課程目標 (Course Objectives)
本課程將帶領學員以生命史書寫及自傳戲劇創作為媒介，期能： 1. 透過戲劇媒材，協助個人探索成長史、統整自我心理及生命歷程。 2.藉由書寫與戲劇的創意表達，對於自他生命情境進行溝通與轉化。3. 運用寫作及戲劇治療之理論與技術，協助自我成長與關懷他人，並有生命共同體的合一。生命書寫是帶領同學採用自由書寫的工具，依據自己的[生命年表]進行生命故事的梳理與創寫。同學們對於自身所經歷的故事，過去可能只是片刻的回憶或印象，但透過自由書寫與圖文創作，可以比較深入的去體會與表達，整理好過去的生命史也有助於同學們開展較健全的未來之路。 而同學們在課程中分享聆聽其他同學的書寫內容與心得，也能體解每個人有不同的生命經歷與故事，較能發展出同理心，同時也會映照自己的生命歷程，從而有不同的生命觀照產生。
自傳戲劇創作引導同學將生命故事做為文本，進行角色扮演、戲劇創作、演練及呈現等，以及期末進行上台展演。而每週次的主題活動讓同學們探索自己的生命經驗、角色模式、人際關係、家庭動力等，藉此可以統整自我概念、重塑家庭經驗、強化生命力與創造力的本源；戲劇扮演活動可以開發同學們的肢體表達、口語溝通、角色同理等能力、並強化其自信心與權能感，以及透過小組演練得以促進其人際互動、社交技巧和團隊合作。

Course Objectives
This course will lead students to use life history writing and autobiographical drama creation as media. It is expected to: 1. Help individuals explore growth history, integrate self-psychology and life history through drama media. 2. Communicate and transform the life situations of oneself and others through creative expression in writing and drama. 3. Use the theories and techniques of writing and drama therapy to assist self-growth, care for others, and achieve unity in the life community. Life writing is to lead students to use free writing tools to sort out and create life stories based on their own [life chronology]. Students may only have momentary memories or impressions of the stories they have experienced in the past, but through free writing and graphic creation, they can experience and express them more deeply. Organizing their past life history will also help students develop a healthier future. In the course, students share and listen to other students’ written content and experiences, and they can also understand that everyone has different life experiences and stories, and can develop empathy. At the same time, they will also reflect their own life process, thus creating different perspectives on life.
Autobiographical drama creation guides students to use life stories as texts, conduct role play, drama creation, rehearsal and presentation, etc., and perform on stage at the end of the semester. Weekly themed activities allow students to explore their own life experiences, role models, interpersonal relationships, family dynamics, etc., thereby integrating self-concept, reshaping family experiences, and strengthening the source of vitality and creativity; drama activities can develop students' physical expression, oral communication, role empathy and other abilities, and strengthen their self-confidence and sense of empowerment, and through group exercises, they can promote their interpersonal interaction, social skills, and teamwork.

娜坦莉．高柏 著，韓良憶 譯：《心靈寫作：創造你的異想世界》，心靈工坊，2002。
娜坦莉．高柏 著，詹美涓 譯：《狂野寫作》，心靈工坊，2007。
娜坦莉．高柏 著：《療癒寫作》，心靈工坊，2014。
茱莉亞．卡麥隆 著：《創作，是心靈療癒的旅程》，橡樹林，2010。
茱莉亞．卡麥隆 著：《寫，就對了！找回自由書寫的力量，為寫而寫的喜悅》，橡樹林，2013。
Susan Wittig 著，《寫作人生況味》，圓智，1998。
蘇絢慧 著，《因愛誕生》，寶瓶文化，2009。
蔡美娟 著，《生命書寫》，心靈工坊，2012。
Sue Jennings 著，《創作性戲劇在團體工作的應用》，心理，2013。

Natalie. Written by Gao Bai, translated by Han Liangyi: "Psychic Writing: Create Your Fantasy World", Soul Workshop, 2002.
Natalie. Written by Gao Bai, translated by Zhan Meijuan: "Wild Writing", Soul Workshop, 2007.
Natalie. Gao Bai, author: "Healing Writing", Spiritual Workshop, 2014.
Julia. Cameron, author: "Creation is a journey of spiritual healing", Oak Grove, 2010.
Julia. Cameron, author: "Just write it!" Recovering the power of free writing, the joy of writing for the sake of writing", Oak Grove, 2013.
Susan Wittig, "Writing the Taste of Life", Yuanzhi, 1998.
Su Xuanhui, "Born of Love", Aquarius Culture, 2009.
Cai Meijuan, "Life Writing", Soul Workshop, 2012.
Sue Jennings, "Applications of Creative Drama to Group Work," Psychology, 2013.