之道，也因服務對象需求之不同而發展出各種不同的療癒方案或教育課程。筆者認為正念的發展正好與學校三級輔導模式的分層分工相互呼應，不僅同樣關注心理層面的健康，也強調滿足各級學生的不同需求。青少年正值身心劇烈變化的時期，對自我產生很多的好奇與疑惑、擔心與不安，開始面對各種人際困擾，需要環境給予較多的關懷與協助，正念恰可提供青少年相當多的助益；也由於青少年正值國民教育階段，藉由學校正念環境的建構將可協助所有的青少年。儘管目前正念已逐漸在學校發展起來，但是尚沒有清楚的架構依循可以視人適需提供合宜的正念處置方式，因此筆者擬以三級輔導為架構探討如何將正念有效地應用在青少年對象上，冀望能夠協助他們度過風暴的青春期。  This article explored how to combine the empirical benefits of mindfulness with the school’s three-level counseling model to provide psychological assistance for adolescents. Mindfulness has been developed for 20 to 30 years, and it has been widely used in medicine, education, and life. There is no difference in age groups. Moreover, mindfulness can be beneficial to people of all ages. Mindfulness has a significant effect on its target groups, ranging from severe mental illness to mild psychological disorders, and it’s even provided with the public general with mental health care. Various treatments have been developed due to the different needs of target groups, including healing programs and educational courses. The author believes that the development of mindfulness synergistically interacts with the hierarchical division of labor in the school’s three-level guidance model. It not only pays attention to psychological health but also emphasizes meeting the different needs of students at all levels. Teenagers are in a period of drastic physical and mental changes. They have a lot of curiosity, doubts, worry and anxiety about themselves, and they also begin to face various interpersonal problems. They need more care and assistance from the environment. Mindfulness can provide a lot of help for adolescents. What’s more, since adolescents are at the stage of national education, all adolescents can be assisted by the construction of a mindfulness environment in schools. Although mindfulness has gradually developed in schools, there is still no clear framework to follow to provide appropriate mindfulness treatment methods according to people’s needs. Therefore, the author intends to use a three-level counseling framework to explore how to effectively apply mindfulness to young people and help them weather the ups and downs of their adolescent period.