[00:25:57] 英文 Thank you for inviting me to speak with you.
[00:26:01] 中文 Now several years ago, a Native American friend of mine honored me with a spirit out.
[00:26:07] 中文 幾年前我有一個美國的原住民朋友,就是印第安朋友,送我一個守護靈獸的模型。
[00:26:15] 中文 傳統上印第安人送動物的守護靈獸是想要告訴你是代表哪一種特定特質的動物,然後他給我一隻獅子。
[00:26:47] 英文 But after everything I've eaten since arriving in Taiwan, I think my spirit animal has changed.
[00:27:00] 英文 I think now I'm the hippopotamus.
[00:27:04] 英文 Apparently, courage and strength is still there, but the evidence is becoming pretty obvious.
[00:27:17] 英文 Imagine a 19-year-old, he has a smartphone, a laptop, high-speed internet, artificial
[00:27:45] 英文 intelligence, access to almost all of the world's knowledge, and yet, he cannot wake
[00:27:53] 英文 himself up in the morning. He avoids difficult conversations, and he's never learned how
[00:27:59] 英文 to resolve conflict face-to-face. He struggles to regulate anxiety, he cannot manage his
[00:28:22] 中文 他有智慧型手機 電腦 網路 人工智慧
[00:28:25] 中文 他隨時可以獲得全世界他想要的知識
[00:28:28] 中文 但是他早上沒有辦法自己起床
[00:28:31] 中文 然後他會去逃避困難的對話
[00:28:33] 中文 他沒有辦法去面對面解決衝突
[00:28:35] 中文 沒有辦法調節焦慮 管理時間
[00:28:38] 中文 然後面對日常生活的責任
[00:28:40] 中文 他卻覺得沒有辦法去負荷
[00:28:42] 中文 他渴望獨立
[00:28:43] 中文 可是他沒有辦法建立這些獨立所必要的技能
[00:28:46] 中文 那如果20年前我描述剛才這樣講的一位年輕人
[00:29:14] 中文 你們可能會覺得他是不是有什麼問題啊,心理疾病
[00:29:17] 中文 可是今天呢,他其實是代表著越來越多青年族群的普遍現況
[00:29:23] 中文 而且這並不是隻有美國才有的問題
[00:29:25] 中文 他現在演變成一個全球性的挑戰
[00:29:28] 中文 那關鍵問題在於是什麼改變造成這樣的現象
[00:29:33] 中文 Now, over the past 20 years, we have made tremendous advances in treating mental illness
[00:29:40] 中文 但在那一段時間,其他事件又發生了。
[00:29:45] 中文 很多年輕人停止了一些技巧, 其他年代學習得到的。
[00:29:51] 中文 今天,我會介紹你一個方法, 更加更加更新的。
[00:29:57] 中文 生活技術教育。
[00:29:59] 中文 不因為它會代表療療療, 但因為它會充滿了一個發展階段,
[00:30:04] 中文 醫療沒有設計成了科學的科學
[00:30:34] 中文 然而這個並不是要取代心理治療,而是為了要去填補心理治療沒有辦法涵蓋的這個斷層。
[00:30:41] 中文 現在,在千萬年,年輕人看起來非常相似。
[00:30:46] 中文 年輕人學習的做法,他們遭遇了問題,他們變得慘了,他們跟朋友們合作,他們抱歉,他們失敗了,他們回復了,他們活著,他們投資了,他們互動了。
[00:31:01] 中文 就是數千年來青少年的成長其實是很類似的
[00:31:06] 中文 就是年輕人都是從做中學
[00:31:08] 中文 解決問題啊、體會無聊啊、跟朋友爭吵的過程中
[00:31:12] 中文 就學會道歉、學會自己找解決的方法
[00:31:16] 中文 然後遭遇失敗也可以找到重新振作的方法
[00:31:19] 中文 然後去做事情、去從做中學協商溝通等等
[00:31:24] 中文 Little by little, these ordinary experiences build extraordinary abilities.
[00:31:38] 英文 responsibility. These skills were rarely taught formally. They developed naturally.
[00:31:45] 英文 Then something changed. Technology transformed childhood. Again, technology is not the enemy.
[00:31:55] 英文 I use technology every day, and so do you.
