| Summary: | 碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 101 === The purpose of this study is to explore the experience how school commitpsychological rehabilitation after disasters,case of Typhoon Morakot in Taiwan, and making use of Caplan’s (1964) three-part model of preventive mental health, intergratschools indisaster and post-disaster intervention practice course at the event.
The participants’ experiences were collected by in-depth semi-structured focus groups and analyzed by the grounded theory.Sixty-six experienced practitioners were recruited. They were faculty and staff in school, and professional resources outside the school. They have been involved in psychological rehabilitation after disasters.
The research results are categorized into four parts. First of all, it divided into five steps: a)Establishment of a disaster response team on campus, b) Confirm student status, c)Assist student-teacher placement, d)Prepare for returning normal school life, e)Stable psychological state of teachers and students.
Secondly, Campus expect the services provided by external resources after a disaster.
Thirdly, I will deliberate three points on discussion after campus faced on the long period of the disaster. They are “allocation and application on resource allowance”, “keeping disaster health in the long term” and “memorial ceremony and activities on the disaster.”
Fourth, it will be the challenges on psychological rehabilitation after disasters, which divided into “the difference of the effect caused from the difficulty on the management and integration after outside resource intervene the campus”, “the family is hard to be cover on the psychological rehabilitation after disasters and relatedactivities”,“campus enter the status of chaos after media come in”, “the teacher’s pressure under the growth workload after disasters”, “the permanent staff on campus’s crisis response is hard to buildup” and “the validity of high-risk individual case is hard to ensure”.
Finally, compared research results with relevant literature, the implication of the researcher’s response, the practical suggestion on campus’s psychological rehabilitation, the limitation on this research and the future studies will be addressed.
Key Words：psychological rehabilitation after disaster、crisis response in school、Typhoon Morakot
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