第五章 結論與建議
第二節 未來研究與實務上的建議
二、 教育上的意涵與建議
靈性健康被許多宗教、心理和醫護領域的學者加以描述和研究，並發現靈性健康與 心理健康具高度相關性 (Fehring, Brennan & Keller,1987；Roehrig & Range,1995)。
吳庶深、黃麗花（2002）整理生命教育的主要理念與取向提到：生命教育的理念為 全人教育，所謂全人意指個人活在天、人、物、我的均衡關係中，其四個向度分別為（1）
人與自己（認識自己、欣賞與尊重自己，發揮潛能），（2）人與他人（與人和睦、群體 倫理、關懷弱勢），（3）人與環境（建立生命共同體，經營自然和人文環境的永續發展），
（4）人與宇宙（靈性超越之途徑、尋得永恆價值、生命歸宿等信仰所提供的答案）。
也因生命教育與靈性健康內涵相當接近，未來期許國中小學、高中職學生的「生命 教育」、大專院校的通識教育課程方面，也須融入心理健康和靈性健康的相關議題，使 青少年的「全人教育」能被持續地教育著，加強靈性教育，以達身、心、靈方面的統整。
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85 55.我的衣著和髮型能跟的上潮流。
重 要 性
( ) 1 一點也不 ( ) 2 ( ) 3 有些 ( ) 4 ( ) 5 普通 ( ) 6 ( )7 非常 ( ) 8 ( )9 極端 機
會 ( ) 1 非常低 ( ) 2 ( ) 3 低 ( ) 4 ( ) 5 普通 ( ) 6 ( )7 高 ( ) 8 ( )9 非常高 56.我的週遭環境會相對上是平穩的。
重 要 性
( ) 1 一點也不 ( ) 2 ( ) 3 有些 ( ) 4 ( ) 5 普通 ( ) 6 ( )7 非常 ( ) 8 ( )9 極端 機
會 ( ) 1 非常低 ( ) 2 ( ) 3 低 ( ) 4 ( ) 5 普通 ( ) 6 ( )7 高 ( ) 8 ( )9 非常高 57.人們會真正的敬重我。
重 要 性
( ) 1 一點也不 ( ) 2 ( ) 3 有些 ( ) 4 ( ) 5 普通 ( ) 6 ( )7 非常 ( ) 8 ( )9 極端 機
會 ( ) 1 非常低 ( ) 2 ( ) 3 低 ( ) 4 ( ) 5 普通 ( ) 6 ( )7 高 ( ) 8 ( )9 非常高