[00:31:58] 英文 The issue isn't technology.
[00:32:21] 中文 但是呢 因為科技改變了童年
[00:32:24] 中文 那我要強調科技本身並不是我們的敵人
[00:32:27] 中文 我們每天都在使用科技
[00:32:29] 中文 那我的個案也是 我自己也是
[00:32:30] 英文 Now, instead of face-to-face conversations, many conflicts now happen through text messages.
[00:32:43] 英文 Instead of learning patience, everything arrives instantly.
[00:32:48] 英文 Instead of experiencing boredom, every spare moment is filled with stimulation.
[00:32:54] 英文 Instead of solving problems independently, young people often turn to Google,
[00:33:00] 英文 AI, or their parents. Instead of practicing difficult conversations, many avoid them altogether.
[00:33:09] 英文 Each individual change seems small, but together they alter development.
[00:33:17] 英文 One sentence summarizes this entire problem. Young people today have more information than any generation in history.
[00:33:27] 英文 But information is not the same as formation. Knowing something is not the same as becoming something.
[00:33:31] 中文 知識的東西並非同樣的東西
[00:33:45] 中文 然後呢,我們科技也取代了學習耐心
[00:33:49] 中文 因為一切都是可以即時送到你面前
[00:33:51] 中文 那科技也取代了體會無聊
[00:33:54] 中文 因為每個空檔都被感官刺激也塞滿了
[00:33:57] 中文 那科技也取代了獨立解決問題的能力
[00:33:59] 中文 因為大家現在都很習慣第一時間就去問AI
[00:34:02] 中文 那科技也取代了練習困難對話
[00:34:05] 中文 就是很多人現在乾脆就是逃避啊,或是冷處理
[00:34:08] 中文 所以這些改變看似微不足道
[00:34:10] 中文 但是零零鐘總加起來
[00:34:12] 中文 卻深刻改變了孩子的整體發展
[00:34:14] 中文 我有句話可以來形容這個困境,現在年輕人擁有史上最多的豐富資訊,資訊的英文是Formation,但它並不能取代Formation,就是隻差了兩個英文字母,但Formation是人格養成的這個過程,所以知道某些知識並不代表你就可以成為一個具備相應能力的人。
[00:34:31] 英文 So, knowing certain knowledge does not mean that you can have an effective ability.
[00:34:37] 英文 Now, this brings us to an important distinction.
[00:34:41] 英文 People often ask me, isn't coaching just another form of therapy?
[00:34:46] 英文 And the answer is no.
[00:34:48] 英文 Although they compliment each other rather beautifully,
[00:34:51] 英文 Therapy asks, what is interfering with healthy functioning?
[00:34:56] 英文 Life skills coaching asks, what skills still need to be developed?
[00:35:01] 英文 Therapists treat psychiatric symptoms.
[00:35:04] 英文 Coaches develop adaptive functioning.
[00:35:07] 英文 Therapists reduce dysfunction.
[00:35:10] 英文 Coaches increase capability.
[00:35:13] 英文 Therapists help people heal.
[00:35:16] 英文 Coaches help people grow.
[00:35:18] 英文 Neither is better, and both are essential.
[00:35:21] 英文 So, everyone will ask me, is that a life-sister, a life-sister, is another form of a mental health? That answer is not true. It is not true. It can be a good relationship. A life-sister will ask me what to do with my health and health. But a life-sister will ask me what to do with my health and health. But a life-sister will ask me what to do with my health and health. I will ask you what to do with my health and health. I will ask you what to do with my health and health. I will ask you what to do with my health and health.
[00:35:37] 中文 心理治療師會問說是什麼阻礙我的當事人發揮健康的日常功能
[00:35:43] 中文 但是呢生活陪跑師問的是
[00:35:45] 中文 我的當事人還需要培養還有發展哪些生活技能
[00:35:49] 中文 那治療師會專注在治療精神還有一些神經的病理症狀
[00:35:54] 中文 但是生活陪跑師是專注於建立適應生活的功能還有能力
[00:35:58] 中文 治療師會著重在減少這個失能障礙dysfunction
[00:36:14] 英文 Now, let me give you an example.
[00:36:17] 英文 Imagine a 17-year-old suffers from severe panic attacks.
