治療式遊憩/休閒治療(Therapeutic Recreation/Recreation Therapy）

您好：
自今（95）年度起，本中心為因應各跨領域專業對於如何利用遊憩與休閒活動促進服務客群或特殊需求族群之全人健康之需求，特開設「休閒運動管理碩士學分班」，請惠予轉知所屬員工報名參加。
本學分班開課日訂為3月7日（週二）晚上18：30-21：30，由本校休閒運動管理研究所姜義村博士（印第安那大學休閒行為博士，專攻休閒治療）開設碩士班課程「休閒治療學」，於開課前尚可報名，洽詢電話：02-25798953 或 02-25798849 及傳真電話：02-25706983（臺北體院推廣教育中心黃美倫小姐）
地址：臺北市敦化北路5號
此致


臺北體院推廣教育中心 敬啟
95年2月27日

請自行下載
上課講義與自我計分表格。

計算公式：學期成績＝A+[B +C]+D+E+F

A＝課出席成績：每次上課出席以五分計(第一週不列入計算)。

B＝技術成績：第七週前表現最好之十二局平均分數除十五（男）或十二（女）。
C＝進步成績：[(全學期表現最好之四局平均成績)減B]除二。
其中[B+C]最多二十分。

D＝個人賽成績一*（Midterm 1）：（41減全班排名序）除八。
*個人成績以考試期間取最高六局之總平均排名。

E＝個人賽成績二*（Midterm 2）：（41減全班排名序）除八。
*個人成績以考試期間取最高六局之總平均排名。

F＝二人團體賽成績*（期末考）：（21減團體排名序）除二。
*團體賽分組方式由個人賽成績二中，最高分者搭配最低分者為一組，次高分者搭配次低分者為第二隊，以此類推，無隊友者以單人成績計，取期末考試期間個人最高六局之平均分數排名。

舉例說明一：小明（男）上課共來六次[A=30]，第七週前表現最好之十二局平均分數為180[B=12]，全學期表現最好之四局平均成績200[C=10]，個人賽成績一為1[D=5] ，個人賽成績二為5[E=4.5]，團體賽排名為3[F=9]，其學期成績為＝A+[B+C]+D+E+F=30+[12+10-2]+5+4.5+9=68.5

舉例說明一：小花（女）上課共來十三次[A=65]，第七週前表現最好之十二局平均分數為72[B=6]，全學期表現最好之四局平均成績92[C=10]，個人賽成績一為41[D=0] ，個人賽成績二為33[E=1]，團體賽排名為15[F=3]，其學期成績為＝A+B +C+D+E+F=65+6+10+0+1+3=85

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可別沈迷喲！

只要在回應的地方，寫上您的姓名及回答本週問題即可。
本週問題為：

以您的認知，藝術是什麼？為什麼要將藝術以治療的方式規劃呢？又有哪些藝術可能可以給哪些族群應用呢？

Deadline: 3/3, 23:55.

只要在回應的地方，寫上您的姓名及回答本週問題即可。
本週問題為：
請寫出健康心理學可能對你的未來論文有幫助的地方。

Contemporary Leisure and Health Promotion

Instructors: John Chiang and Ray Chen
Phone: #6492
Email: dr.johnchiang@gmail.com & chenmh@npust.edu.tw
Blog: http://blog.roodo.com/tr1314

Office hours:

Purpose of the Course

The purpose of this course is to allow students to understand the concepts, development, and theories of contemporary leisure and health promotion. In addition, it helps students to learn the ways of using leisure to promote health in the past, present, and future from multiple perspectives. Its contents will be included theories and applications of contemporary leisure studies in the past, present, and future, issues and problems of health promotion, using leisure to promote health in different populations and by diverse means (therapeutic recreation, leisure education, older adults, children, and people with special needs) and the analysis and review of contemporary leisure studies and health promotion related issues.

