創意老化生命故事書在地方案探討: 以失智團體與社區大學為例

Abstract

本研究旨在探討創意老化以視覺藝術創作生命故事書方案，對輕度失智與社區大學樂齡健康長者的效益與實施策略，以及參與此藝術方案的帶領者、藝術夥伴與社大學員對此方案的推廣建議。研究方式採質性研究，以行動參與觀察與半結構立意深度訪談社區大學生命故事書課程學員、傳承藝術資深帶領者與藝術夥伴蒐集資料，探究此方案對高齡者的影響。 臺灣自2018年正式進入「高齡社會」，65歲以上人口已占總人口14%。2017年長照2.0正式上路，於各個社區成立關懷據點，以在地老化社區整體照顧模式，提供預防及延緩失能的照護服務，但目前大多偏重在延緩身體衰弱與認知功能退化，缺乏滿足心理健康提昇長者自我價值的服務方案；而創意老化理念肯定長者的熟齡智慧，鼓勵以藝術展現長者獨特的生命經驗，是更積極與符合滿足心靈的方案。 研究者實際以行動參與觀察此創意老化生命故事創作方案，實施於失智長者小團體與社區大學樂齡學習，社區大學生命故事書課程實施一學期，失智長者團體的觀察六個月，進行方式每週一次約2小時活動，由參與觀察蒐集與訪談資料分析研究結果發現： 一、以視覺藝術創作生命故事書對輕度失智與健康長者有三個層面的效益： (一)心靈層面：活化記憶，肯定自我，統整生命意義，傳承生命意義延續愛。 (二)社交層面：分享彼此的生命故事，增加團體成員人際互動與情感連結。 (三)創作層面：享受創作樂趣，作品賦予成就感與自我肯定，創作賦能。 二、生命故事書創作方案運用於不同健康程度長者的策略。 (一)活動設計：主題以生命回顧為主，貼近生活經驗，聚焦討論。 (二)創作引導：事前評估長者能力與特質，選擇適當安全無毒媒材。示範操作，創造成功經驗；鼓勵表達真實感受。 (三)團體成員互動：帶領者營造親和安全的氛圍，促進形成網狀交織互動，成員分享創作，獲得支持與肯定。 (四)環境設備：無障礙設施，獨立且照明充足的活動空間，最好鄰近盥洗室以方便長者生理需求，創作時需要大工作桌面。 三、傳承藝術帶領者、藝術夥伴與社區大學學員對生命故事創作方案的推廣建議。 (一)志工知能培訓：若服務失智長輩，需事先培訓訪談技巧與認識失智症。 (二)加強創意老化觀念宣導；建立藝術輔療師專業制度；生命回顧可提前至中年或初老時期；祖孫共創生命故事書，促進世代共融的傳承意義。 本研究藉由生命故事書創作方案，以藝術展現長者獨特的生命經驗，肯定長者傳承文化價值，期望推廣創意老化觀念，以作為建構社區高齡成長團體課程規劃之參考。

The purpose of this study is to explore the effects and implementing strategies of the visual art creation lifetime storybook program for the mild dementia and healthy elders. And the suggestions from participants including community elder learners and the Legacy Art Work group leaders and partners to the lifetime storybook program. The research method adopts qualitative research, using action participation observation and semi-structured in-depth interviews with community elder learners who had participated in life storybook course, leaders and partners of the Legacy Art Work group, to collect data to explore the impact of this program on the elderly. The method is about a two-hour course once a week, and the research results of participating in observation collection and interview data analysis found that： 1.Creating lifetime storybook with visual art has three benefits for the elderly with mild dementia and healthy： (1)At the mental level： activate memory, affirm the self, unify the meaning of life, inherit the meaning of life and continue love. (2)At the social level： Share each other's life stories and increase the interpersonal interaction and emotional connection of group members. (3)At the aesthetic level： enjoy the fun of creation, the works give a sense of accomplishment and self-affirmation, and creation empowerment. 2.Strategies for applying lifetime story book creation schemes to elderly people with different health levels. (1)Activity design： The theme is mainly lifetime review, close to life experiences, and focus on discussion. (2)Creation guidance： Assess the abilities and characteristics of the elderly in advance, and select appropriate safe and toxic-free materials. Demonstrate operation and create successful experience; encourage the expression of true feelings. (3)Interaction between group members： the leader creates an atmosphere of affinity and safety, promotes the formation of a network of intertwined interactions, members share creations, and gain support and recognition. (4)Facilities： barrier-free facilities, independent and well-lit activity space, it is best to be adjacent to the bathroom to facilitate the physiological needs of the elderly, and a large work table is needed when creating. 3.Recommendations for the promotion of lifetime storybook creation program from Legacy Art Work leaders, art assistants, and community elder learners. (1)Volunteer knowledge training： If you serve dementia elders, you need to train interview skills and cognitive dementia in advance. (2)Strengthen the promotion of creative aging concepts; establish a professional system for art assistant therapists; lifetime review can be advanced to middle age or early old age; grandparents and grandchildren create lifetime story books to promote the inheritance of intergenerational harmony. This research uses the lifetime storybook creation program to show the unique life experiences of the elderly with art, affirms the cultural value of the elderly, and hopes to promote the concept of Creative Aging as a tool for constructing the curriculum planning for the elderly growth group in the community.