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課程名稱 |
家庭健康與疾病
Family, Health and Illness |
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開課學期 |
109-2 |
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授課對象 |
社會科學院 社會工作學研究所 |
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授課教師 |
熊秉荃 |
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課號 |
SW5008 |
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課程識別碼 |
330 U1300 |
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班次 |
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學分 |
3.0 |
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全/半年 |
半年 |
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必/選修 |
選修 |
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上課時間 |
星期三2,3,4(9:10~12:10) |
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上課地點 |
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備註 |
上課教室社工系館104
限學士班三年級以上
總人數上限：15人
外系人數限制：2人 |
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Ceiba 課程網頁 |
http://ceiba.ntu.edu.tw/1092SW5008_ |
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課程簡介影片 |
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核心能力關聯 |
核心能力與課程規劃關聯圖 |
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課程大綱
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課程概述 |
This course is designed to advance students’ understanding of the complex relationships between health, illness and families. Special focus will be on how family relations affect health promotion and illness prevention and treatment and vise versa. Students are encouraged to examine possible family-oriented interventions according to their own personal and professional backgrounds. |
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課程目標 |
1. To develop in-depth understanding of the inter-relationship between families, health and illness
2. To understand the context of medical family therapy
3. To appreciate the shared experience of illness
4. To discuss the impact of illnesses on family
5. To critically evaluate family-oriented interventions
6. To examine issues at the interface between the family, professionals, and larger systems |
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課程要求 |
1 Punctuality, attendance, and active participation are expected. Students are required to read the assigned readings and to raise at least 2 discussion questions. Each student chooses a fellow student to form a pair to engage in-class discussion to critically evaluate the required readings. The semester is divided into two-period, so students will switch partners to form two pairs in total.
Suggested foci of the critical evaluation:
1.1 “The shared experience of illness (愛的功課)” and “case examples”: the challenges of individuals and the family (個人及家庭所面臨的挑戰), goals of the therapy (治療目標), challenges and growth of the therapist (治療者的成長與挑戰), key concepts (主要概念)。
1.2 “The soul of a doctor”: the complexity of emotions and personal challenges in caring for the ill (溝通；同理心；放鬆、承受和失落；尋找更好的方法).
2 Presentation (by dyads): Prepare a 20 minutes oral presentation to share the insights and highlights of your “Each One, Teach One” project.
3 Course evaluation paper (by individual student): Write a 5-10 page paper to describe your likes, dislikes, gains, and suggestions to this course content and design. The due date is on June 9.
4 “Each One, Teach One” paper (by dyads): “Each One, Teach One” is a Black-American proverb that expresses one’s duty to pass along knowledge in a time where knowledge and learning were severely restricted. In contemporary society, the phrase is used among friends and family who share what they learn from their varying experience. Knowledge is Power. Write a 15-20 page paper to include a). How this course contributes to your insights of “family, health and illness” and “your personal/family health beliefs and health/illness experiences;” b). The process and experience of sharing what you have learned from this course to your families. (Credited to the Astronomy teacher Mr. Peter Podlipni, Jones College Prep, Chicago, IL). The due date is on June 23. |
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預期每週課後學習時數 |
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Office Hours |
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指定閱讀 |
a. McDaniel, S. H., Doherty, W. J. & Hepworth, J. (2014). Medical family therapy and integrated care. Washington, D. C.: American Psychological Association. 劉瓊瑛譯 (2021)．醫療家族治療。台北市：洪葉◦
b. McDaniel, S. H., Hepworth, J.與Doherty, W. J. (1997). The shared experience of illness: Stories of patients, families, and their therapists. 楊淑智、魯宓譯 (2003)．愛的功課：治療師、病人與家屬的故事。台北市：心靈工坊 (516 pages)◦
c. Pories, S., Jain, S. H., & Harper, G. (2006). The soul of a doctor: Harvard medical students face life and death. 何敏綺譯 (2008)．哈佛醫學院沒教的事。台北市：健行文化 (238 pages)。
d. Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures (總圖B1原民圖資中心 RA418.5.T73 F33 1997). (苗族) 湯麗明、劉建台、楊佳蓉譯 (2016). 黎亞：從醫病衝突到跨文化誤解的傷害 (333 pages, 辜振甫圖書館指定參考書區 3-1-B；總圖B1原民圖資中心 541.62 3486 2016；台北市立圖書館，索書號：541.62 3486 ) 或 麗亞的故事：「惡靈抓住你,你就跌倒」 (總圖2F人社資料區 541.62 3486)。
e. 陳秉華、朱美娟、黃奕暉、楊蓓、趙慧香 (2019)。融入宗教與靈性的心理諮商。台北市：心靈工坊。(chapt. 1, 3, 9)
f. 香港大學行為健康教研中心http://cbh.hku.hk/
g. 美善生命計畫 http://enable.hku.hk/enable/tch/main/main.aspx
h. The last 15 minutes https://www.youtube.com/watch?v=NVg5zLth0DY
i. Kleinman, A. (2009). Caregiving: The odyssey of becoming more human. Lancet, 373, 292-293. |
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參考書目 |
待補 |
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評量方式
(僅供參考) |
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No. |
項目 |
百分比 |
說明 |
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1. |
Attendance |
20% |
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2. |
Presentation |
25% |
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3. |
Course evaluation paper |
15% |
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4. |
“Each One, Teach One” paper |
40% |
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週次 |
日期 |
單元主題 |
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第1週 |
2/24 |
1. 課程介紹
2. 醫療家族治療師對健康照護轉型的貢獻 |
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第2週 |
3/03 |
1. 醫療家族治療綜論
2. 醫療家族治療於台灣之發展與應用 |
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第3週 |
3/10 |
1. 醫療家族治療的臨床策略
2. 「在地內涵全球視野」的癌症心理社會服務之實踐軌跡
3. 正念減壓團體訓練課程 |
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第4週 |
3/17 |
生病時的共同情緒議題 |
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第5週 |
3/24 |
醫療家族治療師的自我 |
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第6週 |
3/31 |
那個靜默的陽光午後 (約73分)
臺大圖書館4樓多媒體服務中心418大團體使用室，不得攜帶任何形式的包包、食物、飲料進入本中心。如有需寄放包包，中心外亦提供可退幣式的置物櫃供使用，或至櫃檯借用透明提袋存放個人物品。 |
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第7週 |
4/07 |
伴侶與疾病 |
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第8週 |
4/14 |
兒童與醫療家族治療 |
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第9週 |
4/21 |
使癱瘓患者再度行走的奇蹟 (約53分)
臺大圖書館4樓多媒體服務中心418大團體使用室 |
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第10週 |
4/28 |
身體化病人及其家屬 |
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第11週 |
5/05 |
照顧工作、生命末期照護和失落 |
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第12週 |
5/12 |
一念 (約72分)
臺大圖書館4樓多媒體服務中心418大團體使用室 |
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第13週 |
5/19 |
臨床實務工作者的養成歷程 |
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第14週 |
5/26 |
1. 基因體醫學：一個待開發的新領域
2. 打敗癌症的精準醫學和個人化照護 (約57分)
臺大圖書館4樓多媒體服務中心418大團體使用室 |
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第15週 |
6/02 |
Presentation I (20 mins.) |
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第16週 |
6/09 |
Presentation II (20 mins.) |
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第17週 |
6/16 |
1. Presentation III (20 mins.)
2. Reflection & course evaluation |
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