休学青少年书法艺术疗愈团体的医务社会工作实践研究

Practice Research on Medical Social Work in Calligraphy Art Therapy Groups for School-Suspended Adolescents

摘要: 目的：针对休学青少年对传统言语心理干预依从性低、情绪表达困难、社会功能退缩等困境，探索书法艺术疗愈团体的本土化干预路径与作用机制。方法：采用质性个案研究设计，以山西省儿童医院精神卫生科的9名休学青少年为研究对象，构建“社会工作师 + 书法美育导师”双师协作模式，开展9次封闭式书法艺术疗愈团体。通过半结构化深度访谈、参与式观察、实物资料分析与带领者日志多元收集资料，运用主题分析法进行系统编码与分析。结果：提炼出四类作用路径：情绪调节路径的非言语拓展、自我价值感的重构与接纳、安全社交体验与团体连接感建立、对书法与自我认知的双重重构。书法艺术疗愈团体可有效降低青少年的心理干预阻抗，帮助其通过笔墨载体完成情绪外化与自我探索，在非评判场域中修复社会连接。结论：以书法为媒介的非语言、去标签化干预模式适配中国青少年文化心理特征，能够为休学青少年提供温和且专业的心理支持，可为青少年精神卫生服务的本土化实践提供质性参考与实务依据。

Abstract: Objective: In response to the dilemmas faced by school-suspended adolescents—including low adherence to traditional verbal psychological interventions, difficulties in emotional expression, and social function withdrawal—this study aims to explore the localized intervention pathways and underlying mechanisms of calligraphy art therapy groups. Methods: Adopting a qualitative case study design, 9 out-of-school adolescents from the “Ink Heart Journey” project of the Mental Health Department of Shanxi Children’s Hospital were selected as research subjects. A dual-teacher cooperation mode of “social worker + calligraphy aesthetic education tutor” was constructed, and 9 closed calligraphy art therapy groups were carried out. Data were collected through semi-structured in-depth interviews, participatory observation, physical data analysis and practitioners’ logs, and systematically coded and analyzed by thematic analysis. Results: Four core action pathways were identified: the non-verbal expansion of emotion regulation pathways, the reconstruction and acceptance of self-worth, the establishment of safe social experiences and group connectedness, and the dual reconstruction of calligraphy perception and self-cognition. Calligraphy art therapy groups can effectively reduce adolescents’ resistance to psychological intervention, help them achieve emotional externalization and self-exploration through the medium of brush and ink, and restore social connection in a non-judgmental setting. Conclusions: The non-verbal and de-labeled intervention mode with calligraphy as the medium adapts to the cultural and psychological characteristics of Chinese adolescents, can provide gentle and professional psychological support for out-of-school adolescents, and provides qualitative reference and practical basis for the localized practice of adolescent mental health services.