本文旨在描述與分析以詩作引導團體互動之閱讀療法的教學案例。此團體分兩階段進行，首先以帶領學生團體示範閱讀療法，接著，引導參與觀摩的臨床護理教師團體討論，團體共計兩小時。根據團體過程的逐字稿，指出由詩作閱讀到體知的三個階段，包括一、認同的序曲，「錢包和鑰匙」：死前應該要做完的事情；「熄掉喉嚨深處的陽光」：心理上的死亡。二、淨化的對話，「一會兒就回來。」：親人的道別；「我隨手關上（嘴巴）」：備用鑰匙。三、領悟的合鳴，一會兒回來：如果心死的話，我也會回來。這個結合學生與教師的兩階段團體，藉由閱讀詩作提供團體對話教學的觀摩，也促成教師個人生命的省察。

This article is about a teaching strategy that operationalizes the reading therapy in the group for psychiatric-mental health faculty and students enrolled in a psychiatric-mental health practice course. The group lasts for two hours including the reading group for students and reflection group for faculty. After analyzing the transcribe of group process, we identify three themes from reading poem to fulfilling embodiment: Identifying “purse” and “key” as unfinished business; catharsis from “I come back later” in saying goodbye to relatives; and insight from resonance to revelation of rebirth. This combined group is not only demonstrating the process of reading therapy, but also promoting the mental and spiritual development of faculty.