Attendance

Attendance at every class is expected of each student. However, the policy on attendance for the course will be based on common practices in the workforce.
As a new employee (student in this course), you are allowed two sick days and one personal day per semester. You may take off these three days without penalty, however, you should notify your employer (instructor) in advance or as soon afterwards as possible in the event of unforeseen circumstances. You are allowed three tardy days*.
Employees (students) who have a perfect attendance record at the completion of the course, i.e. do not take any of the three days, will receive a bonus. The bonus in this course will be three (3%) percentage points added to your final average.
If you miss more than three days of work (class), you will be penalized. As a student, your penalty is represented by the deduction of one percentage point (1%) from your final grade for each day of work (class) missed. If you are tardy to class (5 min.) or leave early (5 min.) for more than three times, your penalty is represented by the deduction of one-half of a percentage point (.5%) from your final grade for each occurrence.
Just as your performance evaluation for a job would reflect excessive absences and tardiness, so too your grade for this course will reflect excessive absences and tardiness.
* Final examination can not be tardy days.

Academic Integrity

Dishonesty of any kind with respect to examination, course assignments, alteration of records, or illegal possession of examinations shall be considered cheating. Offering the work of someone else as one’s own is plagiarism. Papers or projects used in other courses, or projects used by previous students in this class is prohibited. Sharing work or working together is possible, but each work submitted should be separate, unique and represents the thoughts of the individual student. Anyone found cheating or violating these policies is subject to serious academic penalty.

Textbook

Shank, J. (2002). Therapeutic Recreation in Health Promotion and Rehabilitation. State College, PA: Venture Publishing.

References

Goodale, T. L. & Witt, P.A. (1991). Recreation and Leisure: Issues in An Era of Change. State College, PA: Venture Publishing.
Kelly, J.R. & Freysinger, V. J. (2000). 21st Century Leisure: Current Issues. Needham Heights, MA: Allyn & Bacon, Inc.
Russell, R.V. (2002). Pastimes : The Context of Contemporary Leisure. New York, NY: McGraw-Hill.

Course Content

Week Date Lecturer Course Content Note
1 2/24 Ray Introduction
2 3/3 John Contemporary leisure development and health services 3:30~6:50 pm
3 3/10 Ray Health Environments and Health Culture
*Visiting Student Health Centers Regular hours
4 3/17 John Contemporary Leisure theories Move to 3/3
5 3/24 Ray Health Promotion and theories (I)
*Visiting Wildlife Rescue Center Regular hours
6 3/31 John Health Promotion and theories (II) 3:30~6:50 pm
7 4/7 Ray Issues in Health Promotion (I)
Move to 4/21
8 4/14 John Issues in Health Promotion (II) Move to 3/31
9 4/21 Ray Issues in Health Promotion (III) 3:30~6:50 pm
10 4/28 John Contemporary Leisure Applications in Health Promotion: Therapeutic Recreation Move to 5/12
11 5/5 Ray Contemporary Leisure Applications in Health Promotion: Leisure Education
*Visiting NPUST Farm Regular hours
12 5/12 John Contemporary Leisure Applications in Health Promotion: Aging and Aged 3:30~6:50 pm
13 5/19 Ray Contemporary Leisure Applications in Health Promotion: Childhood and Adolescence Regular hours
14 5/26 John Contemporary Leisure Applications in Health Promotion: People with Special Needs (I) Move to 6/9
15 6/2 Ray Contemporary Leisure Applications in Health Promotion: People with Special Needs (II)
*Visiting Herbal Garden Regular hours
16 6/9 John Contemporary Leisure Applications in Health Promotion: The Future 3:30~6:50 pm
17 6/16 Ray Issues in Contemporary Leisure and Health Promotion in Taiwan (I) Regular hours
18 6/23 John Final Exam

首先歡迎各位研究生加入健康心理學的行列！以下為本課程之上課綱要：

課程目的：本課程的目的為介紹各類休閒遊憩產業之規劃與經營。

課程內容：本課程為研究所層次之遊憩規劃與經營，內容將包括：商業遊憩概論、旅遊與餐旅事業群現況與分析、本地商業遊憩現況與分析、遊憩事業趨勢分析與展望、財務管理、行銷概念與營運管理、遊憩活動企劃基本原理、企劃撰寫實務、活動企劃及後續分析等議題，透過指定教科書與參考閱讀資料，介紹有關上述之課程內容。本課程將以互動討論與實際執行的方式進行，使學生能結合理論與實際的上課互動中瞭解上述課程內容。
課程要求：

