| 摘要: | 本研究題目為「在台陸生運用心理位移面對適應困擾議題之經驗研究」，旨在探究在台陸生進行心理位移書寫前面對適應困擾議題之經驗，以及心理位移書寫法在陸生面對適應困擾議題時所產生之影響。資料來源為四位在台陸生在進行8次心理位移書寫前後之訪談逐字稿，共計14小時。本研究採用敘事研究之「整體-內容」分析方法進行資料整理，結論如下：
一、在台陸生進行心理位移書寫前面對適應困擾議題之經驗：
從適應困擾內容來看，可分為政治社會、人際關係、課業壓力、個人狀態、日常生活、感情困擾以及整體感受等七個部分。而陸生對於其適應困擾之因應可包括迴避矛盾、理性溝通、予以反擊、自我調節、維繫關係以及堅定立場等六個部分。至於陸生對於其適應困擾之詮釋，可從對台灣人的解讀、對台灣的看法、對兩岸的觀點、對自己的認知、對來台生活的理解以及對感情的態度等六個部分加以呈現。
二、心理位移書寫法在陸生面對適應困擾議題時所產生之影響：
（一）在進行心理位移書寫後，陸生面對適應困擾議題之經驗有了怎樣的轉變：
1.正向經驗：包括程度與敏感性降低；面對與承認現實；接納與放下困擾；思路與態度改變；情緒改變；換位思考以及其他七個部分。
2.負向經驗有兩位參與者提及：包括對困擾的覺察更加敏感；困擾情緒擴散；有時會越寫越絕望等部分。
3.無變化經驗有兩位參與者提及：包括書寫之後並未感覺到什麼變化；關乎價值觀動搖，心理位移難以幫忙；困擾事件過去較久，書寫過後覺得變化不明顯等部分。
（二）心理位移書寫如何造成上述轉變：
1.心理位移經驗：包括書寫思路、位格轉換、重複面對、「我」、「你」、「他」、「再回到我」四個位格的經驗以及其他等八個部分。
2.書寫經驗：書寫的動作提供回憶和面對的機會，強迫自己對困擾進行思考。另外，有參與者無法確認自己的經驗轉變是因為書寫還是因為心理位移。
3.產生負向經驗的原因：覺察變得敏感，所以引發更多聯想；經常思考困擾，因此負向情緒擴散；要承認真實當中的「壞」，感到令人絕望。
4.無變化經驗的原因：書寫法並未完全掌握；書寫時糾結格式正確與否；依然重複發生的困擾較難產生變化；時間過去較久的困擾變化不明顯；產生既定印象的困擾較難被更改；個性較為固執。
The topic of this research is “The Experience of Mainland Chinese Students in Taiwan Using Psychological Displacement Paradigm in Diary-Writing On Adapting Issues”, which aims to explore the experience of adapting issues before using a Psychological Displacement Paradigm in Diary-Writing(PDPD) of Mainland Chinese students in Taiwan, and the influence of PDPD on these students when facing adapting issues. The data source is from the interviews with four Mainland Chinese students in Taiwan before and after using the PDPD eight times for a total of 14 hours. The data was analyzed by “holistic-content” analysis of the narrative inquiry method, and the results are summarized as follows:
I. The experience of adapting issues before using the PDPD of Mainland Chinese students in Taiwan:
From the point of view of adapting issues content, it can be divided into seven parts: political society, interpersonal relationship, school stress, personal status, daily life, emotional distress, and overall feeling. However, the response of the mainland Chinese students to the adapting issues should include six parts: avoidance of contradictions, rational communication, fighting back, self-regulation, the maintaining of relations, and firm positions. The interpretation of mainland Chinese students’ adapting issues can be represented by six parts: the interpretation of Taiwanese people, the views on Taiwan, the views coming from the two sides of the issue, their own understanding, understanding of life in Taiwan, and emotional attitudes.
II. The influence of PDPD on the Mainland Chinese students in Taiwan when facing adapting issues:
(1) What happened during the experience of the mainland students when facing adapting issues after using PDPD:
1. Positive experience includes seven parts: the reduction and degree of sensitivity, to face and the recognition of reality, acceptance and the release of distress, changing of mind and attitude, emotional change, and transposition thinking.
2. Negative experience that has been put forward by two participants: including being more sensitive to distress, emotions of distress, and sometimes becoming more desperate when writing more.
3. No change of experience that has been put forward by two participants: Feel nothing changed after writing. For challenging the value, psychological displacement is difficult. And for troubled events past for a long time, change is not obvious after writing.
(2) How PDPD made the above changes:
1. Psychological displacement experience: The components may include writing ideas, personality conversion, repeated facing, four personality pronouns as “I”-“you”-“he”-“back to me”, and so on.
2. Writing experience: Writing provides the opportunity to face the memories and makes the writers think about the issues. In addition, some participants can’t confirm that their experience changes were caused by writing or psychological displacement.
3. The reasons of negative experience: They include that awareness becomes sensitive, which leads to more associations; participants always think about trouble issues and negative emotional spreads; recognizing the real "bad” and feeling desperate.
4. The reasons of no change experience: Writing method is not been fully grasped; tangled by whether the format is correct or not when writing; the issues still exist in life; the issues happened too long time ago; the stereotypes are difficult to change; personality is relatively stubborn. |