[00:36:22] 英文 That teenager needs therapy, possibly medication.
[00:36:26] 英文 Now, imagine another 17-year-old.
[00:36:28] 英文 No diagnosis, no trauma, no depression.
[00:36:32] 英文 He simply has part-time management skills.
[00:36:35] 英文 He can't organize his assignments, and he avoids responsibility.
[00:36:40] 英文 Has never learned how to solve interpersonal conflict.
[00:36:44] 英文 Now therapy may not be the answer. Life skills coaching probably is. One young person needs healing, the other needs development. Sometimes the same person needs both, and this is why collaboration between therapists and life skills coaches is becoming increasingly more valuable.
[00:37:00] 中文 和生活教育教導師,可以更加值得更加值得。
[00:37:30] 中文 心理治療可能就不是他需要的,生活導師的輔導才是。
[00:37:35] 中文 那所以剛才講的這兩位孩子,第一位是需要就是療癒,
[00:37:39] 中文 第一位一位孩子則是需要發展。
[00:37:42] 中文 那有的時候有一個孩子他可能兩者都需要,
[00:37:45] 中文 那也是為什麼我們心理治療師還有生活陪跑師之間的這個跨領域合作就是變得越來越重要。
[00:37:53] 中文 那我認為每個年輕人都需要八個主要的生活核心技能
[00:38:07] 中文 那當我在輔導年輕人的時候呢
[00:38:21] 中文 我都會強調這些技能,那不是要去標籤化他們的人格,而是專注在這些技能的發展,因為技能是可以被學習還有練習的,那以下就是這八大技能。
[00:38:34] 英文 Emotional regulation, learning to experience emotions without being controlled by them.
[00:38:48] 英文 Executive functioning, planning, organization, time management, following through.
[00:39:03] 英文 Communication, listening, speaking honestly, having difficult conversations.
[00:39:18] 英文 Conflict resolution, disagreeing respectfully, repairing relationships, negotiating solutions.
[00:39:33] 英文 Resilience, recover from setbacks, persisting through difficulty, learning that failure is information not identity.
[00:39:57] 英文 healthy relationships, boundaries, empathy, trust, respect, purpose and goal setting, living intentionally, making decisions based on values instead of emotions.
[00:40:27] 英文 Personal responsibility. Taking ownership. Keeping commitments. Learning that freedom always comes with responsibility.
[00:40:40] 英文 Notice something. None of these are psychiatric treatments. They're life competencies. Yet they drastically and dramatically improve mental health.
[00:40:57] 英文 and you can understand the rights of the human being and the human being.
[00:41:10] 中文 可以從根本上改善心理健康
[00:41:31] ?EN I need to be more organized.
[00:41:33] ?EN I need to stop procrastinating.
[00:41:36] ?EN I need to make better decisions.
[00:41:38] ?EN And yet, they continue to struggle.
[00:41:40] ?ZH continue to struggle. This can be incredibly frustrating for parents. They may say, he knows
[00:41:42] ?EN This can be incredibly frustrating for parents.
[00:41:45] ?EN They may say, he knows exactly what he's supposed to do.
[00:41:46] ?ZH exactly what he's supposed to do. Why doesn't he just do it? That's a very important question.
[00:41:48] ?EN Why does he just do it?
[00:41:51] ?EN That's a very important question.
[00:41:53] ?EN The answer is that knowing is a cognitive skill. Doing is a performance skill. There is a significant distance between the two.
[00:41:53] ?ZH The answer is that knowing is a cognitive skill. Doing is a performance skill.
[00:42:02] 中文 There is a significant distance between the two.
[00:42:10] 中文 就是知道還有做到,其實之間是存在一個巨大的鴻溝
[00:42:14] 中文 就是年輕人心裡可能會知道說,我要控制我的脾氣啊
[00:42:17] 中文 我要做事更有條理啊,不要拖拖拉拉,我希望做出更好的決定
[00:42:21] 中文 可是他們還是會就是很掙扎,那讓他們的忠譽很掙扎
[00:42:26] 中文 那爸媽媽常會想說,他明明都懂,為什麼就做不到
[00:42:31] 英文 The answer is,
[00:42:33] 英文 knowing is a cognitive skill.
[00:42:35] 英文 Knowing is a way to do it.
