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研究生:董志強
研究生(外文):TUNG, CHIH-CHIANG
論文名稱:早期經驗與青少年邊緣性人格特質的關係--探討心智理論與霸凌經驗的角色
論文名稱(外文):The Relationship Between Early Experience and Borderline Personality Trait in Adolescence--Exploring the Role of Theory of Mind and Bullying Experience
指導教授:葉在庭葉在庭引用關係
指導教授(外文):YEH, ZAI-TING
口試委員:黃健曾幼涵
口試委員(外文):HUANG-CHIENTSENG, YU-HAN
口試日期:2018-06-27
學位類別:碩士
校院名稱:輔仁大學
系所名稱:臨床心理學系碩士班
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
論文出版年:2018
畢業學年度:106
語文別:中文
論文頁數:95
中文關鍵詞:早期經驗邊緣性人格特質心智理論霸凌經驗青少年
外文關鍵詞:early experienceborderline personality traittheory of mindbullying experienceadolescence
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研究背景與目的:邊緣性人格障礙(Borderline personality disorder, BPD)為臨床上常見的人格障礙種類,症狀多始於青少年期,主要特徵為情緒不穩定、衝動及人際關係困擾。由於其難以與人維持穩定關係的特性以及高比例的共病,使得心理治療時常難以發揮成效,因此尋找可能的早期介入及預防方案將有其價值。相關的病理理論如Fonagy的心智化理論及Linehan的生物社會理論皆指出邊緣性人格障礙症狀的發展與先天生物脆弱性、後天環境及兩者之交互作用有關。早期家庭環境即為重要的後天環境之一,證據顯示邊緣性人格障礙的症狀與生命早期經驗到無效的家庭環境有關。此外,學校也是重要的後天環境,因此不良的同儕互動經驗(霸凌)也被認為與邊緣性人格特質的形成有關,而心智理論是影響人際互動的重要因素,但目前較少研究同時探討早期經驗、霸凌經驗、心智理論與邊緣性人格特質,故本研究欲釐清霸凌經驗及心智理論如何影響早期經驗對邊緣性人格特質的關係並建議可能的預防措施。
研究方法:招募250名年齡介於12至19歲之一般青少年個別施測負向情緒社會化量表、心理虐待量表、心智理論作業、霸凌經驗量表及中文版兒童青少年版邊緣性人格特質量表。
研究結果:負向早期經驗及霸凌經驗皆能顯著預測邊緣性人格特質,霸凌經驗在早期經驗與邊緣性人格特質的關係中具有中介效果,而心智理論能夠調節早期經驗與霸凌經驗之間的關係。
結論:負向的早期經驗會透過霸凌經驗來影響青少年的邊緣性人格特質,而好的心智理論為個體涉入霸凌事件的保護因子,可以保護個體不受負向早期經驗的影響而涉入霸凌事件。

Background and Purpose: Borderline personality disorder (BPD) is clinically the most common personality disorder, which is characterized by affective instability, impulsion and disturbed interpersonal relationship and starting from adolescence. It is extremely difficult to treat due to its symptoms and high comorbidity; therefore, it’s valuable to find a prevention strategy. Both Fonagy’s mentalization model and Linehan’s biosocical theory pointed out that the interaction between biological vulnerability and acquired environment is the key to develop BPD. Family is an important acquired environment; evidence show that the symptoms of BPD are related to invalid experiences in family. In addition, negative peer interaction such as bullying, is considered to be relating to the development of BPD trait. Meanwhile, the theory of mind (ToM) is a key factor in social interaction. Few studies have examined the early family experience, bullying experience, theory of mind and borderline personality trait at the same time, so the purposes of the present study are not only to explore how the bullying experience and theory of mind influence the relation between early experience and borderline personality trait, but also to provide the possible prevention strategy of BPD.
Method: 250 general teenagers between the ages of 12 to 19 were recruited in the study. Socialization of Emotion Scale (SES), Psychological Abuse Scale (PAS), Theory of Mind tasks, Bullying experience Scale, and Chinese Version of Borderline Personality Features Scale for Children (BPFS-C) were administered individually to all participants.
Results: Both negative early experience and bullying experience can significantly predict borderline personality trait. Bullying experience mediates the relationship between early experience and borderline personality trait. Theory of mind moderates the relationship between early experience and bullying experience.
Conclusion: Negative early experience influences teenagers’ borderline personality trait through bullying experience. In addition, good theory of mind can protect individuals from bullying involvement by reducing the effect of negative early experience.

第一章 緒論……………………………………………………………….........…1
第二章 文獻回顧…………………………………………………………………..5
第一節 早期經驗與邊緣性人格障礙……………………………………………...5
第二節 霸凌經驗…………………………………………………………………14
第三節 心智理論…………………………………………………………………24
第四節 研究目的與假設…………………………………………………………27
第三章 研究方法.....………………………………………………………….….29
第一節 研究對象…………………………………………………………………29
第二節 研究工具…………………………………………………………………30
第三節 研究程序…………………………………………………………………35
第四節 資料分析…………………………………………………………………36
第四章 研究結果………………………………………………………………....37
第一節 各研究變項之描述統計……………………………………………...…37
第二節 研究變項間的迴歸、中介及調節效果分析……………………………40
第五章 討論與建議……………………………………………………………….61
第一節 研究摘述及研究發現…………………………………………………..…61
第二節 綜合討論……………………………………………………………….....62
第三節 研究貢獻、限制與建議…………………………………………………..71
參考文獻………………………………………………………...……………..…72
附錄…………………………………………………...…………………………..89

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兒童福利聯盟文教基金會 (2014)。2014年臺灣校園霸凌狀況調查報告。取自https://www.children.org.tw/research/detail/69/686
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