| 摘要: | 本研究以生態系統理論為基礎，旨在以復原力觀點探究影響拒學生行為樣態之因素，歸納拒學歷程中拒學生之保護因子及風險因子，兩者交互作用之歷程何以影響拒學生，促動復原力光譜效應變化之動態過程。本研究採用質性研究方法之敘事研究法，參與研究者為三位拒學生、三位國中專輔老師及一位國中特教組長；研究資料透過半結構式訪談、觀察與札記等方式進行蒐集並加以分析；本研究之結果及結論如下：
一、三位參與研究者之拒學歷程分為「拒學意念/導火線」、「拒學初期/拒學未輟」、「反覆、慢性化的時輟時復/跨教育階段拒學」三個階段；家庭及學校系統皆於每個階段不斷的調整與協助，且適時的連結相關資源提供專業支持，努力引導拒學生踏上返校之路。
二、復原力光譜效應於拒學各階段呈現不同之變化，各因素間之交互作用會影響復原力光譜效應之變化；同一因素中，會同時存在保護因子及風險因子，兩者為此消彼長之關係。
三、家庭因素為主要且直接影響拒學歷程之因素，其中之家庭結構及氛圍的穩定、父母教養方式合宜且一致，及家庭成員理解、接納與陪伴，且願意與學校配合等因素，能有效提升個體內在保護因子，強化拒學生之復原力。
四、學校因素中之輔導量能及資源充足、校長及行政端之支持、適時提升教師相關知能及因應方式、學校各處式充分合作等因素，能有效提升在在保護因子，強化拒學生之復原力。
五、專業支持及正式資源介入為主要之間接因素，能協助家庭及學校系統，間接強化拒學生之復原力。
最後，依據上述研究結果、結論與限制，提出相關建議，以供教育單位、實務工作者，以及未來相關研究者做為參考。
This study is based on the ecological system theory and aims to explore the factors that affect the behavior of school refusal from the perspective of resilience, summarize the protective factors and risk factors of school refusal in the process of refusing to study, and how the interaction between the two affects the school refusal behavior. The dynamic process that promotes changes in the spectral effect of resilience. This study adopts the narrative research method of qualitative research method. The participants are three rejected students, three junior high school assistant teachers and one junior high school special education team leader. The research data is collected through semi-structured interviews, observations and notes. Collect and analyze; the results and conclusions of this study are as follows:
1、 The study refusal process of the three participants is divided into three categories: "rejection idea/trigger", "early stage of refusal/refusal before dropping out", and "repeated and chronic drop-out and relapse/rejection across educational stages" Each stage; the family and the school system continue to adjust and assist at each stage, and timely link relevant resources to provide professional support, and take efforts to enable students to embark on the road back to school.
2、 The spectrum effect of resilience shows different changes at each stage of school refusal. The interaction between various factors will affect the changes of the spectrum effect of resilience. In the same factor, there may be protective factors and risk factors at the same time, and the two are in a relationship where one increases and the other decreases.
3、 Family factors are the main factors that directly affect the process of school refusal. Among them, factors such as the stability of the family structure and atmosphere, the appropriate and consistent parenting style, the understanding, acceptance and companionship of family members, and their willingness to cooperate with the school can effectively Enhance the individual's internal protective factors and strengthen the resilience of school refusal behavior.
4、 Among the school factors, factors such as sufficient tutoring capacity and resources, support from the principal and administration, timely improvement of teachers’ relevant knowledge and response methods, and full cooperation among all parts of the school can effectively enhance the existing protective factors and strengthen the resistance to school refusal behavior resilience.
5、 Professional support and formal resource intervention are the main indirect factors that can assist families and school systems and indirectly strengthen the resilience of school refusal behavior.
Finally, based on the above research results, conclusions and limitations, relevant suggestions are put forward for reference by educational institutions, practitioners, and future relevant researchers. |
