| Summary: | 碩士 === 玄奘大學 === 應用心理學系碩士班 === 102 === This research adopts the in-depth interviewing of qualitative study to explore the common course of development when the senior experiential education facilitators face their life difficulties. By semi-structured interviewing, three senior experiential education facilitators, with at least five-year experience, have been in-depth interviewed. Thematic analyzed on the coping with life difficulties and cross-case analyzed, the stories of the senior experiential education facilitators’ life difficulties have been completed.
The findings are as follows:
The common challenge includes the choice of changing or not, a sense of uncertainty with the unknown, and breaking through the environmental obstacles. The commonly encountered feelings are frustration, sadness, anger, vacillation, being stuck in a bottleneck, and being hopeful. The coping styles before learning experiential education were a negative attitude, unsystematic self-reflection, disoriented exploration, and passive decision-making. The differences after learning experiential education are bravely stepping across the comfort zone, accepting human limitations, improved awareness and reflection ability, more flexibility of life, positively facing challenge, more rational thinking, regarding frustration as a chance to become aware and improved, positively facing difficulties. The commonly perceived awareness of life difficulties is the continuity of life change, the multi-dimension of experience, the pursuit of life value, and the choices of intimacy by old habits. The common reflection is knowing that experiential learning is the process of self-reflection and integration, that high level awareness arises from experience, that experience transfers, that experiential learning promotes upward change, that there must be frustration in experience, that the philosophy of life must go with that of teaching, that comfort zone can be broken through in light of the appearance of life value, that both sense and sensibility have their necessity.
The research results and findings are integrated, discussed, and implemented as advices for the development of experiential education facilitators and subsequent research.
Key word: experiential education, experiential education facilitators, frustration, life difficulties.
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