[00:42:37] 英文 And being able to do it is a way to do it.
[00:42:41] 英文 It is a big difference.
[00:42:43] 英文 Now, a young person may understand that exercise is good for them,
[00:42:47] 英文 and still not exercise.
[00:42:49] 英文 They may understand that sleep matters,
[00:42:51] 英文 And still, they stay up all night.
[00:42:55] 英文 They may know that yelling at their parents is not helpful.
[00:42:57] 英文 And still yet, that's all they do.
[00:43:00] 英文 The problem isn't always a lack of knowledge.
[00:43:04] 英文 Sometimes the problem is that the skill has not yet become automatic.
[00:43:09] 英文 That is where life skills coaching becomes so important.
[00:43:21] 英文 skills must be practiced under stress. Now a student may demonstrate excellent emotional regulation in coaching or therapy. They can explain, when I'm angry, I should pause, I should do it.
[00:43:51] 英文 take a breath and communicate my feelings. Well, that's wonderful. Now let's see what
[00:43:56] 英文 happens when their phone is taken away. Their parents say no. A peer insults them. They
[00:44:05] 英文 receive a bad grade. They're told to go to bed. They lose a privilege. This is the real
[00:44:12] 英文 test. We don't want to know whether a student can describe emotional regulation. We want
[00:44:17] 英文 know whether they can use emotional regulation when emotionally dysregulated. That is a very
[00:44:24] 英文 different thing. This is why real-world practice is so important. The therapy room teaches the skill,
[00:44:31] 中文 生命侶控制採討。
[00:44:34] 中文 那一個年輕人的話,他可能可以很自信的告訴你說
[00:44:42] 中文 當我生氣的時候,我應該要暫停下深呼吸,然後好好說出我的感受
[00:44:47] 中文 理想上是這樣子,但是當真實生活的情境的時候
[00:44:51] 中文 當這個人的手機被沒收,當有人告訴他不行
[00:44:54] 中文 當他考試不及格,被要求立刻去上桶睡覺
[00:44:58] 中文 或是失去某項特權的時候,這才是真正考驗的來臨
[00:45:01] 中文 我們不是單純要求年輕人用言語敘述來調節情緒要怎麼做,而是要知道他可不可以在情緒失控的當下,他可以實際運用這些調節技巧,這是兩件不同的事情,所以治療是傳授技能,然後真實生活才是真正的考驗的場所。
[00:45:24] 中文 So quick question, imagine a 16 year old student understands that he needs to improve his organisation.
[00:45:31] 英文 He's been taught to use a calendar, maybe even a daily planner.
[00:45:34] 英文 He agrees that organization is important.
[00:45:37] 英文 However, he regularly forgets assignments, loses the materials, and misses deadlines.
[00:45:43] 英文 Is this primarily a mental health problem or a life skills problem, or both?
[00:45:48] 英文 And the answer is probably both.
[00:45:50] 英文 Maybe the student has ADHD, maybe he's anxious, maybe he's depressed.
[00:45:54] 英文 Maybe he has poor executive functioning.
[00:45:57] 英文 But the solution still requires him to develop a practical system for managing his life.
[00:46:03] 英文 Diagnosis may explain the problem, but skills create a solution.
[00:46:27] 英文 It's a two-step process. This student may have ADHD, or a mental illness, or a simple practice.
[00:46:37] 英文 The solution is to help him to create a system of care and care.
[00:46:44] 英文 So, the treatment can be solved by the problem, but the ability can be created by the real solution.
[00:46:51] 英文 One of the most important questions in treatment and coaching is,
[00:46:54] 英文 can the young person transfer the skill?
[00:46:58] 英文 Now, a student may be able to regulate therapy,
[00:47:02] 英文 organize with a coach,
[00:47:04] 英文 even communicate respectfully with a therapist,
[00:47:06] 英文 maybe complete assignments with constant supervision.
[00:47:09] 英文 But what happens when support is removed?
[00:47:13] 英文 We should gradually ask, can he do it with help?
[00:47:17] 英文 Then, can he do it with a reminder?
[00:47:20] 英文 Then, can he do it independently?
[00:47:24] 英文 And finally, can he do it when life becomes difficult?
