本論文從身心療癒的學習者立場出發，闡釋其身心困擾，學習歷程，自我回觀的學思歷程，而架構出個人的實踐知識。旨在了解研究者如何去傾聽、解讀自己的身體訊息，及如何面對、辨識混亂的身體經驗。在學習歷程中，原生家庭、敘說實踐團體、肢體療法、敘事書寫對研究者身體心感受的交互影響。研究者從自身的敘說實踐經驗，體悟到身心工作及敘說對心輔所學生在自我覺察、自我療癒、自我照顧、自我實現的意義。
研究者書寫論文期間，需要穿越身體記憶的創傷，擴展身體感官知覺，因而了解複雜的身心互動與家庭、學習場域、社會文化息息相關。研究者用實際經驗說明敘說實踐即是操練靈性，可以幫助人們邁向身心統整的全人之道。
This is a study about “who am I”. The researcher learns practice knowledge as a body-mind healer and explains her somatic disorder, learning process, and self-reflection. Through the self-narrative process the researcher understands and distinguish body message from inside to outside. Also the researcher understands how body message impact her learning process. The researcher finds original family, narrative practice group, body-mind therapy, narrative writing will interactive in her learning process. Through researcher self-narrative practice and reflection in/on body-mind therapy, she understands self-narrative practice and body-mind therapy improves self-awareness, self-healing, self-care, self-accomplish.
During narrative writing, the researcher has to heal trauma in body memory and develop sensory system to connect inside word and outside world. The researcher find body–mind movement is relationship with her family, learning field and social culture. Through the researcher self-narrative practice, she knows this is a spirit practice and help people go toward a holistic life.