1. 修課學生必須在每週課程開始之前，將指定之教材內容閱讀完畢，以利上課時以互動討論方式授課，每週並將隨機抽選學生導讀。
2. 修課學生必須在第5~13週間，挑選一興趣主題進行報告撰寫，作為期末考成績；該報告應於5/25前繳交，遲交者一律拒收。
3. 修課學生必須每週閱讀課程部落格，並依規定繳交回饋作業。

評分方式：課堂討論與導讀（40%）、心得報告（30%）、期末報告（30%）

課程進度表：

1 2/22 Introduction
2 3/1 商業遊憩概論 (商業遊憩：Ch. 1~3)
3 3/8 旅遊與餐旅事業群現況與分析 (商業遊憩：Ch. 9~10)
4 3/15 本地商業遊憩現況與分析 (商業遊憩：Ch. 11)
5 3/22 遊憩事業趨勢分析與展望 ( 商業遊憩：Ch. 4 &12)
6 3/29 財務管理、行銷概念與營運管理 (商業遊憩：Ch. 5~ 7)
7 4/5 清明節掃墓去!
8 4/12 遊憩活動企劃基本原理I (休閒活動企劃：Ch. 1~3)
9 4/19 遊憩活動企劃基本原理II (休閒活動企劃：Ch. 4~6)
10 4/26 企劃撰寫實務 (休閒活動企劃：Ch. 7~ 9)
11 5/3 Midterm Report
12 5/10 活動企劃 (休閒活動企劃：Ch. 9~11)
13 5/17 執行策略I (休閒活動企劃：Ch. 12~14)
14 5/24 執行策略II (休閒活動企劃：Ch. 15~18)
15 5/31 端午節划龍舟去!
16 6/7 後續分析 (休閒活動企劃：Ch. 19~ 21)
17 6/14 Final Report
18 6/21 Final Report
教科書：
1. 商業遊憩，Crossley & Jamieson, 杜淑芬譯，品度出版。
2. 休閒活動企劃，Rossman & Schlatter, 陳惠美等譯，品度出版。

首先歡迎各位研究生加入健康心理學的行列！以下為本課程之上課綱要：

課程目的：本課程的目的為介紹如何以治療的方式與角度規劃與執行如舞蹈、繪畫、音樂、戲劇與其他各種不同種類的藝術，以達到進行健康促進、疾病預防與治療及病後復健的功能。本課程將以互動討論與實際執行的方式進行，使學生能結合理論與實際的上課互動中達到上述治療式藝術的課程目標。

課程內容：本課程為研究所層次之治療式藝術，內容將包括：治療式藝術的基本理論與架構、治療式藝術的範疇與應用研究、治療式藝術的批判與展望、治療式繪畫與研究、治療式音樂與研究、治療式舞蹈與研究、治療式戲劇與研究等議題，透過指定教科書與參考閱讀資料，介紹有關治療式藝術的研究與發現。
課程要求：

1. 修課學生必須在每週課程開始之前，將指定之教材內容閱讀完畢，以利上課時以互動討論方式授課，每週並將隨機抽選學生導讀。
2. 修課學生必須在第5~13週間，挑選一興趣主題進行報告撰寫，作為期末考成績；該報告應於5/25前繳交，遲交者一律拒收。
3. 修課學生必須每週閱讀課程部落格，並依規定繳交回饋作業。

評分方式：課堂討論與導讀（40%）、心得報告（30%）、期末報告（30%）

課程進度表：

1 2/24 Introduction 上課
2 3/3 治療式藝術的基本理論與架構 （Move to 3/10）
3 3/10 治療式藝術的範疇與應用研究 上課
4 3/17 治療式藝術的批判與展望 上課
5 3/24 治療式繪畫與研究I 上課
6 3/31 治療式繪畫與研究II （Move to 3/24）
7 4/7 大專運動會 停課
8 4/14 治療式音樂與研究I （Move to 4/21）
9 4/21 治療式音樂與研究II 上課
10 4/28 治療式舞蹈與研究I （Move to 5/5）
11 5/5 治療式舞蹈與研究II 上課
12 5/12 治療式戲劇與研究I （Move to 5/19）
13 5/19 治療式戲劇與研究II 上課
14 5/26 Final Exam