[00:47:28] 英文 That is the progression from treatment to independence.
[00:47:49] 中文 他可以整理規劃
[00:47:50] 中文 他跟心理師的時候
[00:47:51] 中文 溝通的時候他是很有禮貌的
[00:47:53] 中文 然後他也可以在全程監督下完成作業
[00:47:56] 中文 可是當我們把這些外在支援都拿掉的時候
[00:47:59] 中文 會發生什麼事
[00:48:00] 中文 所以我們應該要循序漸定的去檢視說
[00:48:02] 中文 第一步他在有人協助的狀況下可不可以做到
[00:48:06] 中文 那沒人協助但是有人提醒的話
[00:48:09] 中文 他可不可以做到
[00:48:10] 中文 那接下來下一步
[00:48:11] 中文 沒人提醒他可以獨立做到嗎
[00:48:13] 中文 然後最後一步就是
[00:48:15] 中文 當他面臨壓力還有掙扎的時候
[00:48:17] 中文 他可以做到嗎
[00:48:19] 中文 這就是讓孩子從依賴治療 邁向獨立不足的過程
[00:48:49] 英文 person 6 months after discharge. Now that question changes the way we approach everything. It changes how we teach organization, how we teach emotional regulation, communication, and how we teach responsibility.
[00:49:10] 中文 我們的目標不是說他在這邊可以表現得很好而已
[00:49:15] 中文 而是他可不可以將在這邊學到的能力帶回他的家庭、學校、職場還有人際關係中繼續運用
[00:49:22] 中文 所以我們必須要不斷地自問說
[00:49:25] 中文 我們今天做的事情在結案或是孩子離開機構六個月後
[00:49:29] 中文 是否還可以實質幫助到這個孩子
[00:49:32] 中文 那這個問題會改變我們教學還有介入的所有方式
[00:49:38] 中文 我們不只是想讓學生成功成功,我們不只是要讓孩子在我們的機構環境中表現成功,而是讓我們這個環境對他們來說越來越不需要,所以聽起來有點矛盾,這其實就是我們實際的期許,就是我們工作做得越好,
[00:50:07] 中文 那年輕人對我們的依賴越少 這樣實在是最好的
[00:50:22] 中文 那我將技能發展規劃成五個階段
[00:50:25] 中文 第一個是理解 那年輕人應該要學習還有理解這項技能到底是什麼
[00:50:40] 英文 Practice, the young person tries the skill in a supported environment.
[00:50:54] 英文 Then practice, the young person tries the skill in a supported environment.
[00:51:02] 中文 第三個階段是他會去遇到挫折
[00:51:12] 中文 他可能會遭遇失敗
[00:51:13] 中文 然後會感到很不知所措
[00:51:15] 中文 接下來他會去檢討發生了什麼挫折
[00:51:23] 中文 怎麼去修復 然後從中學習要再次嘗試
[00:51:27] 中文 然後再重複重複內化這些過程
[00:51:35] 中文 直到他可以學習到這些技能
[00:51:38] 中文 最終達到努力自尊的階段
[00:51:40] 中文 所以就是不斷的理解 練習 掙扎 修復
[00:51:53] 中文 重複內化
[00:51:53] 中文 這就是帶來真實改變的完整理想
[00:52:04] 英文 But sometimes failure is the most important part of development.
[00:52:08] 英文 A student forgets an assignment. A conflict happens. A student loses the privilege. A family conversation goes poorly. The question is not, how do we make sure this never happens again? The better question is, what can the student person learn from what just happened? We don't want to remove every consequence from a person's life. We want to help them learn how to respond to consequences.
[00:52:53] 中文 然後家庭對話陷入僵局
[00:52:55] 中文 那關鍵問題其實並不是我們要讓這件事不會再發生
[00:53:00] 中文 其實更好的問題是這個年輕人可以從這些經驗裡面學到什麼
[00:53:04] 中文 所以我們不應該替孩子掃除人生中所有的後果
[00:53:08] 中文 而是要陪伴他如何學會還有面對承擔這些後果
[00:53:12] 中文 因為生日後療療程會仍然避免失敗
[00:53:15] 中文 失敗、失敗、失敗、失敗、不期待的改變
[00:53:20] 中文 因為真實人生其實是充滿衝突,失敗還有挫折,甚至是突如其來的變故,所以我們的目標不是為孩子創造一個無風無雨的人生,而是要培養出一個可以應對逆境的人。
[00:53:41] 中文 那任何發生重大的事件或衝突的時候,我們可以引導詢問這四個關鍵的問題,第一個是發生了什麼事,然後請他釐清客觀的事實。
[00:54:03] 英文 第二問題是問她說你當時的感受是什麼,讓她去覺察情緒。
[00:54:12] 英文 第三個問題是你那時候做了什麼事情,那這是要讓她承擔責任。
[00:54:20] 英文 And what will you do next time? Life skills.
