正念情緒課程對樂齡大學老人憂鬱與幸福感之初探研究

Translated title of the contribution: An Exploratory Study of the Mindful Emotion Course on the Elderly`s Depression and Well- being of the Elderly of Senior University

林千立, 劉芳, 陳莉榛, 林靜如

Research output: Contribution to journalArticle

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Abstract

According to the mindfulness-oriented psychotherapy, the aim of this research is to explore the influence of mindful emotion course on the elderly’s depression and well-being. Our research adopts single-group pre and post test investigation on valid samples – 31 members of a senior college of technology in New Taipei City. Geriatric Depression Scale and Chinese People Happiness Degree Scale are both the investigation tools used in this research. Through descriptive analysis and t-test statistic analysis, this research reveals that “mindful emotion course” fails to cause any impact on the elderly’s depression and wellbeing. However, it is the degree of the elderly’s depression that will influence the relation between the mindful emotion course and well-being. The sense of happiness of high depression group has a tremendous elevation after the course while that of the low depression group has no radical change. The relevant results and suggestions of this research are welcome for further reference of research and lecture.
Original languageTraditional Chinese
Pages (from-to)111-119
JournalJOURNAL OF TUNGNAN UNIVERSITY
Volume42
Publication statusPublished - Mar 2017

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emotion
well-being
happiness
Group
geriatrics
psychotherapy
statistics
cause

Keywords

  • mindfulness-oriented psychotherapy
  • mindfulness
  • elderly education
  • depression
  • well-being

Cite this

正念情緒課程對樂齡大學老人憂鬱與幸福感之初探研究. / 林千立; 劉芳; 陳莉榛; 林靜如.

In: JOURNAL OF TUNGNAN UNIVERSITY , Vol. 42, 03.2017, p. 111-119.

Research output: Contribution to journalArticle

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abstract = "本研究運用正念取向療法,形成「正念情緒課程」,探討此課程對老人憂鬱與幸福感之影響。研究採單組前後測研究,有效樣本為31位新北市某科大之樂齡大學學員,研究工具為「老人憂鬱量表」與「極短版中國人幸福感量表」,經描述統計及 t 考驗統計分析,本研究發現「正念情緒課程」並無法影響老人之憂鬱與幸福感,然而,老人的憂鬱程度影響正念情緒課程與幸福感之關聯性,其中高憂鬱組老人之幸福感在課程介入後顯著提升,低憂鬱組老人之幸福感在課程介入後則無顯著改變。本研究結果及建議供後續研究與教學參考。",
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