Textbook：

1. 藝術治療的理論與實務（Images of art therapy），Tessa Dalley等 著 / 陳鳴 譯，遠流出版，ISBN: 9573226936

歡迎各位研究生修習這門課， 以下是本課程的授課綱要：

課程目的：本課程的目的為介紹如何以心理學的觀點達到進行健康促進、疾病預防與治療及病後復健的功能。
課程內容：本課程為研究所層次之健康心理學，內容將包括：健康心理學之過去現在與未來、壓力專題、疼痛專題、情緒專題、人格專題、社會支持專題、生活形態專題、慢性疾病專題與正向心理學等議題，透過指定教科書與參考閱讀資料，介紹有關健康心理學的研究與發現。
課程要求：

1. 修課學生必須在每週課程開始之前，將指定之教材內容閱讀完畢，以利上課時以互動討論方式授課，每週並將隨機抽選學生導讀。
2. 修課學生必須在第5~15週間，挑選二興趣主題進行報告撰寫，作為期中考成績；該報告應於當週下課後24小時內繳交，遲交者一律拒收。
3. 修課學生必須每週閱讀課程部落格，並依規定繳交回饋作業。

評分方式：課堂討論與導讀（40%）、心得報告（30%）、期末報告（30%）

課程進度表：

1 2/23 Introduction
2 3/2 Past, present, and future of Health Psychology
3 3/9 Basic Knowledge of Body-Mind Relationships I
4 3/16 Basic Knowledge of Body-Mind Relationships II
5 3/23 Stress Topic 1: Definition, Meaning, Sources, and Impacts
6 3/30 Stress Topic 2: Individual, Gender and Culture Differences
7 4/6 Stress Topic 3: Coping Theories, Principles, and Strategies
8 4/13 Stress Topic 4: Stress Management Interventions
9 4/20 Pain Control and Health Psychology
10 4/27 Emotion and Health Psychology
11 5/4 Personality and Health Psychology
12 5/11 Social Support and Health Psychology
13 5/18 Lifestyle and Health Psychology
14 5/25 Chronic Illness 1: Heart Diseases, Cancer
15 6/1 Chronic Illness 2: AIDS
16 6/8 Positive Psychology 1
17 6/15 Positive Psychology 2
18 6/22 Final Report

Textbook：

1. 健康心理學，蕭仁釗、林耀盛、鄭逸如，桂冠圖書公司， ISBN：957-551-955-8
2. 為什麼斑馬不會得胃潰瘍？遠流出版，ISBN: 957-32-4467-5
3. 學習樂觀．樂觀學習。遠流出版，ISBN：957323162X