[00:54:30] 中文 這個簡直的細節 連線了健康治療與實驗的發展。
[00:54:36] 中文 它移動了年輕人從這件事發生的事件到這件事件,我所提供的事件,我可以學習,我會選擇的事件。
[00:54:47] 中文 這是個人的社會主義主義主義。
[00:55:00] 中文 誒,這件事情發生在我身上,我是一個受害者,轉變成,誒,這件事情發生了,那我在其中也是有責任,我可以從中學習,而且下一次要怎麼做,我是有選擇權的。
[00:55:11] 中文 那這個就是Personal Agency,就是個人主體,個人主體能動的開端,就是自己選擇權都在自己手上。
[00:55:21] 中文 現在,為什麼要這個問題?
[00:55:24] 中文 我希望你兩種未來的目標
[00:55:27] 中文 一種,我們只要問我們如何處理 mental病毒?
[00:55:30] ?EN how do we treat mental illness?
[00:55:33] ?EN This is an important question, but it's incomplete.
[00:55:33] ?ZH 這是一個重要的問題,但它是不足的問題
[00:55:36] ?ZH 我想另一個未來的目標
[00:55:36] ?EN I imagine another future where we also ask,
[00:55:37] ?ZH 我們也問我們要為我們要建立健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康健康 statements
[00:55:39] ?EN how do we intentionally build mentally healthy adults?
[00:55:45] ?EN That changes everything.
[00:55:47] ?EN Instead of waiting until the crisis, we prepare before the crisis, we help things go right.
[00:55:54] ?EN Instead of only treating problems, we build strengths.
[00:55:57] ?ZH 不可以提出自己事情嗎?
[00:55:58] ?EN Instead of asking, what's wrong with a young person?
[00:56:00] 中文 我們問我們我們問我們什麼事情的需要教學?
[00:56:06] 中文 那這轉變是我們看到整個世代的變化
[00:56:36] 中文 被動的等待危機爆發轉變成危機來臨前我們就可以做好完全的準備
[00:56:41] 中文 然後從以前只會專注於治療問題和症狀轉變成要建立個案的優勢能力
[00:56:47] 中文 然後從以前這個孩子到底有什麼問題
[00:56:49] 中文 轉變成問我們自己說這個孩子還有哪些生活技能還沒有被教導建立
[00:56:55] 中文 那這樣的思維轉變就會改寫我們去看待去對待新世代的一個方式
[00:57:11] 英文 It's not simply does the young person behave better, although that matters too.
[00:57:16] 英文 The deeper question is, is this young person becoming more capable of managing his own life?
[00:57:41] 英文 can he identify what he has been? Communicate what he needs? Manage his time, solve problems, tolerate frustration, maintain relationships, accept responsibility, make decisions, recover from mistakes, that is where mental health and life skills come together.
[00:58:10] 英文 The question is not simply does he function well whilst someone is helping him, the question
[00:58:16] 英文 is is he becoming capable of helping himself?
[00:58:21] 英文 That's the key.
[00:58:26] 英文 and how to manage your life and manage your life.
[00:58:28] 英文 These are the指標.
[00:58:29] 英文 How can you feel your emotions and feelings?
[00:58:41] 中文 可不可以承擔責任,可不可以自行做出明智的決定,可不可以從錯誤還有失敗中去復原
[00:58:48] 中文 那這就是心理健康還有生活技能交會的核心所在
[00:58:53] 中文 所以關鍵不是在有人協助的狀況下他可以表現得很好
[00:58:58] 中文 而是他有沒有正逐漸講出可以幫助自己的福利
[00:59:03] 英文 I'd like to leave you with one high and flow, so healthy builds are not wrong, they're developed.