Readings:
Week 1 & 2
1. Textbook p.701 ~ 720
2. Additional Reading:
容易誤解的媒體訊息 (p.34-35)
健康心理學：成長與未來挑戰（p.751 ~ 778）
Week 3
1. Textbook p.1 ~ p50.
2. Additional Reading: 好的味道也許會讓你變胖 (p.661-662)
3. Taylor, S.E. (1990) Health psychology：The science and the field. American Psychologist, 45(1), 40-50.
4. Kaplan, R.M. (1990). Behavior as the central outcome in health care. American
Psychologist, 45(11), 1121-1120.
Week 4
1. Textbook p51 ~ p106
2. Additional Reading: 吸煙者和意外 (p.499-500)
3. 為什麼斑馬不會得胃潰瘍？（請自行調配閱讀進度）
4. Baum, A., ＆ Posluszny, D. M. (1990). Health psychology：Mapping biobehavioral
contributions to health and illness. Annual Review of Psychology, 50, 137-163.
Week 5
1. Textbook p107 ~ p150
2. Additional Reading: 壓力與潰瘍 (p.149-150)
3. 為什麼斑馬不會得胃潰瘍？（請自行調配閱讀進度）
4. O’Leary, A. (1990). Stress , emotion, and human immune function . Psychology Bulletin, 108(3), 363-382.
Week 6
1. Textbook p.151 ~ p.204
2. Additional Reading: 吸煙、醜陋、與陽痿 (p.555-557)
3. 為什麼斑馬不會得胃潰瘍？（請自行調配閱讀進度）
4. Taylor, S. E. (1991). Asymmetrical effects of positive and negative life events：The
mobilization-minimization hypothesis. Psychology Bulletin, 110, 67-85.
Week 7
1. Textbook p.205 ~ p.250
2. Additional Reading: Shapiro, 大屁股比胖肚子健康 (p.672-673)
3. 為什麼斑馬不會得胃潰瘍？（請完成閱讀）
4. Stone, A. A., Smuth, J. M., Kaell, A., & Hurewitz, A. (2000). Structured writing about
stressful events：exploring potential psychological mediators of positive health
effects. Health Psychology, 19, 619-624.
Week 8
1. Additional Reading: 謀殺率下降了 (p.92-93)
2. John M. Ivancevich, & Michael T. Matteson. (1990). Worksite Stress Management Interventions. American Psychologist, 45(2), 252-261
Week 9
1. Textbook p.503 ~p.590
2. Additional Reading: 無痛生活 (p.173-174)
3. 斑馬 p.213~p.226
Week 10
1. Additional Reading: 膽固醇與暴力致死 (p.365-367)
2. Cameron, L. D., & Nicholls, G. (1998). Expression of stressful experiences through writing： Effects of a self-regulation manipulation for pessimists and optimists. Health
Psychology, 17(1), 84-92.
4. Salovey, P. & Alexander J. R., (2000). Emotional States and Physical Health. American Psychologist, 55(1), 110-121.
Week 11
1. Additional Reading: 爽朗的特質會要你的命 (p.218-220)
2. 學習樂觀．樂觀學習。（請自行調配閱讀進度）
3. Bolger N. & Zuckerman A. (1995). A Framework for Studying Personality in the Stress
Process. Journal of Personality and Social Psychology, 69(5), 890-902.
Week 12
1. Textbook p.411 ~p.502
2. Additional Reading: 付得起的全民健康照顧 (p.777-778)
3. 學習樂觀．樂觀學習。（請自行調配閱讀進度）
4. Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis.
Psychological Bulletin, 98, 310-357.
Week 13
1. Textbook p.251 ~p.410
2. Additional Reading: 你的醫師沒告訴你哪些關於酒的事實 (p.613-614)
3. 學習樂觀．樂觀學習。（請自行調配閱讀進度）
4. Marianne Junger and Wolfgang Stroebe. (2001) Delinquency, health behaviour and health. British Journal of Health Psychology, 6, 103-120.
Week 14
1. Textbook p.591 ~p.642
2. Additional Reading: 有關癌症的好消息 (p.400-401)
3. 學習樂觀．樂觀學習。（請自行調配閱讀進度）
4. Jerry Suls & James Bunde. (2005). Anger, anxiety, and depression as risk factors for
cardiovascular disease：The problem and implication of overlapping affective
dispositions. American Psychologist, 131(2), 260-300
5.James Brennan. (2001). Adjustment to cancer – Coping or personal transition？
PSYCHO-ONCOLOGY, 10, 1-18.
Week 15
1. Textbook p.643 ~p.700
2. Additional Reading: 由HIV感染中復原 (p.462-463)
3. 學習樂觀．樂觀學習。（請自行調配閱讀進度）
4. Uttenbroek, D. G., (1994). The relationship between sexual behavior and health
lifestyle. AIDS Care, 6(2)
Week 16
1. Additional Reading: 遵從行為和疾病嚴重度 (p.314-316)
2. 學習樂觀．樂觀學習（請完成閱讀）。
3. Csikszentmihalyi, M. (1999). If we are so rich, why aren’t we so happy？American
Psychologist, 54, 821-827.
4. Lyubomirsky, S. (2001). Why are some people happier than others？American Psychologist, 56, 239-249.
5. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology：The
broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
6. Sheldon, K. M., & King, L. (2001). Why positive psychology is necessary. American
Psychologist, 56, 216-217.
Week 17
1. American Psychologist, 1161-1164
2. Additional Reading: 有關運動的誤解 (p.737-738)
3. Schneider, S. L. (2001). In search of realistic optimism：Meaning knowledge, and warm fuzziness. American Psychologist, 56, 250-263.