[00:59:10] 英文 For generations, families, schools, communities, and life itself naturally developed many of the skills young people needed.
[00:59:17] 英文 But today's world is very different.
[00:59:20] 英文 that doesn't make this generation weaker it simply means they need more intentional guidance
[00:59:25] 英文 that is where life skills coaching has an important role not replacing therapy not replacing parents
[00:59:33] 中文 而是跟我們三個人合作,
[00:59:35] 中文 因為每個人都得到更多的症狀態。
[00:59:38] 中文 他們得到能力,
[00:59:40] 中文 肯定,
[00:59:41] 中文 肯定,
[00:59:43] 中文 求求,
[00:59:44] 中文 和希望。
[00:59:46] 中文 我們經歷了一段時間問,
[00:59:47] 中文 我們如何去治癒 mental illness?
[00:59:49] 中文 今天,我推薦一個很重要的問題,
[00:59:52] 中文 我們如何去建議 mental wellness?
[00:59:58] 中文 好,那最後我想要給大家一個核心的訊息
[01:00:00] 中文 就是身心健全的成年人其實不是天神與生俱來的
[01:00:05] 中文 而是要被培育出來的
[01:00:07] 中文 那在過去的時代,家庭、學校、社群
[01:00:11] 中文 還有真實生活的本身會很自然的去鍛造
[01:00:14] 中文 去鍛煉年輕人所需要的各種生存還有適應的技能
[01:00:18] 中文 但是我們現在活在一個不一樣的世界
[01:00:20] 中文 那這個世界就是不表示說年輕人就是比較脆弱
[01:00:26] 中文 而是代表年輕人需要更多有意識
[01:00:28] 中文 有系統去引導他們
[01:00:31] 中文 那這陣子就是生活
[01:00:33] 中文 陪跑時扮演關鍵角色的地方
[01:00:36] 中文 就是不是要取代心理治療
[01:00:38] 中文 不是要取代父母學校教育
[01:00:40] 中文 而是大家都一起攜手建立強大的夥伴關係
[01:00:44] 中文 因為每一個神經多樣性
[01:00:46] 中文 還有面臨挑戰的年輕人
[01:00:48] 中文 他們所值得擁有的
[01:00:51] 中文 不是隻有精神症狀的環節
[01:00:53] 中文 而是他們很值得擁有實際能力
[01:00:55] 中文 自信心,復元力,人生目標和希望。過去數十年來我們會探討如何治療心理症狀和疾病。
[01:01:02] 英文 So, over the last 10 years, we will always look at how to treat mental health and mental health.
[01:01:08] 英文 So how do we intentionally build mental wellness?
[01:01:20] 英文 Well, I believe Life Skills Coaching is one more important answer.
[01:01:23] 英文 Because therapy may help someone heal, but Life Skills Coaching helps people prepare for life.
[01:01:33] 中文 Healthy adults are not born
[01:01:36] 中文 They are intentionally developed
[01:01:40] 中文 Thank you very much
[01:01:45] 中文 所以我再問一次這個問題
[01:01:48] 中文 就是我們如何有意思的去建議心理健康還有全人福祉
[01:01:51] 中文 我認為生活培託師會是一個關鍵的答案
[01:01:55] 中文 因為心理治療可以幫助一個人療癒心理的創傷
[01:01:58] 中文 但是生活培託師可以幫助孩子
[01:02:01] 中文 為未來真實的人生做好準備
[01:02:03] 中文 所以我想要再次用我剛才的核心訊息
[01:02:05] 中文 來總結這場分享
[01:02:07] 中文 就是身心健全的成年人不是天生的
[01:02:10] 中文 而是我們需要有意識的去培養出來
[01:02:13] 中文 謝謝大家
[01:02:15] 中文 好
[01:02:16] 中文 謝謝Berry
[01:02:19] 中文 謝謝Amoly
[01:02:20] 中文 那以上
[01:02:21] 中文 延續三位講者
[01:02:22] 中文 非常精彩的分享以後
[01:02:24] 中文 我們有十分鐘的休息時間
[01:02:26] 中文 早上有一些假點
[01:02:28] 中文 大家可以取用